Healthcare discussions

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Two separate discussions one consist of Role Playing Case Study and second discussion is Healthcare system around the world type of care levels.

comment from post 6

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I find malnutrition a very frustrating topic.  In countries rich with food supplies people suffer from malnutrition due to financial, educational or personal choice deficits.  In countries with poor food supplies there seems to be the same issues only added to the mix are religious beliefs that block some forms of assistance.  Some assistance programs are starting to focus on teaching people to produce their own sustainable food supplies.  I believe that this is going to be key in the fight of hunger and malnutrition around the world. Great information Thanks! 

I NEED YOU TO COMMENT FROM THIS POST, NO MORE THAN 150 WORDS NEEDED AND A REFERENCE PLEASE.

org assmt 3

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Required Resources

The following resources are required to complete the assessment.

Resources

Click the link provided to view the following resource:

.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Multimedia

Click the links provided below to view the following multimedia pieces:

Systems Theory and the Fifth Discipline | Transcript.

Riverbend City: Getting Started | Transcript.

Riverbend City: Decision Mission | Transcript. Consider the elements that needed to be taken into consideration as the nurse leader made her decision.

Riverbend City: Needs Priorities Mission | Transcript.

Library Resources

The following e-books or articles from the Library are linked directly in this course:

Grossman, S. C., & Valiga, T. M. (2013). Chapter 1: The nature of leadership: Distinguishing leadership from management. In New leadership challenge: Creating the future of nursing (4th ed., pp. 1–7). Philadelphia, PA: F. A. Davis.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management, 20(1), 32–37.

Clancy, T. R., Effken, J. A., & Pesut, D. (2008). Applications of complex systems theory in nursing education, research, and practice. Nursing Outlook, 56(5), 248–256.

Salmela, S., Eriksson, K., & Fagerström, L. (2013). Nurse leaders’ perceptions of an approaching organizational change. Qualitative Health Research, 23(5), 689–699.

Painter, K., Reid, S., & Fuss, E. P. (2013). The evolution of nursing shared governance at a community hospital. Nursing Management, 44(8), 10–14.

Martin, D., Godfrey, N., & Walker, M. (2015). The baccalaureate big 5: What Magnet® hospitals should expect from a baccalaureate generalist nurse. The Journal of Nursing Administration, 45(3), 121–123.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management, 20(1), 32–37.

Bamford-Wade, A., & Moss, C. (2010). Transformational leadership and shared governance: An action study. Journal of Nursing Management, 18(7), 815–821.

Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–680.

Tomlinson, J. (2012). Exploration of transformational and distributed leadership. Nursing Management, 19(4), 30–34.

　

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

MindTools. (n.d.). SWOT analysis: Discover new opportunities, manage and eliminate threats. Retrieved from https://www.mindtools.com/pages/article/newTMC_05.htm

Agency for Healthcare Research and Quality. (n.d.). AHRQ. Retrieved from http://www.ahrq.gov

American Organization of Nurse Executives. (n.d.). AONE. Retrieved from http://www.aone.org

AONE. (n.d.). Toolkit for the role of the nurse in future patient care delivery. Retrieved from http://www.aone.org/resources/caredeliverypuzzle.shtml

Sherman, R., & Pross, E. (2010). Growing future nurse leaders to build and sustain healthy work environments at the unit level. The Online Journal of Issues in Nursing, 15(1). Retrieved from http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol152010/No1Jan2010/Growing-Nurse-Leaders.html

Institute for Healthcare Improvement. (n.d.). Retrieved from http://www.ihi.org/Pages/default.aspx

National Academy of Medicine. (n.d.). Retrieved from http://nam.edu

Institute of Medicine of the National Academies. (n.d.). The future of nursing: Leading change, advancing health. Retrieved from https://iom.nationalacademies.org/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Huber, D. L. (2010). Leadership and nursing care management (5th ed.). Maryland Heights, MO: W. B. Saunders.

Chapter 1–4.

Chapter 9.

Chapter 14.

Chapter 17–18.

Preparation

Use the Suggested Resources for this assessment to study systems theory, SWOT analysis, and shared governance teams, as background for an Impact Report to Senior Leadership. The report includes a SWOT analysis. The SWOT Analysis Template is linked in Required Resources.

Study a facility in your area and examine its Web site and any available public documents to aid you in completing this assessment. You may wish to examine an organization where you work, where you have worked in the past, or where you did your clinical work.

Do not name the organization in your report; instead, identify the type of facility and location. Example: A rehabilitation center in a mid-size Midwestern city.

Use the following scenario as the basis for your report:

Scenario

The unit-based Shared Governance Council of the organization where you work has identified a major nursing-related challenge (patient/staff safety, confidentiality, management/staff conflict, poor patient satisfaction survey scores, or nursing staff shortages) within your health care organization.

In an unusual move, your system administrator is considering creating a new nurse leadership position that would have the responsibility and authority to address this specific issue. As a member of the shared governance council’s subcommittee, you have been asked to write the committee’s final report.

Deliverable: Impact Report to Senior Leadership

Write a 4–5-page Impact Report to senior leadership that identifies the challenge, analyzes how it affects the organization from a nursing perspective, and details the new position.

Use systems thinking and leadership theory as tools to approach this problem.

Construct the report with the following headings:

The Nursing Challenge:

Identify the nursing challenge and its impact from a nursing perspective. Choose from:

Patient/staff safety, confidentiality, management/staff conflict, poor patient satisfaction survey scores, or nursing staff shortages.

The System/Organization:

Explain how the nursing challenge creates a gap or conflict between the organization’s statements and practice.

Identify the organization type, that is, specialty hospital, teaching hospital, major health care system, et cetera, and summarize the organizational structure, its mission, vision, and philosophy statements.

Use systems theory and systems thinking to explain the gap or conflict.

SWOT Analysis:

Use the SWOT Analysis Template linked in Required Resources and include the SWOT analysis table in your paper.

Identify organizational factors that impact the situation using a SWOT analysis.

For example, a budget cut may cause short staffing, which relates directly to the problem.

What factors within the system may facilitate a solution for this problem?

The Position:

Assess how the new nurse leader position will have power and influence and impact patient outcomes.

How will this position affect change within the organization?

Identify key leadership skills, knowledge, or abilities required for the position.

Additional Requirements

Written communication: Written communication should be free of errors that detract from the overall message.

APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.

Length: The report should be 4–5 pages in content length. Include a separate title page and a separate reference page.

Font and font size: Times New Roman, 12 point, double-spaced.

Number of resources: Use a minimum of three peer-reviewed resources

PLEASE USR PROPER APA FORMAT AND INCORPORATE SWOT ANALYSIS AS NEEDED AND NO MORE THAN 5 PAGES PLEASE

Discussion Question

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Read Lake and von Baeyer’s article, “Tips for Successful Students.” Also, review the characteristics of a successful student as explained in the lecture.

As you consider these, which is your strongest characteristic? Why? How will this characteristic help you to become a successful student in your program of study?

Tips for Successful Students

Guidelines and Thoughts for Academic Success

Adapted and shortened in 2005 by Alison Lake and Carl von Baeyer from a web page by Steve Thien, Kansas State University, which was based on the following articles in The Teaching Professor. Larry M Ludewig, “Ten Commandments for Effective Study Skills,” Dec 1992. John H. Williams, “Clarifying Grade Expectations,” Aug/Sep 1993. Paul Solomon and Annette Nellon, “Communicating About the Behavioral Dimensions of Grades,” Feb 1996.

Successful students exhibit a combination of successful attitudes and behaviors as well as intellectual capacity. Successful students . . .

1. . . . are responsible and active.

Successful students get involved in their studies, accept responsibility for their own education, and are active participants in it! Responsibility is the difference between leading and being led. Active classroom participation improves grades without increasing study time. You can sit there, act bored, daydream, or sleep. Or you can actively listen, think, question, and take notes like someone in charge of their learning experience. Either option costs one class period. However, the former method will require a large degree of additional work outside of class to achieve the same degree of learning the latter provides at one sitting.

2. . . . have educational goals.

Successful students are motivated by what their goals represent in terms of career aspirations and life’s desires. Ask yourself these questions: What am I doing here? Is there some better place I could be? What does my presence here mean to me?Answers to these questions represent your “Hot Buttons” and are, without a doubt, the most important factors in your success as a college student. If your educational goals are truly yours, not someone else’s, they will motivate a vital and positive academic attitude. If you are familiar with what these hot buttons represent and refer to them often, especially when you tire of being a student, nothing can stop you; if you aren’t and don’t, everything can, and will!

3. . . . ask questions.

Successful students ask questions to provide the quickest route between ignorance and knowledge.In addition to securing knowledge you seek, asking questions has at least two other extremely important benefits. The process helps you pay attention to your professor and helps your professor pay attention to you! Think about it. If you want something, go after it. Get the answer now, or fail a question later. There are no foolish questions, only foolish silence. It’s your choice.

4. . . . learn that a student and a professor make a team.

Most instructors want exactly what you want: they would like for you to learn the material in their respective classes and earn a good grade.Successful students reflect well on the efforts of any teacher; if you have learned your material, the instructor takes some justifiable pride in teaching. Join forces with your instructor, they are not an enemy, you share the same interests, the same goals – in short, you’re teammates. Get to know your professor. You’re the most valuable players on the same team. Your jobs are to work together for mutual success. Neither wishes to chalk up a losing season. Be a team player!

5. . . . don’t sit in the back.

Successful students minimize classroom distractions that interfere with learning.Students want the best seat available for their entertainment dollars, but willingly seek the worst seat for their educational dollars. Students who sit in the back cannot possibly be their professor’s teammate (see no. 4). Why do they expose themselves to the temptations of inactive classroom experiences and distractions of all the people between them and their instructor? Of course, we know they chose the back of the classroom because they seek invisibility or anonymity, both of which are antithetical to efficient and effective learning. If you are trying not to be part of the class, why, then, are you wasting your time? Push your hot buttons, is their something else you should be doing with your time?

6. . . . take good notes.

Successful students take notes that are understandable and organized, and review them often.Why put something into your notes you don’t understand? Ask the questions now that are necessary to make your notes meaningful at some later time. A short review of your notes while the material is still fresh on your mind helps your learn more. The more you learn then, the less you’ll have to learn later and the less time it will take because you won’t have to include some deciphering time, also. The whole purpose of taking notes is to use them, and use them often. The more you use them, the more they improve.

7. . . . understand that actions affect learning.

Successful students know their personal behavior affect their feelings and emotions which in turn can affect learning.If you act in a certain way that normally produces particular feelings, you will begin to experience those feelings. Act like you’re bored, and you’ll become bored. Act like you’re uninterested, and you’ll become uninterested. So the next time you have trouble concentrating in the classroom, “act” like an interested person: lean forward, place your feet flat on the floor, maintain eye contact with the professor, nod occasionally, take notes, and ask questions. Not only will you benefit directly from your actions, your classmates and professor may also get more excited and enthusiastic.

8. . . . talk about what they’re learning.

Successful students get to know something well enough that they can put it into words.Talking about something, with friends or classmates, is not only good for checking whether or not you know something, its a proven learning tool. Transferring ideas into words provides the most direct path for moving knowledge from short-term to long-term memory. You really don’t “know” material until you can put it into words. So, next time you study, don’t do it silently. Talk about notes, problems, readings, etc. with friends, recite to a chair, organize an oral study group, pretend you’re teaching your peers. “Talk-learning” produces a whole host of memory traces that result in more learning.

9. . . . don’t cram for exams.

Successful students know that divided periods of study are more effective than cram sessions, and they practice it.If there is one thing that study skills specialists agree on, it is that distributed study is better than massed, late-night, last-ditch efforts known as cramming. You’ll learn more, remember more, and earn a higher grade by studying in four, one hour-a-night sessions for Friday’s exam than studying for four hours straight on Thursday night. Short, concentrated preparatory efforts are more efficient and rewarding than wasteful, inattentive, last moment marathons. Yet, so many students fail to learn this lesson and end up repeating it over and over again until it becomes a wasteful habit. Not too clever, huh?

10. . . . are good time managers.

Successful students do not procrastinate. They have learned that time control is life control and have consciously chosen to be in control of their life.An elemental truth: you will either control time or be controlled by it! It’s your choice: you can lead or be led, establish control or relinquish control, steer your own course or follow others. Failure to take control of their own time is probably the no. 1 study skills problem for college students. It ultimately causes many students to become non-students! Procrastinators are good excuse-makers. Don’t make academics harder on yourself than it has to be. Stop procrastinating. And don’t wait until tomorrow to do it!

Successful students can be distinguished from the average student by their attitudes and behaviors. Below are some profiles that typically distinguish between an “A” student and a “C” student. Where do you fit in this scheme?

The “A” Student – An Outstanding Student

ATTENDANCE: “A” students have virtually perfect attendance. Their commitment to the class is a high priority and exceeds other temptations.PREPARATION: “A” students are prepared for class. They always read the assignment. Their attention to detail is such that they occasionally can elaborate on class examples.CURIOSITY: “A” students demonstrate interest in the class and the subject. They look up or dig out what they don’t understand. They often ask interesting questions or make thoughtful comments.RETENTION: “A” students have retentive minds and practice making retentive connections. They are able to connect past learning with the present. They bring a background of knowledge with them to their classes. They focus on learning concepts rather than memorizing details.ATTITUDE: “A” students have a winning attitude. They have both the determination and the self-discipline necessary for success. They show initiative. They do things they have not been told to do.TALENT: “A” students demonstrate a special talent. It may be exceptional intelligence and insight. It may be unusual creativity, organizational skills, commitment – or a some combination. These gifts are evident to the teacher and usually to the other students as well.EFFORT: “A” students match their effort to the demands of an assignment. COMMUNICATIONS: “A” students place a high priority on writing and speaking in a manner that conveys clarity and thoughtful organization. Attention is paid to conciseness and completeness.RESULTS: “A” students make high grades on tests – usually the highest in the class. Their work is a pleasure to grade.

The “C” Student – An Average Student

ATTENDANCE: “C” students are often late and miss class frequently. They put other priorities ahead of academic work. In some cases, their health or constant fatigue renders them physically unable to keep up with the demands of high-level performance.PREPARATION: “C” students may prepare their assignments consistently, but often in a perfunctory manner. Their work may be sloppy or careless. At times, it is incomplete or late.CURIOSITY: “C” students seldom explore topics deeper than their face value. They lack vision and bypass interconnectedness of concepts. Immediate relevancy is often their singular test for involvement.RETENTION: “C” students retain less information and for shorter periods. Less effort seems to go toward organizing and associating learned information with previously acquired knowledge. They display short-term retention by relying on cramming sessions that focus on details, not concepts.ATTITUDE: “C” students are not visibly committed to class. They participate without enthusiasm. Their body language often expresses boredom.TALENT: “C” students vary enormously in talent. Some have exceptional ability but show undeniable signs of poor self-management or bad attitudes. Others are diligent but simply average in academic ability.EFFORT: “C” students are capable of sufficient effort, but either fail to realistically evaluate the effort needed to accomplish a task successfully, or lack the desire to meet the challenge.COMMUNICATIONS: “C” students communicate in ways that often limit comprehension or risk misinterpretation. Ideas are not well formulated before they are expressed. Poor listening/reading habits inhibit matching inquiry and response.RESULTS: “C” students obtain mediocre or inconsistent results on tests. They have some concept of what is going on but clearly have not mastered the material.

need help week 3 assignment

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Final Project Outline/Annotated Bibliography

Before you begin, review the possible topics and requirements for your Final Project in Week Five. There are four topics that you may choose from and they are listed at the beginning of the Final Project prompt. Submit the following to your instructor for review:

1. Identify the topic of your Final Project

  • Describe the issue, why it was selected, the perspective of approach, and the scope of the paper.

2. Provide an outline of your project

  • The outline should include a heading for each section of the Research Paper/PowerPoint Presentation (including one for the thesis and the conclusion) as well as heading descriptions. Subheadings should also be used with a description of each subheading. These should demonstrate that you have done significant research, evaluation, and critical thinking on the issues involved and should illustrate the strategies you would incorporate and implement for the scenario you are creating.

3. Create an annotated bibliography

  • The annotated bibliography should contain at least five scholarly sources that you intend to use in your project. Each listing must include a paraphrased narrative of the actual research study presented in the article and the studies used should represent the most current research related to the topic area.

Your outline and annotated bibliography must adhere to proper APA style as outlined in the Ashford Writing Center. You may also find samples of each in the Ashford Writing Center, which is located under Learning Resources in the left-hand navigation panel of your classroom. Your assignment should be four to six pages as follows:

  • Title Page (one page)
  • Outline (two to three pages)
  • Annotated Bibliography (one to two pages

    select one of the following topics and conduct scholarly and professional research while integrating the courseâs learning outcomes to address a selected topic:

    • Research specific leadership and management traits and theories necessary for managing a multidisciplinary and multicultural health care organization to promote organizational effectiveness.
    • Present how strategic planning, performance improvement, and information systems are interrelated and fundamental to the delivery of quality health care.
    • Examine the financial characteristics of health care delivery along with managing costs, revenues, and human resources.
    • Analyze ethical and legal concepts, including specific federal regulations, required of health care organizations to ensure the delivery of high quality health care that protects patient safety.

Paper

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THE TOPIC OF OUR PAPER IS: Lifestyle modifications and education to reduce risks of obesity in the young adult population age 18 to 35 years old  

·       Produce an 8‐10 page evidence‐based paper addressing a significant clinical issue

·       ·  Identify and explore a solution to a clinical issue

·       ·  Gather additional background information on:

o   the clinical issue

o   the patient population

·       ·  Develop a plan that could be carried out by a nurse to resolve the clinical issue.

·       ·  Reflect on the knowledge and experience gained in the nursing program

·       ·  Draw from one of the four main categories of the NCLEX‐RN examination blueprint

o assurance of a safe and effective care environment,

o health promotion and maintenance of health,o preservation of the patient’s psychosocialo preservation of the patient’s physiological integrity

With the exception of the Introduction, each criterion listed below will serve as the major headings of this assignment due in Unit Six and will include the following:

·Title Page:

Offers a detailed description of the statement of purpose for the paper.Identifies a clinical issue or problem drawn from one of the four main categories of the NCLEX‐RN examination blueprint:

o   Assurance of a safe and effective care environment

o   Health promotion and maintenance of health (The topic area I picked)

o   Preservation of the patient population’s psychosocial integrity

o   Preservation of the patient population ’s physiological integrity

In this paper the student will provide a detailed description of the relationship between the category from the NCLEX‐RN examination blueprint and the clinical issue.The reference to the NCLEX‐RN examination blueprint found at the National Council of State Boards of Nursing website constitutes one scholarly reference.

Importance: The student will describe the importance of the clinical issue to the health of a patient population. This discussion will include the potential negative effect of leaving the clinical issue unresolved.

• Patient Population: The student will describe the patient population that is impacted by the clinical issue. With a focus on the diversity of the human condition found within this patient population, the student will describe the influence that cultural values may have on the proposed solution.Proposed Solution: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence‐based data and integrating data from peer‐reviewed journal articles. In this paper, the student will:

               i.         Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer‐reviewed journal articles.

             ii.         Expand on the ethical considerations when developing the plan.

Goals: While the intervention will not actually be carried out, the student will discuss the plan that could be implemented by a nurse to address the clinical issue. One short‐term and one long‐term goal of the intervention will be identified. The student will include a description of how attainment of each of the goals would be measured.

Barriers: The student will identify a minimum of two potential barriers to the success of the plan as well as a strategy for addressing each one.Benefits: The student will describe a minimum of one benefit to the patient population and one benefit to the nursing profession that will result from carrying out the plan. Provides a minimum of one scholarly, peer‐reviewed source in support of the benefit of the plan to the patient population.

Participants and Interdisciplinary Approach: The student will identify all of the parties whose participation is important for the success of implementing the plan.

i. This list will include a minimum of two members of disciplines outside of nursing.ii. A description of the benefit of including each member from another discipline to the success of the plan.iii. A minimum of one scholarly, peer‐reviewed source providing support for the success of the plan by including the healthcare team member outside of nursing.

Conclusion:

i. Provides a thorough recap of the purpose of the plan to prevent or help to resolve the clinical issue.ii. Includes a complete statement describing why addressing this clinical problem matters and to whom

Reference Page: (APA 6th edition formatting )

For Rosie September

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Considering patients have access to medical data and advice from many internet and electronic databases available that different cultural groups are likely to access, develop a training curriculum for nurses to educate their patient about the appropriate use of that information

·         What type of training would you design for your nurses?

o    What considerations would need to be included in the curriculum?

o    How will you train for cultural competence?

·         What are the consequences of patients accessing inaccurate information?

o    Provide at least one real-world example of patient misinformation having a negative effect on treatment. This can be an example from your practice setting or from research you have conducted.

·         Provide at least three examples of Internet resources you would direct your nurses and their patients to utilize. How do you know these resources are reliable?

o    Include the links the three Internet resources in the text portion of your post.

Nurse Practitioner scenario

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Write a 2 pages discussion creating a scenario or case study that illustrates the type of organization you would expect to work as a Nurse Practitioner. 

  • List the type of organization (cardiology private clinic).
  • List the type of and how many clients it serves.
  • Identify the professional fit for advanced nursing role.
  • Implement your Nurse Practitioner role in this organization.
  • Identify your State Board of Nursing and referenced Nurse Practice Act which would support your role in this type of organization.