Quality Improvement Proposal

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Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.

Include the following:

  1. Provide an overview of the problem and the setting in which the problem or issue occurs.
  2. Explain why a quality improvement initiative is needed in this area and the expected outcome.
  3. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
  4. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
  5. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
  6. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Applied Statistics for Health Care

Grand Canyon University. (Ed.). (2018). Applied statistics for health care.

URL:https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/applied-statistics-for-health-care_1e.php

LOOK AT CHAPTER 4 FOR REFERENCE.

Value Of a Culture of Excellence and Leadership Strategies

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Paper part I and II

Purpose

The purpose of this assignment is to consider the value of a culture of excellence and leadership strategies that support a culture of excellence within the student’s selected MSN track. Students will identify organizational characteristics that support a culture of excellence. In addition, students will identify an existing organizational mission, vision, and values and create an original concept map to portray the interrelationships among the elements. The extent to which the organizational mission, vision, and values reflect a culture of excellence will be examined. Leadership strategies that promote a culture of excellence and support the Chamberlain Care Model® will be applied.

NR504: Week 5 Leading a Culture of Excellence Paper Guidelines and Rubric (Links to an external site.)Links to an external site.

This assignment will be submitted in two parts: 

Part I: Concept Map. This portion of the assignment will be submitted below. 

Part II: Submission of the written paper. This portion of the assignment will be submitted on the next page. 

You will receive one grade for Part I and Part II. 

Course Outcomes

Through this assignment, the student will address the following Course Outcomes:

· CO 1: Discern leadership approaches that facilitate achievement of health outcomes through interprofessional collaborative practice within micro-, meso-, and macro-level systems.

· CO 2: Appraise the role of the MSN-prepared nurse to lead safe, efficient, ethical, high-quality, person-centered healthcare across complex systems.

· CO 3: Integrate communication modalities that convey cultural humility, value the diverse nature of individuals, and cultivate healthful work environments.

Requirements

Criteria for Content

Part I : Concept Map

1. Identify the mission, vision, and values of a selected organization.

2. Create a concept map that portrays the relationships among the organizational mission, vision, and core values, depicting how they do or do not support a culture of excellence. The concept map must be your own, original work.

1.  

Preparing the Assignment

Criteria for Format and Special Instructions

1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.

2. Part I: Create and submit a concept map as a pdf or Word document.

a. Concept map may be neatly drawn by hand or created using software.

b. Concept map must be clear and legible.

c. Concept map must be the student’s original work.

Part II: Written Paper

1. In a three- to four- page paper, address the elements below. Use a minimum of four peer-reviewed scholarly sources, current within 5 years, to support your work. See the rubric for specific, required content criteria within each section of the paper.

a. Provide an introduction to the paper.

b. Discuss the characteristics of a culture of excellence.

c. Present the mission, vision, and values of a selected organization, and explain the interrelationships between each element in the concept map. Describe how the mission, vision, and values do or do not support a culture of excellence.

d. Discuss application of three specific leadership strategies that promote a culture of excellence, and how they support the Chamberlain Care Model®.

e. Provide a conclusion to the paper.

Preparing the Assignment

Criteria for Format and Special Instructions

1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.

2. Part II: Using Microsoft Word 2013, create the written paper for this assignment. Include a title page with your name, date, and course information, as well as a reference page.

a. The paper (excluding title and reference pages) should be three to four pages in length.

b. A minimum of four peer-reviewed scholarly sources, current within 5 years, are required.

c. Sources older than 5 years may not be used without the permission of the class professor.

d. Only one short quote (15 words or less) may be used within the body of your writing.

e. Title page, running head, pagination, subheadings, body of paper, citation of sources, and reference page must follow APA guidelines as found in the 6th edition of the manual.

f. Rules of grammar, spelling, word usage, punctuation, and sentence and paragraph structure are followed and consistent with formal, scholarly writing as noted in the APA Manual (6th edition).

g. First person may only be used in the self-reflection portion of the assignment (see Conclusion section for criteria).

Video from professor 

Before we begin, I would like to encourage you to locate your week five assignment guidelines and rubric. It will be helpful to have that document available as we continue with the assignment overview. [BLANK_AUDIO] The capacity of the nurse to influence others and shape working relationships has been a clear idea of emphasis throughout our class readings.
 

From influencing one’s self, to facilitating collaborative practice with others, the MSN prepared nurse leader is equipped to cultivate a culture of excellence within the healthcare environment by fostering quality, safety, cultural humility, meaningful engagement, and a healthful work atmosphere. The purpose of this assignment is to consider the value of a culture of excellence, as well as the leadership strategies necessary to facilitate a culture of excellence within the work setting specific to the selected MSN track.
 

Through this assignment, you will identify characteristics and practices which support a culture of excellence within an organization. In addition, you will identify organizational mission, vision and values, and create an original concept map which portrays the interrelationships between each element. Also portrayed within the concept map will be the extent to which the mission, vision and values reflect a culture of excellence.
 

Finally, through this assignment, you will explore leadership strategies which promote a culture of excellence and support the Chamberlain Care model in the selected MSN role. [BLANK_AUDIO] As we begin our assignment overview, let’s look at a couple of fast facts regarding the Week Five assignments. The Leading a Culture of Excellence assignment includes two parts.
 

Part I will include a concept map which is the student’s own original work. And Part II will include a scholarly written paper. The concept map may be hand drawn and scanned as a PDF document. Or you may create a concept map using tools in the Word format. The concept map must illustrate the interrelationships between mission, vision, and values of an existing organization or your choosing.
 

You will want the concept map to portray how the organization’s mission, vision, and values do or do not reflect a culture of excellence. We will discuss the concept MAC requirement in further detail, just a little bit later in our overview. In addition to the concept map, Part II of this assignment is a three to four page scholarly written paper.
 

To support your writing, four current peer reviewed scholarly sources are required.The assignment in total is worth 175 points, which is 17.5% of the course grade.The assignment is due at 11:59 PM Mountain Time at the end of week five. The week five assignment addresses three of our course outcomes for Nursing 504, course learning outcome one, two, and three.
 

Course learning outcome number 1, discern leadership approaches that facilitate achievement of health outcomes through interprofessional collaborative practice within micro, meso, and macro-level systems. Course outcome 2, appraise the role of the MSN-prepared nurse to lead safe, efficient, ethical, high-quality, person-centered health care across complex systems. And course outcome number 3, integrate communication modalities which convey cultural humility, value the diverse nature of individuals, and cultivate healthful work environments.
 

Investigate the concept of a culture of excellence along with the organizational characteristics and practices, and leadership strategies, which help to facilitate and reflect a culture of excellence. You will need a minimum of four peer-reviewed scholarly sources current within five years to support your writing. Select an existing organizational mission, vision, and values to portray within your concept map.
 

You’ll create an original concept map to demonstrate and portray how these elements do or do not support a culture of excellence. And finally, you will develop a three to four page paper to address the content requirements noted in the rubric.You will submit two documents. Both Part I, the concept map, and Part II, the written paper, for final evaluation.
 

Let’s begin with Part I of the assignment, the concept map. For full credit, you will create a concept map, which is your own original work.
 

The concept map will express organizational mission, vision and values. To do this, you want to first identify an existing organization that is of interest to you. Perhaps it is the current organization where you are employed Or perhaps it’s another healthcare organization, where you may choose to seek employment after graduation as an MSN-prepared nurse.
 

Once you identify the organization, locate the mission, vision and values of that organization. Create a unique original concept map which portrays the organization’s mission, vision, and values, along with the interrelationships between those three elements. You will also want the concept map to portray how the organizational mission, vision, and values do or do not reflect a culture of excellence.
 

Now, in order to reflect this element in your concept map, you will want to integrate characteristics or practices which are reflective of a culture of excellence. And portray the degree to which they are reflected in the chosen organizational mission, vision, and values. It will be helpful for you to read about a culture of excellence and identify organizational characteristics and practices which support a culture of excellence.
 

This content is addressed in the week five lesson and readings. Once you are familiar with those characteristics and practices, you will be better able to create that element within your concept map, demonstrating how the organizational mission, vision, and values do or do not reflect the elements of a culture of excellence.
 

How might you create an original concept map for this assignment? Well, there are a couple of ways that you can do this. First, you can hand draw a concept map, scan that drawing to create a PDF file, and then submit the concept map as a PDF file. If you prefer and if you are familiar with software tools available, you can use software to create a concept map, such as tools that are available within Microsoft Word.
 

Once your concept map is created, you would submit that electronic file. Please note, artistic talent is not being graded in this assignment. Instead, fulfillment of the required assignment criteria will be evaluated. The concept map must be your own original work. It must be created by you and no one else.
Now that we’ve discussed the concept map, let’s shift gears and begin to review the content and format requirements for the written paper portion of the assignment. This is Part II of the assignment. And again, remember to refer to the guideline and rubric for full details. Let’s begin with the introduction section to your paper.
 

Within this section, be sure to include the importance of pursuing a culture of excellence within the healthcare industry, and the role of mission, vision, and value statements to guide organizational culture. You’ll be sure to identify the sections of the paper, and remember to include support from current, peer reviewed scholarly sources.
 

Your literature support should be used to validate the importance of a culture of excellence, and the roles which mission, vision, and value statements play in shaping and guiding organizational culture. After the introduction section to the paper, you will include a section to address the culture of excellence.In the culture of excellence section of the paper, you’ll include an explanation of the concept of a culture of excellence.
 

Identify at least three specific organizational characteristics or practices, which are congruent with and reflect a culture of excellence. And you will discuss how a culture of excellence is significant to your selected specialty track. Throughout this section of the paper, be sure that you provide support from current, peer-reviewed scholarly sources.
 

Literature should be integrated to support your explanation of a culture of excellence, three characteristics or practices within a culture of excellence, and the significance for your specialty track. [BLANK_AUDIO] Following the culture of excellence section of the paper, you will include a section to describe an overview of the concept map which you have created.
 

In this section, you will describe the mission, vision, and values of the selected organization which you have portrayed within the concept map. You will discuss the interrelationships which you have portrayed between those elements of the map.And you’ll discuss how the mission, vision, and values do or do not reflect a culture of excellence as portrayed in the concept map.
 

Throughout this section, be sure to include support from current peer-reviewed scholarly sources to validate the culture of excellence as it’s represented in the concept map. Also, be sure to credit the organization as the source of information for the mission, vision, and value statements that you include. [BLANK_AUDIO]Following that section of the paper, you will include a section which addresses leading a culture of excellence.
 

In this section, you will identify and discuss two specific leadership strategies which will promote a culture of excellence in the selected MSN specialty track role which you are pursuing. Explain how the two chosen leadership strategies also support the Chamberlain Care Model. Throughout this section, be sure to include support from current peer-reviewed scholarly sources to validate the points and the applications which you provide.
 

[BLANK_AUDIO] The last section of the paper is the conclusion. In this section, you will include a summary which addresses the following. The importance of a culture of excellence and leadership strategies to promote a culture of excellence.You will also include a brief synopsis of the selected mission, vision and values that you portrayed and how they do or do not support a culture of excellence.
 

Self-reflection of your learning regarding new insights gained by completing this assignment should be included. In addition, a self-reflection regarding implications for your future advanced nursing practice role in the selected MSN specialty track should be included. For this section, the two self-reflections may be written in first person. Because this is a scholarly paper, all other areas of the paper should not include first person, but the two self-reflective components may be written in first person.
 

As you review the guidelines and rubric, you will notice that after the content criteria, there are format criteria listed on the rubric. The format criteria include graduate level writing style, quality of literature support and paper length requirements. This slide provides you with an overview of the graduate-level writing expectations.
 

You will want to be sure that your writing is reflective of graduate-level practices by using correct spelling, grammar, punctuation, sentence and paragraph structure.You will also convey graduate-level writing style through clarity and a logical flow of ideas. With APA headings to organize your paper content. APA format should also be used for the citing and referencing of all sources.
 

In order to demonstrate your mastery and synthesis of content, no more than 1 short quote of 15 words or less may be included in this assignment. Additional graduate-level writing style standards include the use of APA format for the document. The format requirements includes margins, spacing, font style and size.
 

APA format for document structure is also required. The structure elements includes running head, pagination, tittle page and reference page. Also required are APA formats for the mechanics of style. The mechanics of style include the correct use of abbreviations, capitalization, italics, numbers and when applicable, the use of figures or tables within the assignment.
 

Please note that the concept map which you create does not serve as a figure or an image in the body of your paper. It will be a separate file that you submit. As a result, you will likely not be using any figure or table in this assignment. However, as we discuss mechanics of style, we like to follow all the items that are noted within the APA manual, including tables and figures.
 

This helps to prepare you with information that you might apply in a future assignment or a future course. But for this assignment, there probably will be no figures or tables needed on your part, unless you choose to do so.[BLANK_AUDIO] Following the graduate-level writing style expectations, the rubric includes criteria for the quality of literature support used in the assignment.
 

It is an expectation that a minimum of four peer review scholarly sources, current within five years, should be included to support your writing in the written paper component of the assignment. Failure to meet this requirement will result in points deducted, as noted on the rubric. [BLANK_AUDIO] Following the quality of literature support section on the rubric, there is a section which addresses assignment length.
 

It is an expectation that the paper is a minimum of three full pages in length. Typed with 12 point font size and double spaced and no more than 4 full pages in length.The paper length does not include the title or reference pages. Failure to meet this requirement will result in points deducted, as noted on the rubric.
 

[BLANK_AUDIO] Let’s take a few minutes before we close, to talk about some key reminders as you prepare your assignment. Some of this information might be familiar from previous courses or previous assignment overviews. Remember to review the assignment guideline and rubric document carefully. Use the rubric as a map to guide your assignment preparation and then as a checklist before submitting your work.
 

Carefully review all grammar, spelling, word usage, punctuation, sentence and paragraph structure, as well as APA format. Be sure to use the APA Manual sixth edition and do not rely on formatting software. Cite and reference each source that you use, so that there is congruence between the reference listing and the sources cited in your writing.
 

[BLANK_AUDIO] Follow the submission instructions where you have part I, an original concept map. And part II, a scholarly written paper, which is three to four pages in length, with a minimum of four current peer-reviewed, scholarly sources integrated to support your writing. First person may be used only in the self-reflection components of the conclusion.
 

And finally, no more than one short, direct quote, 15 words or less, may be used within this assignment. So to recap, remember there are two parts to this assignment. Part I, your original concept map, which will be a separate file. The concept map does not require a title page or reference pages.
 

Part II is the written paper, which will include a title page and reference, pages along with your written paper. [BLANK_AUDIO] As we’ve been talking about the APA format structure of a paper, this slide provides you with just a visual example of the use of APA headings. As you know, the title page is page 1 and the first page of your text for your paper will begin on page 2.
 

At the top of page 2 centered, you will place the title of your paper using upper and lower case letters with regular font. The introductory section of the paper will immediately follow the title. And will not include any level heading. After the introduction, your paper should include the following sections.
 

Culture of excellence, overview of concept map, mission, vision, and values, leading a culture of excellence and conclusion. Note that each of these sections are identified with level one headings, according to the APA format. They are centered, bolded, with upper and lower case letters. More information about level headings can be found in the APA Manual 6th edition, beginning on page 62.
 

Finally, the reference page begins with a subheading that is centered with regular font. On a new page of paper. [BLANK_AUDIO] I hope this assignment overview information will be helpful for you as you prepare your week five assignment. As you continue to gather resources, you may find it helpful to listen to and watch this assignment overview again.
 

Some students find that key points regarding an assignment are better understood after reviewing the information a second time and following along the assignment guidelines in rubric. There will be a live question and answer webinar, prior to the assignment due date. The webinar is not a requirement. However, it is an optional resource for students.

ACCIDENT PREVENTION AND SAFETY PROMOTION FOR PARENTS ANS CAREGIVERS OF INFANTS

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The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

Include the following in your presentation:

  1. Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
  2. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
  3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
  4. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
  5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.
  6. In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored

RESTRUCTURING OF THE HEALTH CARE SYSTEM DELIVERY

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Details:/ As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue

Details:
As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue to play an important role. It is expected that more and more nursing jobs will become available out in the community, and fewer will be available in acute care hospitals.

  1. Write an informal presentation   (500-700 words) to educate nurses about how the practice of nursing is      expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes,      and nurse-managed health clinics.
  2. Share your presentation with nurse  colleagues on your unit or department and ask them to offer their  impressions of the anticipated changes to health care delivery and the new      role of nurses in hospital settings, communities, clinics, and medical      homes.
  3. In 800-1,000 words summarize the      feedback shared by three nurse colleagues and discuss whether their      impressions are consistent with what you have researched about health  reform.
  4. A minimum of Five scholarly references are required for this assignment.

solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, an abstract is not required, CITE WEBSITE SOURCE. 

Hello world!

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Welcome to WordPress. This is your first post. Edit or delete it, then start writing!

Death, Dying, And Grief

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Death, Dying, and Grief
The paper should address your knowledge and understanding of the diversity of faith expressions, in addition to present an understanding of the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions
(a) What is ultimate reality?
(b) What is the nature of the universe?
(c) What is a human being?
(d) What is knowledge?
(e) What is your basis of ethics?
(f) What is the purpose of your existence?

Complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

How would George interpret his suffering in light of the Christian narrative: (creation, fall, redemption, and restoration), with an emphasis on the fallenness of the world?

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?

As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?

What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?

Given the above, what options would be morally justified in the Christian worldview for George and why?

Based on your worldview, what decision would you make if you were in George’s situation?

Explain how the machinery of the categorical syllogisms works.

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Initial Post Instructions
Deductive categorical reasoning is demanding. Its forms are rigid, but they are rigid with a reason; deductive categorical arguments are intended to prove the conclusion. If the premises are true and the conclusion logically follows, you have no choice but to accept the argument. The categorical syllogism is like a piece of machinery, the parts working together to produce a result – in the case of the categorical syllogism, the truth of the conclusion.

For the initial post, address all of the following:

  • Explain how the machinery of the categorical syllogisms works.
    • Why two premises and one conclusion?
    • Why only three terms?
    • Why only four standard forms?
    • When and where, in your private life or your work life, would you want to use this type of reasoning?
  • Look at “One Step Further” at the end of Chapter 6 or choose from Exercise 6.22, examples 1, 5 or 7. Translate one of the arguments there into a categorical syllogism.

In 3-4 pages, write a treatment plan for your client. In which you do the following:

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Assignment: “Captain of the Ship”Project – Obsessive-Compulsive Disorders

Although actual statistics vary, obsessive-compulsive disorder impacts approximately 1.2% of the population in the United States (APA, 2013, p. 239). It is characterized by the presence of obsessive thoughts, which are manifested as persistent thoughts, images, or even “urges.” The only way that the individual can disperse the anxiety of these persistent thoughts/images or urges is to perform a behavior (the compulsion). The compulsion could be checking things, counting, reciting a silent prayer, or repeating a number of phrases. The disorder becomes so pervasive that the person can spend a significant amount of time each day attending to the compulsion in order to relieve the anxiety caused by the obsession.

Assignment

In this assignment, you will become “captain of the ship” as you take full responsibility for a client with an obsessive-compulsive disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans.

Remember that there is an excellent example for ‘Captain of the Ship’ project attached with this ASSIGNMENT.

Instructions:  

To prepare for this Assignment

 Select an adult or older adult client with a bipolar disorder that you have seen in your practicum/clinical rotation site.

In 3-4 pages, write a treatment plan for your client. In which you do the following:

· Describe the history of the present illness (HPI) and clinical impression for the client.

· Recommend psychopharmacologic treatments based on evidence-based practice and describe specific and therapeutic end points for your psychopharmacologic agent. (This should relate to HPI and clinical impression.).

· Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

· Identify medical management needs, including primary care needs, specific to this client.

· Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.

Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

N: B. (1)The Captain of the Ship project needs to show that you are evaluating the patient, making a diagnosis, providing treatment plans and outcomes as well as collaborating with other providers. The project MUST meet all these requirements. (2) The choice of medications should be clear, and the medical management should be clear. (3) Consider using the bipolar disorder algorithm from  http://www.psychiatrictimes.com/bipolar-disorder/new-psychopharmacology-algorithms

Learning Resources

Required Readings

-Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 10, “Obsessive-Compulsive and Related Disorders” (pp. 418–436)

-Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

Chapter 21, “Obsessive-Compulsive Disorder”

-American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Obsessive-Compulsive and Related Disorders”

-Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

To access information on specific medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Obsessive-compulsive disorder Medication

citalopram

clomipramine

escitalopram

fluoxetine

fluvoxamine

paroxetine

sertraline

venlafaxine

vilazodone

-Thompson-Hollands, J., Edson, A., Tompson, M. C., & Comer, J. S. (2014). Family involvement in the psychological treatment of obsessive-compulsive disorder: A meta-analysis. Journal of Family Psychology, 28(3), 287–298. doi:10.1037/a0036709

Required Media

-Bruce, T. & Jongsma, A. (Producers). (n.d.) Evidence-based treatment planning for obsessive compulsive disorder [Video file]. Mill Valley, CA: Psychotherapy.net.

Optional Resources

-Himle, J. A., Chatters, L. M., Taylor, R. J., & Nguyen, A. (2013). The relationship between obsessive-compulsive disorder and religious faith: Clinical characteristics and implications for treatment. Spirituality in Clinical Practice, 1(S), 53–70. doi:10.1037/2326-4500.1.S.53

-Wheaton, M. G., Rosenfield, D., Foa, E. B., & Simpson, H. B. (2015). Augmenting serotonin reuptake inhibitors in obsessive–compulsive disorder: What moderates improvement? Journal of Consulting and Clinical Psychology, 83(5), 926–937. doi:10.1037/ccp0000025

Medical Coding Corrections

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HIT205, Advanced Medical Coding Scenarios

Research project number (38166400)

Part 1

Review each of the following medical coding scenarios. Assign the ICD-10-CM codes for the diagnoses indicated in each scenario. Also assign the ICD-10-PCS code if any procedures are performed, unless otherwise indicated.

1. A 61-year-old female patient is seen for a complaint of severe heartburn, lightheadedness, skin reddening, and shortness of breath. The physician renders a diagnosis of GERD, sickle cell anemia, lymphangitis, and diaphragmatic paralysis. What code(s) should be assigned?

ICD-10: K21.9, D57, I89.1, J98.6 Comment by Joyce, Barbara: -1Incorrect I-10 code missing digit D57._

2. A 37-year-old patient comes in complaining of swollen joints and headaches. The physician’s diagnosis is SLE. The patient also has rheumatoid arthritis and asthma with status asthmaticus. What code(s) are assigned?

ICD-10: M32.9, M06.80, J45.902 Comment by Joyce, Barbara: -3.5Incorrect I-10 code digits M32._ _ / M06._

3. A 52-year-old patient is seen for mouth pain, knee pain, and fluid buildup in the chest. The physician renders a diagnosis of pulp degeneration, old disruption of the posterior cruciate ligament, and pleural effusion. The physician also performed a chest tube insertion (draining the right pleural cavity with a drainage device using a percutaneous approach) prior to diagnosing the patient’s pleural effusion. What diagnosis and procedure code(s) are assigned?

ICD-10: K04.2, M23.50, 0W9930Z, J90

4. A 30-year-old male is admitted to the hospital with lymphadenitis, acute lymphoid leukemia in relapse, and von Willebrand disease. What code(s) are reported?

ICD-10: I88.9, C91.02, D68.0

5. A 47-year-old male is involved in a motor vehicle accident. He was driving on the highway when his car collided with another vehicle. He was brought to the hospital with a lower arm injury. The physician obtained an x-ray of the arm and, after careful review and interpretation of the x-ray, rendered a diagnosis of lower arm fracture. The physician repaired the arm fracture using open reduction and internal fixation (reposition of the right radius with internal fixation using a percutaneous endoscopic approach). What diagnosis and procedure code(s) are reported?

ICD-10: S52.91XA, 0XQD4ZZ Comment by Joyce, Barbara: -4Missing two other I-10 codesIncorrect I-10 procedure code digits 0_ _ _4_Z

Part 2

Review each of the following medical coding scenarios. Assign the CPT code for the services and procedures indicated in each scenario.

1. A 48-year-old male patient comes to the emergency room with complaints of GERD. The physician performs a laparoscopic fundoplasty with a Collis gastroplasty. What CPT code(s) should be assigned? CPT: 43280, +43338 Comment by Joyce, Barbara: -2.5One incorrect cpt code digits 43_ _ _

2. A 40-year-old female patient is diagnosed with cervical cancer. She also complains about difficulty breathing. She is admitted to the hospital, where the physician begins to perform a bronchoscopy after anesthesia administration. However, the procedure is discontinued due to unforeseen complications. Later the same day, a bilateral cervical lymphadenectomy is performed to address the patient’s cervical cancer. What CPT code(s) are assigned?

CPT: __31635 -74, 38720 -50 Comment by Joyce, Barbara: -2.5One incorrect cpt code digit with incorrect modifier316_ _ – _ _

3. A 50-year-old patient is admitted for a repair of a laceration to the diaphragm resulting from an accident involving a bus that ran into a ditch. She also received eight trigger point injections into the transverse abdominus muscle due to pain resulting from the accident. What CPT code(s) are assigned? CPT: 39501 , 20552

4. A 23-year-old patient comes to the emergency room after being physically assaulted by her boyfriend. She complains of nasal pain and bleeding from the left nostril. The physician obtains an x-ray of the nasal cavity, and the x-ray confirms a nasal septum fracture. The physician performs an open treatment of the nasal fracture with a concomitant open treatment of the fractured septum. What CPT code(s) should be assigned?

CPT: 21335

5. A 33-year-old patient is seen in the emergency room due to complaints of headaches and congestion. The final diagnosis is maxillary sinus infection. The physician performs a nasal endoscopy with a maxillary antrostomy. She also removes some tissue from the maxillary sinus. What CPT code(s) should be assigned?

CPT: 31267

Part 3

Review each of the following medical coding scenarios. Assign the HCPCS code(s) required for each coding scenario. 1. A 49-year-old patient is admitted to the hospital for repair of an ankle fracture. On the day of discharge, the physician prescribes a dynamic ankle extension and flexion device with a soft interface material. The ankle device is adjustable. What HCPCS code(s) are assigned?

HCPCS: E1815

2. A 26-year-old patient was admitted to the hospital with acute exacerbation of allergic asthma. During the course of the hospitalization, the patient received 5 mg of omalizumab administered subcutaneously. What HCPCS code(s) are assigned?

HCPCS: J2357

3. A 58-year-old patient is admitted to the hospital due to severe anemia. He receives six units of fresh frozen plasma on the first day of admission. What HCPCS code(s) should be assigned?

HCPCS: Comment by Joyce, Barbara: -5incomplete

4. A 26-year-old patient comes to the emergency room complaining of watery diarrhea for five days. She receives 25 mcg of octreotide acetate administered intravenously. What HCPCS code(s) are assigned? HCPCS: J2354

5. A patient is brought to the emergency room after ingesting a bottle of verapamil as a suicide attempt. The physician ordered 10mg of glucagon HCL to be administered as an antidote mixed in 100 ml of D5W in an IV over 2 minutes. What HCPCS code(s) should be assigned?

HCPCS: J1610

Part 4

Review the following medical coding scenario. Assign all of the ICD-10 and CPT codes for the diagnoses and procedures indicated in the scenario. After being evaluated by his gastroenterologist, Mr. Jackson was sent to the hospital for a diagnostic esophagogastroduodenoscopy. He is having several symptoms that indicate a potential gastrointestinal condition. As a result, he was admitted in observation. His symptoms include vomiting, weight loss, and dysphagia. The esophagogastroduodenoscopy reveals that the patient has low-grade Barrett’s esophagus, GERD with reflux esophagitis and a non-obstructing hiatal hernia. Patient was also incidentally diagnosed with Crest Syndrome (CRST), which correlates with his complaint of dysphagia. After the procedure, the patient was noted to have several PVC’s on his EKG. These resolved shortly after the patient arrived in the recovery room. Based on the results of the detailed history, detailed, exam, and straight forward medical decision making, it was decided that the patient could be discharged home on the same day with instructions for a follow up office appointment in 2 days. Code this scenario.

ICD-10: ___ODJ08ZZ_________________________________________________

CPT: ______43233-43270______________________________________________ Comment by Joyce, Barbara: -25Highlighted codes and/or digits are incorrectMissing five I-10 codesMissing one E/M code with modifierIncorrect cpt code digit 4323

How do effective nurse leaders and others approach problem solving and decision making in organizations?

/in /by

NURS – 6053N: Interprof Org & Sys Leadership

DISCUSSION #1

Organizational Foundations

As you strive to grow in your leadership skills and abilities, you will find that the context in which you work influences your motivation and areas of focus. In a similar vein, your commitment to developing professionally can contribute toward organizational effectiveness.

To that end, it is critical to recognize the importance of organizational culture and climate. In particular, through this week’s Learning Resources, you may consider several questions: How do an organization’s mission, vision, and values relate to its culture? What is the difference between culture and climate? Moreover, how are culture and climate manifested within the organization?

For this Discussion, you explore the culture and climate of your current organization or one with which you are familiar. You also consider decisions and day-to-day practices and the way they relate to the organization’s mission, vision, and values.

To prepare:

· Review the information related to planning and decision making in health care organizations presented in the textbook, Leadership Roles and Management Functions in Nursing: Theory and Application. Consider how planning and decision making relate to an organization’s mission, vision, and values, as well as its culture and its climate.

· Familiarize yourself with the mission, vision, and values of your organization or one with which you are familiar. Consider how the statements and actions of leaders and others within the organization support or demonstrate the organizational mission, vision, and values. In addition, note any apparent discrepancies between word and deed. Think about how this translates into expectations for direct service providers. Note any data or artifacts that seem to indicate whether behaviors within the organization are congruent with its mission, vision, and values.

· Begin to examine and reflect on the culture and climate of the organization. How do culture and climate differ?

· Why is it important for you, as a master’s-prepared nurse leader, to be cognizant of these matters?

Post a description of your selected organization’s mission, vision, and values. Describe relevant data, or artifacts, words, and actions of leaders and others in the organization that support, or perhaps appear to contradict the organization’s mission, vision, and values statement. In addition, discuss the organization’s culture and its climate, differentiating between the two. Explain why examining these matters is significant to your role as a nurse leader.

Learning Resources

Required Readings

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Chapter 1, “Decision Making, Problem Solving, Critical Thinking, and Clinical Reasoning: Requisites for Successful Leadership and Management”

Chapter 1 provides information relevant to this week’s Discussion and serves as a foundation for topics explored in future weeks of the course. The authors note that decision making, problem solving, critical thinking, and critical reasoning are integral to both leadership and management and beneficial as one examines leadership and management issues. As you read this chapter, focus primarily on the “Decision Making in Organizations” section.

· Chapter 7, “Organizational Planning” 

This chapter introduces planning and highlights some of the trends that are likely to impact health care organizations now and in the future. It also addresses vision and mission statements, which are essential for guiding planning and decision making in health care settings.

· Chapter 12, “Organizational Structure”

This chapter addresses organizational culture.

Business Dictionary.com. (2013) Organizational culture: Definition. Retrieved from http://www.businessdictionary.com/definition/organizational-culture.html

Nelson, W. A., & Gardent, P. B. (2011). Organizational values statements. Healthcare Executive, 26(2), 56–59. 

Retrieved from the Walden Library databases.

This article focuses on the impact that organizational values statements have on an organization’s mission. For employees to follow value statements, leaders must effectively model those values day in and day out.

Plath, D. (2013). Organizational processes supporting evidence-based practice. Administration in Social Work, 37(2), 171–188. doi:10.1080/03643107.2012.672946 

Retrieved from the Walden Library databases.

Rai, G. S. (2013). Job satisfaction among long-term care staff: Bureaucracy isn’t always bad. Administration in Social Work, 37(1), 90–99. doi:10.1080/03643107.2012.657750

Retrieved from the Walden Library databases.

Watkins, M. (2013, May). What is organizational culture? Retrieved from https://hbr.org/2013/05/what-is-organizational-culture

This site offers several descriptions of organizational culture. These perspectives provide the kind of holistic, nuanced view of organizational culture that is needed by leaders in order to truly understand their organizations—and to have any hope of changing them for the better.

Online Assessments

Note:  Results from the following assessment are required for the course.

Keirsey Temperament Sorter (KTS-II). (n.d.). Retrieved from http://www.keirsey.com/

Please complete the online assessment and receive a free mini report. Additionally, more extensive reports are available for purchase and are optional. You should complete the Keirsey Temperament Sorter assessment early in the course so you will be prepared to discuss the results in Week 9.

Required Media

Laureate Education (Producer). (2012e). Foundations of an organization and organizational assessment. Baltimore, MD: Author.

In this week’s media presentation, experts from a diverse group of health care organizations share insights on how an organization’s mission, vision, and values influence its daily practices.

Laureate Education (Producer). (2012c). Factors that influence organizational cultures: Coastal Medical Associates, Salisbury, MA. Baltimore, MD: Author.

Laureate Education (Producer). (2012d). Factors that influence organizational cultures: Huntington Hospital, Pasadena, CA. Baltimore, MD: Author.

Optional Resources

You may find the following online assessments useful as you proceed through the course:

Appraisal 360. (n.d.). Retrieved from http://www.appraisal360.co.uk/

HumanMetrics. (n.d.). Jung Typology Test. Retrieved from http://www.humanmetrics.com/cgi-win/jtypes2.asp

Leadership-Tools.com. (2012). 360 degree feedback leadership tool. Retrieved from http://www.leadership-tools.com/360-degree-feedback-leadership.html

Union Rescue Mission. (Executive Producer). (2012). Stories from Skid Row [Video file]. Retrieved from http://urm.org/solution/stories-from-skid-row/

DISCUSSION # 2

Transitioning From Closed to Open Systems

How do effective nurse leaders and others approach problem solving and decision making in organizations? As suggested in this week’s Learning Resources, systems theory provides a valuable way to assess situations and prepare to address problems.

For this week’s Discussion, you identify an issue or process that could be improved and apply knowledge and strategies related to systems theory.

To prepare:

· Review the information presented in this week’s Learning Resources on systems theory and the difference between open and closed systems.

· Reflect on the practices and processes with which you are familiar in your organization. Identify one problematic issue or process that could be improved.

· Consider the problem from a closed-system perspective. Then think about how the issue or process you selected could be addressed by viewing it from an open-system perspective. How would the transition from a closed- to an open-system view help you and others to address the problem and improve outcomes?

Post a description of the problem that you identified in your selected organization. Explain the problem from a closed-system perspective. Then, describe how the problem could be addressed by viewing it from an open-system perspective, and explain how this modification would help you and others improve health care outcomes.

Learning Resources

Required Readings

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Review Chapter 7, “Organizational Planning”

See especially Figure 7.1.

· Chapter 8, “Planned Change”

· Organizational Change Associated With Nonlinear Dynamics

Read this section of Chapter 8 on planned change. Consider the role of leaders in effectively managing planned change.

· Chapter 12, “Organizational Structure”

· “Organizational Culture”

There are many structures organizations take, and these structures influence how the organization functions. This chapter discusses many different organizational structures and provides insights into how these structures influence the change process, as well as leadership and management.

Johnson, J. K., Miller, S. H., & Horowitz, S. D. (2008). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work. Retrieved from http://www.ahrq.gov/downloads/pub/advances2/vol2/Advances-Johnson_90.pdf

This article addresses the importance of systems-based practice (SBP) in health care workplaces. The authors state that SBP knowledge is one of six core competencies that physicians have to know in order to provide safe and proper care for their patients.

Manley, K., O’Keefe, H., Jackson, C., Pearce, J., & Smith, S. (2014). A shared purpose framework to deliver person-centred, safe and effective care: Organisational transformation using practice development methodology. FoNS 2014 International Practice Development Journal 4-(1).

Retrieved from the Walden Library databases.

Meyer, R. M., & O’Brien-Pallas, L. L. (2010). Nursing services delivery theory: An open system approach. Journal of Advanced Nursing, 66(12), 2828–2838.

Retrieved from the Walden Library databases.

In this article, the authors examine the effects of nursing services delivery theory in large-scale organizations. Among other benefits, this theory supports multilevel phenomena and cross-level studies, and it can guide future research and the management of nursing services.

Optional Resources

Glennister, D. (2011, July). Towards a general systems theory of nursing: A literature review. Paper presented at the 55th Annual Meeting of the International Society for the System Sciences, Hull, United Kingdom. Retrieved from http://journals.isss.org/index.php/proceedings55th/article/viewFile/1717/569

Hayajneh, Y. (2007). Management for health care professionals series: Systems & systems theory. Retrieved from http://www.hayajneh.org/a/readings/Systems-Theory.pdf

DISCUSSION # 3

Organizational Structures and Leadership

In most health care settings, it is unlikely that you would hear the terms “ad hoc” or “matrix” as you walk down the hallway. Although it is helpful for any organization to delineate pathways of responsibility and authority in an organizational chart, the lived experience of these structures is most apparent through the inquiries and behaviors people share everyday.

In your own workplace, you may find yourself wondering, who should I turn to when I have a practice dilemma? or Where can I go to learn more about this issue? These questions speak to the intricacies of formal and informal organizational structure and leadership.

To prepare:

· Review the information presented in Chapter 12 of the course text. Focus on the information about formal versus informal structure as well as the types of organizational structures.

· Consider the overall structure or hierarchy of your organization or one with which you are familiar. Which organizational structure best describes your organization—line (or bureaucratic), ad hoc, matrix, service line, or flat? Note: It is possible to have a combination of structures in one organization. Is decision making centralized or decentralized in this organization?

· What is the role of committees, task forces, and councils in the organization, and who is invited to join? Consider how this relates to formal and informal leadership.

· Reflect on how decisions are made within a specific department or unit. Which stakeholders provide input or influence the decision-making process? Assess this in terms of formal and informal leadership.

· To support your analysis, consider your own experiences and investigate these matters by speaking with others at the organization and reviewing available documents. Be sure to consider how the concepts of formal and informal structure and leadership relate to one another and are demonstrated in the organization and in the particular department or unit.

Post a depiction of your organization’s formal structure, indicating whether it is best described as line, ad hoc, matrix, service line, flat, or a combination. Describe how decisions are made within the organization and within one department or unit in particular, noting relevant attributes of centralized/decentralized decision making. Explain the influence of formal and informal leadership on decision making within this department or unit.

Learning Resources

Required Readings

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Chapter 2, “Classical Views of Leadership and Management”

The information introduced through this chapter relates to this week’s Discussion, and will also be referred to in future weeks of the course.

· Chapter 3, “Twenty-First Century Thinking About Leadership and Management”

This chapter examines new thinking about leadership and management and how this may influence the future of nursing.

· Review Chapter 12, “Organizational Structure”

Allmark, P., Baxter, S., Goyder, E., Guillaume, L. & Crofton-Martin, G. (2013), Assessing the health benefits of advice services: Using research evidence and logic model methods to explore complex pathways. Health & Social Care in the Community, 21, 59–68. doi:10.1111/j.1365-2524.2012.01087.x

This manuscript examines causal pathways between the provision of advice services and improvements in health. It may also be useful to commissioners and practitioners in making decisions regarding development and commissioning of advice services.

Downey, M., Parslow, S., & Smart, M. (2011). The hidden treasure in nursing leadership: Informal leaders. Journal of Nursing Management, 19(4), 517–521.

Retrieved from the Walden Library databases.

Informal leaders can have a strong impact in the workplace. This article explores the value informal leaders can provide.

Stetler, C. B., Ritchie, J. A., Rycroft-Malone, J., & Charns, M. P. (2014). Leadership for evidence-based practice: strategic and functional behaviors for institutionalizing EBP. Worldviews on Evidence-Based Nursing, 11(4), 219–226. doi:10.1111/wvn.12044

Retrieved from the Walden Library databases.

Required Media

Laureate Education (Producer). (2012a). Diverse organizational structures. Baltimore, MD: Author. 

DISCUSSION # 4

Critiquing a Change Effort

As a nurse leader, you need to have the skills and knowledge to collaborate and communicate with those who plan for and manage change. This capacity is valuable in any health care setting and for many different types of change. Furthermore, it is essential to be able to evaluate a change effort and determine if it is promoting improved outcomes and making a positive difference within the department or unit, or for the organization as a whole.

To prepare:

· Review Chapters 7 and 8 in the course text. Focus on the strategies for planning and implementing change in an organization, as well as the roles of nurses, managers, and other health care professionals throughout this process.

· Reflect on a specific change that has recently occurred in your organization or one in which you have worked previously. What was the catalyst or purpose of the change?

· How did the change affect your job and responsibilities?

· Consider the results of the change and whether or not the intended outcomes have been achieved.

· Was the change managed skillfully? Why or why not? How might the process have been improved?

By Day 3

Post a summary of a specific change within an organization and describe the impact of this change on your role and responsibilities. Explain the rationale for the change, and whether or not the intended outcomes have been met. Assess the management of the change, and propose suggestions for how the process could have been improved.

Learning Resources

Required Readings

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Review Chapter 7, “Strategic and Operational Planning”

· Chapter 8, “Planned Change”

This chapter explores methods for facilitating change and the theoretical underpinnings of implementing effective change

McAlearney, A., Terris, D., Hardacre, J., Spurgeon, P. Brown, C.,  Baumgart, A.,  Nyström, M. (2014). Organizational coherence in health care organizations: Conceptual guidance to facilitate quality improvement and organizational change. Quality Management in Health Care, 23(4), 254–267 doi: 10.1097/QMH.0b013e31828bc37d

An international group of investigators explored the issues of organizational culture and Quality Improvement (QI) in different health care contexts and settings. The aim of the research was to examine if a core set of organizational cultural attributes are associated with successful QI systems.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management – UK, 20(1), 32–37. doi: 10.7748/nm2013.04.20.1.32.e1013

Retrieved from the Walden Library databases.

Shirey, M. R. (2013). Lewin’s Theory of Planned Change as a strategic resource. The Journal of Nursing Administration, 43(2), 69–72. doi:10.1097/NNA.0b013e31827f20a9

Retrieved from the Walden Library databases.

Required Media

Laureate Education (Producer). (2012g). Organizational dynamics: Planned change and project planning. Baltimore, MD: Author.

Optional Resources

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Chapter 9, “Time Management”

Batras, D., Duff, C., & Smith, B. J. (2014). Organizational change theory: implications for health promotion practice. Health Promotion International, Retrieved from MEDLINE with Full Text, EBSCOhost

This article reviews select organizational change models to identify the most pertinent insights for health promotion practitioners.

DISCUSSION # 5

Groups

The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.

Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.

For this Discussion, you focus on strategies for facilitating the group process.

To prepare:

· Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.14 of the course text.

· Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.

· Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?

· Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?

· In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?

Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.

Learning Resources

Required Readings

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Chapter 19 “Organizational, Interpersonal, and Group Communication”

Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work.

Adams, S. L., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41(4), 89–98. 

Retrieved from the Walden Library databases.

In this article, the authors report on the effects of individual behaviors on project teams and provide a model that identifies the progress of social and behavioral development. For each stage, the authors provide recommendations for managing team members.

Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology, 99(3), 437–450. doi:10.1037/a0036363

This study theorizes and empirically investigates the relationships among the psychological needs of group members, intragroup conflict, and group performance.

Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing,44(1), 62–63. doi:10.1097/01.NURSE.0000438725.66087.89

Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement.

Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232–255.

Retrieved from the Walden Library databases.

The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leader’s capacity to create intergroup relational identities.

Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106.

Retrieved from the Walden Library databases.

Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace.

Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm

This web article discusses stages of team development and provides strategies for moving through the early stages effectively.

Mind Tools. (2009). Team charters. Retrieved from http://www.mindtools.com/pages/article/newTMM_95.htm

This web page features helpful information about team charters. Before you begin work on the Week 7 Assignment, you may find it helpful to create a charter that can guide your group’s work together.

Ortega, A., Sánchez-Manzanares, M., Gil, F., & Rico, R. (2013). Enhancing team learning in nursing teams through beliefs about interpersonal context. Journal Of Advanced Nursing, 69(1), 102–111. doi:10.1111/j.1365-2648.2012.05996.x

This article examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship.

Table Group. (n.d.). Retrieved July 24, 2012, from http://www.tablegroup.com/

Patrick Lencioni is recognized worldwide for his work on teams. Under the Patrick Lencioni link, download and read articles related to addressing team dysfunctions.

Optional Resources

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Chapter 16, “Socializing and Educating Staff for Team Building in a Learning Organization”

DISCUSSION # 6

Power Dynamics

Bring to mind a nurse whose words, behaviors, or reputation convey power. What is it about this individual that suggests power? How does your perception of this person relate to your view of yourself as a nurse leader and the image you associate with nursing?

Learning Resources

Required Readings

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Chapter 13, “Organizational, Political, and Personal Power”

Chapter 13 delves into different types of power. As you read, consider how you see power demonstrated within your own organization.

Leach, L. S., & McFarland, P. (2014). Assessing the professional development needs of experienced nurse executive leaders. Journal of Nursing Administration, 44(1), 51–62. 

Retrieved from the Walden Library databases.

McMurry, T. B. (2011). The image of male nurses and nursing leadership mobility. Nursing Forum, 46(1), 22–28. 

This article discusses the underrepresentation of males in nursing and the advantages and difficulties faced by men in the nursing profession.

Rao, A. (2012). The contemporary construction of nurse empowerment. Journal of Nursing Scholarship, 44(4), 396–402. 

Retrieved from the Walden Library databases.

Spence Laschinger, H. K., & Fida, R. (2014). New nurses burnout and workplace wellbeing: The influence of authentic leadership and psychological capital. Burnout Research. 1(1), 19–28.

Retrieved from the Walden Library databases.

Tost, L. P. (2015). When, why, and how do powerholders “feel the power”? Examining the links between structural and psychological power and reviving the connection between power and responsibility. Research in organizational behavior, 35, 29–56.

Retrieved from the Walden Library databases.

Required Media

Laureate Education (Producer). (2012h). Personal power plan. Baltimore, MD: Author.