Clarifying Professional Values and Purpose

Strengths-Based Leadership

It is relatively easy to describe our acquired expertise, but most of us struggle when asked to describe our natural talents.
—Rath, 2007, p. 21

Recognizing innate talents is critical not only for leveraging one’s own strengths, but for fostering a workplace environment in which everyone’s contributions are respected and maximized. This is valuable because “the opportunity for individuals to play to their strengths most of the time is the key factor that shows the greatest correlation to outstanding performance in the widest range of business outcomes including profits, productivity, customer satisfaction, and safety and employee retention” (Buckingham, 2011, p. 5). Clarifying Professional Values and Purpose

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Charged with the complex and considerable goal of promoting health care quality and safety, nurse leader-managers must learn how to draw upon each person’s strengths to foster collaboration toward this shared purpose.

In this Discussion, you assess your own strengths and consider how they can be applied in a health care organization to improve quality and safety.

To prepare:

• Review the Learning Resources focusing on strengths-based leadership.
• If you have not already done so, follow the instructions in Strengths Finder 2.0 to complete the online assessment and read the sections in Part II that are associated with your five top strengths.
• Consider the results of the assessment. What insights, questions, or concerns arise as you think about these results?
• Think about how your identified strengths relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality; how and why are your strengths valuable for promoting optimal patient outcomes and creating systems-level change? Clarifying Professional Values and Purpose
• Evaluate strategies for applying your strengths in the health care workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety.

By Day 3

Post a brief description of your identified strengths and explain how and why they are beneficial in your role as a nurse leader-manager. Explain at least two strategies for applying your leadership strengths in a health care organization to improve quality and safety.

Read a selection of your colleagues’ responses.

Required Readings

Rath, T. (2007). Strengths finder 2.0. New York, NY: Gallup Press.
Part I, “Finding Your Strengths—An Introduction” (pp. 1–31)
Part II, “Applying Your Strengths” (pp. 33–172)Read Part I first, then complete the online assessment as instructed in the book. Read the sections in Part II that are associated with your five top strengths.

Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment.

Buckingham, M. (2011). Strong leadership. Leadership Excellence, 28(1), 5.
Retrieved from the Walden Library databases.

The author explains how strengths-based leadership creates competitive advantage for organizations. “The opportunity for individuals to play to their strengths most of the time is the key factor that shows the greatest correlation to outstanding performance in the widest range of business outcomes including profits, productivity, customer satisfaction, and safety and employee retention” (p. 5).

Cooper, H., & Cottrell, R. R. (2010). Charting your career path through clear professional values and purpose. Health Promotion Practice, 11(1), 13–15.
Retrieved from the Walden Library databases.

This article provides direction for clarifying professional values and purpose, and using that for career development. “The importance of understanding and articulating values at an individual level is that they can assist in developing one’s unique contribution to one’s profession, just as a professional organization’s values assist in directing the organization” (p. 14). Clarifying Professional Values and Purpose

Examining the X-ray of a Patient with Pneumonia

Use the image in “Discussion Question Resource: Chest X-Ray” to answer the following Critical Thinking Questions.

Examine the x-ray of a patient diagnosed with pneumonia due to infection with Mucor. Refer to the “Module 4 DQ Chest Xray” resource in order to complete the following questions. Examining the X-ray of a Patient with Pneumonia 

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Critical Thinking Questions

1. Explain      what Mucor is and how a patient is likely to become infected with Mucor.      Describe the pathophysiologic progression of the infection into pneumonia      and at least two medical/nursing interventions that would be helpful in      treating the patient.
2. Examine      the laboratory blood test results and arterial blood gases provided in      “Discussion Question Resource: Laboratory Blood Test Results.”      What laboratory values are considered abnormal? Explain each abnormality      and discuss the probable causes from a pathophysiologic perspective.
3. What      medications and medical treatments are likely to be prescribed by the      attending physician on this case? List at least three medications and      three treatments. Provide rationale for each of the medications and      treatments you suggest. Examining the X-ray of a Patient with Pneumonia 

Discussion Question Resource: Laboratory Blood Test Results

Laboratory Blood Test Results and Arterial Blood Gases

Scope of Practice Assignment

I. JOB DESCRIPTION 

•   Describe the care/service provided by the healthcare professional, (used correct APA ciations)
   
•   Describe the limits of authority and responsibility legislated “scope of practice” for this health care career. (used correct APA citations) Scope of Practice Assignment

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•   Describe the “Code of Ethics” for this health care occupation (used correct APA citations)
  II. EDUCATION /REGISTRATION/CERTIFICATION
   
•   Describe the requirements for the profession/occupation (using correct APA citations)
   
•   Identify at least two different types of educational institutions/schools offering the
  program. (using correct APA citations)
   
•   State how much time it takes to complete the program (using correct APA citations)
   
•   Describe the approximate cost for each of the educational institutions required using
  correct APA citations) (using correct APA citations)
   
•   What degree or certification that can be earned for this health care career (using
  correct APA citations)
   
•   Identify the professional certification or registration required (using correct APA
   
•   citations)
  III. EMPLOYMENT
   
•   What is the job availability for this profession? (using correct APA citations)
   
•   Growth trends in the field (using correct APA citations)
   
•   Number of jobs advertised locally for example in the Sunday Herald or other
  publication (using correct APA citations)
   
•   Is experience required? explain (using correct APA citations)
   
•   Salaries – Entry level and with experience (using correct APA citations)
   
•   Advancement Opportunities, with or without additional education (using correct APA Scope of Practice Assignment
  citations)
   3 

MIAMI DADE COLLEGE
MEDICAL CAMPUS
HSC 0003, INTRODUCTION TO HEALTH CARE COURSE PROJECT: HEALTH CARE CAREER WRITTEN PAPER GRADING RUBRIC
20% of overall course grade 

HSC 0003, Health Care Career Paper (Rev. 2014, PL) 

IV. PROFESSIONAL ACTIVITIES 

•   Local/State/National Professional Organizations (cost to join as a student) (using correct APA citations)
   
•   Professional journals with address and cost. (using correct APA citations)
   
•   Are Continuing Educational Units (CEUs) required for this profession? If so how
  many and how often (using correct APA citations)
   
•   Describe ways that members of a professional organization can gain continuing education
  requirements and earn CEUs (using correct APA citations)
  V. REFLECTION / PERSONAL CAREER PLAN
   
•   Reflect on how you see yourself “fitting” into this profession.
   
•   Describe a personal career plan for you to enter this field. Include goals,
  objectives and strategies. Scope of Practice Assignment

Scholarly Activity in the BSN Program

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally. Scholarly Activity in the BSN Program

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You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

Submit, as the assignment, a summary report of the scholarly activity, including who, what, where, when and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Scholarly Activity in the BSN Program

You are not required to submit this assignment to Turnitin.

Scholarly Activity Summary

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.

Problem

This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section. Scholarly Activity in the BSN Program

Opportunity

This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.

© 2017. Grand Canyon University. All Rights Reserved. Scholarly Activity in the BSN Program

Before the digital revolution, health information technology supplied very limited support for evidence-based practice. If nurses wanted to be informed about cutting-edge research, their best bet was to either subscribe to leading journals or make periodic trips to the library. With the establishment of research databases, however, nurses became empowered to learn about and facilitate interdisciplinary and translational research. Databases are just one example of how health information technology supports evidence-based practice. ow health information technology supports evidence-based practice.

To prepare:

· Read the following scenario from the text (McGonigle & Mastrian, 2018, p. 506):

Twelve-hour shifts are problematic for patient and nurse safety, and yet hospitals continue to keep the 12-hour shift schedule. In 2004, the Institute of Medicine (Board on Health Care Services & Institute of Medicine, 2004) published a report that referred to studies as early as 1988 that discussed the negative effects of rotating shifts on intervention accuracy. Workers with 12-hour shifts realized more fatigue than workers on 8-hour shifts. In another study done in Turkey by Ilhan, Durukan, Aras, Turkcuoglu, and Aygun (2006), factors relating to increased risk for injury were age of 24 or less, less than 4 years of nursing experience, working in the surgical intensive care units, and working for more than 8 hours.

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· Consider how the resources identified in the scenario above could influence an organization’s practice.

· Select an issue in your practice that is of concern to you. Using health information technology, locate at least three evidence-based practice resources that address your concern and that could possibly inform further action.

Post a description of your practice concern. Outline how you used health information technology to locate evidence-based practices that address this concern. Cite and include insights from the resources. Analyze how health information technology supports evidence-based practice. ow health information technology supports evidence-based practice