Group Processes and Stages of Formation

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In a 2- to 3-page paper not including cover and reference page, address the following:

Explain the group’s processes and stage of formation.

Explain curative factors that occurred in the group. Include how these factors might impact client progress.

Explain intragroup conflict that occurred and recommend strategies for managing the conflict. Support your recommendations with evidence-based literature.

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

· Standard 5G “Therapeutic Relationship and Counseling” (page 62)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

​The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, Irvin D.; Leszcz, Molyn. Copyright 2005 by Hachette Books Group. Reprinted by permission of Hachette Books Group via the Copyright Clearance Center.

Chapter 5, “The Therapist: Basic Tasks” (pp. 117–140)

Chapter 8, “The Selection of Clients” (pp. 231–258)

Chapter 9, “The Composition of Therapy Groups” (pp. 259–280)

Crane-Okada, R. (2012). The concept of presence in group psychotherapy: An operational definition. Perspectives in Psychiatric Care, 48(3), 156–164. doi:10.1111/j.1744-6163.2011.00320.x

Lerner, M. D., McLeod, B. D., & Mikami, A. Y. (2013). Preliminary evaluation of an observational measure of group cohesion for group psychotherapy. Journal of Clinical Psychology, 69(3), 191–208. doi:10.1002/jclp.21933

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved March 18, 2017, from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Psychotherapy.net (Producer). (2011a). Group therapy: A live demonstration. [Video file]. Mill Valley, CA: Author.

American Counseling Association (Producer). (2015). Leading counseling groups with adults: A demonstration of the art of engagement. [Video file]. Alexandria, VA: Author.

After reviewing your personal results, discuss how the findings will impact your personal leadership or team member relationships

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Critical Thinking Assignment (105 points)

1. Please take the following emotional intelligence test https://www.mindtools.com/pages/article/ei-quiz.htm

Mindtools is a great leadership site that you may enjoy and find very informative about many topics.

2. After reviewing your personal results, discuss how the findings will impact your personal leadership or team member relationships.

https://www.mindtools.com/pages/article/ei-quiz.htm

Personal Total = 69 on mindtools based on the above website, please check

3. Please research a minimum of 5 academic articles on emotional intelligence, using citations to support your statements.

56-75Great! You’re an emotionally intelligent person. You have great relationships, and you probably find that people approach you for advice.However, when so many people admire your people skills, it’s easy to lose sight of your own needs. Read our tips  below  to find out how you can continue to build your EI.Researchers  have found that emotionally intelligent people often have great leadership potential. Realize this potential by seeking opportunities to improve even further.

Your well-written report should meet the following requirements:

· Be five pages in length, not including the cover or reference pages.

· Formatted according to Saudi Electronic University and APA writing guidelines.

· For this assignment, the headings “What I Discovered” and “My Personal Leadership Style” can be written in the first person, but only in this case!

· Provide support for your statements with in-text citations from a minimum of 5 scholarly articles that are new within 5 years period. Two of these sources may be from the class readings, textbook, or lectures, but two must be external. 

· Use headings of your choosing to organize the content in your work.

· Introduction

· What is Emotional Intelligence

· What I Discovered

· My Personal Leadership Style

· Conclusion

· References

You are strongly encouraged to submit all assignments to the Turnitin Originality Check prior to submitting them to your instructor for grading.

Characteristics of Emotional Intelligence

Psychologist Daniel Goleman identified five elements that make up emotional intelligence. These are:

1. Self-awareness.

2. Self-regulation.

3. Motivation.

4. Empathy.

5. Social skills.

Let’s look at how you can develop good skills in each area.

Self-Awareness

(Questions 1, 8, 11)

Your score is 15 out of 15  

In his 1996 book ” Emotional Intelligence: Why it can Matter More Than IQ ,” Goleman explained that people with high self-awareness are “aware of their moods as they are having them.”

To increase  self-awareness   , learn about  mindfulness   . This involves focusing on the present moment – including how you’re feeling. And keep a  journal    in which you write about and analyze the emotional situations you experience from day to day.

You also need to understand your strengths and weaknesses to build self-awareness. Do a  personal SWOT analysis   , and  ask for feedback    from your boss, friends, and trusted colleagues to find out how you can improve further.

Self-Regulation

(Questions 2, 4, 7)

Your score is 11 out of 15  

Self-regulation is about staying in control. To develop your skills in this area, learn how to  manage your emotions    effectively.

If you often get  angry   , note what triggers this feeling, and think about why this happens. Use techniques such as  deep breathing    to calm yourself down, and give yourself time to pause before you respond to emails or requests, so that you don’t say something that you’ll later regret. (See our article on  anger management    to learn more about this.)

You may also be affected by other negative feelings and emotions, such as  anxiety    and  stress   . So, do what you can to manage these feelings effectively.

Accountability    is another important element of self-regulation. Take responsibility for your actions and behaviors, and make sure that these align with your  values   .

Motivation

(Questions 6, 10, 12)

Your score is 15 out of 15  

Self-motivation is strongly affected by your emotions. When you’re distracted by your emotions, you may find it hard to see tasks through.

Boost your motivation levels    by developing  self-discipline   , and by looking for and celebrating  small wins   – simple jobs that, when you’ve completed them, give you a sense of achievement.

Also, set yourself longer-term  goals   . When you decide what you want to achieve, you’ll focus on what really matters to you. This can be highly motivating, especially when you connect personal goals with career-related ones.

If you’re still struggling to get motivated in your current role, take some time to rediscover your purpose   .

Empathy

(Questions 3, 13, 15)

Your score is 14 out of 15  

Empathy is the ability to recognize other people’s emotions and understand their perspectives. Goleman calls this aspect of EI “the fundamental people skill.”

To develop  empathy   , start by simply thinking about other people’s viewpoints. Imagine how they may be feeling, and use  active listening skills    to understand them fully when they express their emotions to you.

Try not to interrupt or talk about your own feelings during the conversation. Look at their  body language   , too: it can tell you a lot about their emotions. If you watch and listen to others, you’ll quickly become attuned to how they feel. (The  Perceptual Positions    technique can give you a particularly sharp insight into what other people may be thinking and feeling.)

Tip:

If you’re a leader, read our article “What’s Empathy Got to do With it?” for tips on using empathy in leadership.

Social Skills

(Questions 5, 9, 14)

Your score is 14 out of 15  

Even if you’re not a natural “people person,” it is possible to develop better social skills.

Start by taking our  quiz    to see which communication skills you need to improve on. Then, find out how you can  develop trust    and rapport   with people – this is an essential part of building  good working relationships   .

Don’t shy away from negative situations, either. Learn how to  deal with conflict   and other difficult situations effectively.

If you’re uncomfortable with social situations, work on building  self-confidence   . Start slowly, but then look for opportunities to practice your skills with bigger groups. For example, you could offer to attend conferences on behalf of your team.

Key Points

Developing high emotional intelligence (or EI) is incredibly important for a successful career. When we have high levels of emotional intelligence, we’re able to build strong working relationships and manage difficult situations more effectively.

Influential psychologist Daniel Goleman developed a framework of five elements that define emotional intelligence:

1. Self-awareness.

2. Self-regulation.

3. Motivation.

4. Empathy.

5. Social skills.

Even if you already have many of the elements of emotional intelligence, it’s important to look for opportunities to build it further. This will increase your leadership potential, and improve the quality of your relationships.

For more detail, see our full emotional intelligence article and video   and take a look at our infographic.

Correctly record your daily food intake and to be able to determine the adequacy or inadequacy of your diet using concepts discussed in class

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HUN1201- Food Dairy Assignment

Food Diary Assignment- DUE December 6, 2016

The purpose of this assignment is to correctly record your daily food intake and to be able to

determine the adequacy or inadequacy of your diet using concepts discussed in class.

PART 1: Record your food intake for a period of three days. One of the three days should be a

weekend, since food choices are typically different on the weekends from weekdays. This diary

should include everything you eat and/or drink during this time period.

Things to include are the time of day that you are eating, the portion size, and how the food is

cooked. Don’t forget to include condiments.

Please include your gender and age.

Below are examples of an incomplete recall vs. a complete recall. Please model your assignment

after the complete recall.

– Incomplete recall (points will be taken off)

HUN1201- Food Dairy Assignment

– Complete recall (full points)

PART 2: The three-day diary will then be analyzed for nutritional content using MyFitnessPal

(www.myfitnesspal.com) a free interactive web-based application.

Please include the following in your final report:

 Total calories, protein, carbohydrates, total fat, sugar, sodium.

HUN1201- Food Dairy Assignment

Sample daily report:

 To view daily report, click on the “View Full Report” button at the bottom of the entry page:

HUN1201- Food Dairy Assignment

To Access Weekly/Monthly reports:

 Click on reports in the blue header:

 Pick the report you want to view; this example shows a 3-day intake for sodium:

HUN1201- Food Dairy Assignment

 Calculate the average sodium intake for 3 days

o Simply add all the amounts consumed and divide by 3:

 1545mg+1026mg+1838mg: 4409mg consumed over a 3-day period

 3-day average: 4409mg /3 days: 1470mg daily average

Include your RDA and your average intake for the 3-day period for the nutrients on the

table below

RDA My average intake

(3 day average)

Total calories

Protein

Carbohydrates

Total Fat

Sodium 2400mg 1470mg

Sugar

 Know your EER and Acceptable Macronutrients Distribution Ranges for macronutrients. o AMDR found in notes

 RDA for sodium: 2400mg/ day

 RDA for all sugars: less than 25% of your diet

 RDA for added sugar: less than 10% of your diet o Naturally occurring sugars, such as those in fruit or milk, are not added sugars. o Specific examples of added sugars that can be listed as brown sugar, corn

sweetener, corn syrup, dextrose, fructose, glucose, high-fructose corn syrup,

honey, invert sugar, lactose, malt syrup, maltose, molasses, raw sugar, sucrose,

trehalose, and turbinado sugar, etc.

Discuss the adequacy or inadequacy of your diet. Do not just hand in the print out from the diet

analysis program, actually discuss your thoughts.

List five things that you can change in your diet in order to live a healthier lifestyle and explain

how you will do this.

Work must be typed, double-spaced, neatly presented, organized and stapled.

A printout of your personalized food diary and analysis, tables with RDA and

average intake, and 5 things you can change in your diet, must be included in

this report.

HUN1201- Food Dairy Assignment

Other Calculations

Total calories/ EER: Estimated Energy Requirement

 EER: number of calories needed for a healthy individual to maintain his or her weight

 Use the following website for calculations, or you may use the charts below to calculate it

on your own:

o https://moritzcycling.com/eer.cgihttps://moritzcycling.com/eer.cgi

HUN1201- Food Dairy Assignment

Sugar intake example:

If you follow a 1800kcal diet, and you want your sugar intake to be be less than 10% of calories,

how many grams of sugar should you consume daily?

1. First find what is 10% of your daily intake:

a. 1800kcals X 10 / 100= 180kcals

b. You may consume less than 180kcals of sugar per day

2. Convert calories into grams

a. 180kcals/4kcals per gram = Less than 45grams of sugar/day

Therefore, a person following a 1800kcal diet, may consume LESS than 45g of sugar per

day.

Second sugar example:

 This example shows a 15% intake of sugars, for a 1510 kcal diet

 1510kcals X 15 / 100 = 226.5 kcals should come from sugar

o 226.5 kcals/ 4 kcals per gram = 56.6 grams of sugar per day

o Should consume:

 226kcals or 56g of sugar per day, for 15% intake for a 1510 kcal diet

Now that you know how much you should be consuming, calculate your actual intake

 Add the grams of sugar consumed: 121g+68g+69g: 258g of sugar consumed over 3 days

 Daily average: 258g/3days = 86g of sugar per day

 86g x 4kcals: 344 kcals of sugar/day

HUN1201- Food Dairy Assignment

Rubric:

Excellent Good

-5 points

Needs Improvement

-10 points

3-day recalls Modeled after the complete recall,

including specific food item

descriptors, brands, serving sizes,

preparation method.

All items that are “homemade”

should include detailed food

breakdown.

This recall should be separate from

the one printed from MyFitnessPal.

Modeled after the

completed recall, but

missing itemized

foods, brand names,

proper serving sizes

or preparation

methods

Models after the

incomplete recall

Does not itemized

foods

Does not include

brands, proper

serving sizes or

preparation methods

Analyses Includes reports and charts from

the three 24-hour

recalls from MyFitnessPal

Includes partial charts Does not include

charts

RDA Chart Includes the RDA for your

age/gender, includes units for

each nutrient, includes average

intake for the 3 days

Missing 1 or 2 of the

following:

RDA for your

age/gender, units for

each nutrient, average

intake for the 3 days

Missing more than 2

of the following:

RDA for your

age/gender, units for

each nutrient, average

intake for the 3 days

Diet Critique Lists five things that you can

change in your diet in order to

live a healthier lifestyle and

explains how you will do this.

Provides detailed

examples

Lists less than 5 but

more than 3 things

that you can change

in your diet in order

to live a healthier

lifestyle and explains

how you will do this

Provide examples with

minimum details

Lists less than 3 things

that you can change

in your diet in order

to live a healthier

lifestyle and explain

how you will do this.

Does not provide

examples

Paper

Organization

Work must be typed, double-

spaced, neatly presented,

organized and stapled.

A printout of your personalized

food diary and analysis must be

included in this report.

All parts included.

Work partially

presented as stated on

this document

Work not presented

as stated on this

document

Final report should include

 Age and gender

 Three 24-hour recalls

 Intake reports from MyFitnessPal

 Completed RDA Table

 Diet Critique

The signs and symptoms a patient may exhibit when experiencing liver cirrhosis

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QUESTION 1.

Compare and contrast neurotransmitters and hormones.

Your response must be at least 200 words in length

QUESTION 2.

Discuss the signs and symptoms a patient may exhibit when experiencing liver cirrhosis.

Your response must be at least 200 words in length

Analyze the case study found on p. 276 in your textbook by addressing the assigned questions below. While analyzing the case, be sure to identify the major problems and issues.

 Draft a response or strategy for addressing the major problems and issues.

 Make recommendations to improve the patient’s health.

 Discuss any negative consequences that may occur if the patient’s health issue is not addressed.

Your response should be at least one page in length. Include at least one reference to support your work in APA style. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

The Maria story The case study

Maria is a 35 year old insulin dependent diabetic who currently takes good care of herself. She didn’t take good care of herself as a teenager. She is on an insulin pump to try to control her blood sugar, but has recently passed out in public several times.

What conditions causes her to pass out (hyperglycemia or hypoglycemia)

Why does this condition develop 

What are the treatments for early stages of this condition 

Given that she has been a diabetic for so long, why doesn’t Maria realize she is in trouble before she pass out

Discuss the propositions of Comfort Theory and their application to practice

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Reflections 2-3 week 10 -14 theory

Complete this week’s assigned readings, chapters 21 22 29 & 30   After completing the readings, post a short reflection, approximately 1 paragraph in length, discussing your thoughts and opinions about one or several of the specific theories covered in the readings.

As a reminder, no scholarly sources are required and students do not have to reply to a classmate’s original post. This post does not have an end date but please make an effort to complete your post before next week’s discussion post is posted and/or due in order to avoid falling behind.

Smith, M. & Parker, M. (2014). Nursing Theories and Nursing Practice. (4th ed.).Philadelphia, PA: F. A. Davis Company. ISBN-13:  978-0-8036-3312-4  (Required)

Chapter 21 objectives

Describe katherine Kolcaba’s Theory of Comfort care.

2.Identify the theorists who influenced the development of Comfort theory.

3.Define the terms comfort, comforting care, comfort management, and comfort interventions from the perspective of Comfort Theory.

4.Discuss the meaning of Comfort Theory for practice.

5.Identify the different tools used to measure comfort. 

6.Discuss the propositions of Comfort Theory and their application to practice. 

7.Define the theoretical definitions of diagram concepts for the Comfort Theory.

Chapter 22. Objectives

Describe Joanne Duffy’s Quality-Caring Model.

2.Discuss the progression of the development of the Quality-Caring Model.

3.Discuss the role of the nurse in providing quality care using the Quality-Caring Model.

4.Identify caring-based nursing interventions.

5.Discuss the importance of caring relationships in nursing.

6.Describe Duffy’s used of the term “feeling cared for.”

7.Explain recent changes in the model. 

8.Describe how the model is being used in nursing practice and research. 

Chapter 29 Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.

2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.

3.Define power from within Barrett’s Theory of Power. 

4.Discuss the conceptual manifestations of the dimensions of power.

5.Compare and contrast causal and acausal worldviews.

6.Differentiate power-as-freedom and power-as-control.

7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).

8.Define Health Patterning and how this is used in Barrett’s nursing practice. 

9.Describe the focus and provide examples of Health Patterning Modalities.

Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.

2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.

3.Define power from within Barrett’s Theory of Power. 

4.Discuss the conceptual manifestations of the dimensions of power.

5.Compare and contrast causal and acausal worldviews.

6.Differentiate power-as-freedom and power-as-control.

7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).

8.Define Health Patterning and how this is used in Barrett’s nursing practice. 

9.Describe the focus and provide examples of Health Patterning Modalities.

Chapter 29 Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.

2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.

3.Define power from within Barrett’s Theory of Power. 

4.Discuss the conceptual manifestations of the dimensions of power.

5.Compare and contrast causal and acausal worldviews.

6.Differentiate power-as-freedom and power-as-control.

7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).

8.Define Health Patterning and how this is used in Barrett’s nursing practice. 

9.Describe the focus and provide examples of Health Patterning Modalities.

Describe the concepts of Barrett’s Theory of Power as Knowing Participation in Change.

2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.

3.Define power from within Barrett’s Theory of Power. 

4.Discuss the conceptual manifestations of the dimensions of power.

5.Compare and contrast causal and acausal worldviews.

6.Differentiate power-as-freedom and power-as-control.

7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).

8.Define Health Patterning and how this is used in Barrett’s nursing practice. 

9.Describe the focus and provide examples of Health Patterning Modalities.

Chapter 29 objectives

Describe the concepts of elizabeth Barrett’s Theory of Power as Knowing Participation in Change.

2.Discuss the relationship between Roger’s Science of Unitary Human Beings (SUHB) and Barrett’s Power theory.

3.Define power from within Barrett’s Theory of Power.

4.Discuss the conceptual manifestations of the dimensions of power.

5.Compare and contrast causal and acausal worldviews.

6.Differentiate power-as-freedom and power-as-control.

7.Describe the Power as Knowing Participation in Change Tool (PKPCT, Version I & II).

8.Define Health Patterning and how this is used in Barrett’s nursing practice.

9.Describe the focus and provide examples of Health Patterning Modalities.

Chapter 30 objectives

Describe marlaine Smith’s Unitary Theory of Caring.

2.Discuss the relationship between Smith’s Unitary Theory of Caring and Rogers’ Science of Unitary Human Beings, Newman’s Theory of Health as Expanding Consciousness, and Watson’s Theory of Transpersonal Caring.

3.Compare and contrast the terms “concept clarification” and “theoretical niches.”

4.Describe the five constitutive meanings identified by Smith.

5.Define creative emergence in the context of nursing practice.

6.Identify and discuss empirical indicators in both practice and research for each of the five constituent meanings identified in the Unitary Theory of Caring. 

Collaborative approach to address factors that influence the health of a community and population health problems

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 Environmental Health.

This week’s graded topics relate to the following Course Outcome (CO).

  • CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO2)

Textbook:

 Nies, M. A., & McEwen, M. (2019). Community/Public health nursing: Promoting the health of populations (7th ed.). St. Louis, MO: Saunders/Elsevier.

  • Chapter 14: Environmental Health, pp. 252-265, 266-271

Visit the U.S. Environmental Protection Agency’s MyEnvironment site at http://www.epa.gov/myenvironment (Links to an external site.)Links to an external site., and enter Staten Island, NY 10305 .

Choose one of the topic areas.

  • My Health
  • My Climate
  • My Air
  • My Water

Then, click on the boxes under the Map Contents menu to add data into the map on specific topics. Explore the site to learn more about your environment and things that might be impacting the health of its citizens.

  • Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”
  • How could you, in the role of a community health nurse, address these concerns?

Optional: For more environmental health information, you can also visit the following resources.

  • Environmental health tracking: https://ephtracking.cdc.gov/InfoByLocation/ (Links to an external site.)Links to an external site.
  • Air quality: http://www.airnow.gov (Links to an external site.)Links to an external site.
  • Toxic release inventory: https://www.epa.gov/toxics-release-inventory-tri-program (Links to an external site.)Links to an external site.

Proposal and implementation guidelines for an organizational policy that would lead to an improvement in quality and performance

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Draft a written proposal and implementation guidelines for an organizational policy that you believe would help lead to an improvement in quality and performance associated with the benchmark metric for which you advocated action in Assessment 1.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

In advocating for institutional policy changes related to local, state, or federal health care laws or policies, health leaders must be able to develop and present clear and well-written policy and practice guidelines change proposals that will enable a team, unit, or the organization as a whole to resolve relevant performance issues and bring about improvements in the quality and safety of health care. This assessment offers you an opportunity to take the lead in proposing such changes.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 2: Analyze relevant health care laws and regulations and their applications and effects on processes within a health care team or organization.

1. Propose a succinct policy and guidelines to enable a team, unit, or the organization as a whole to implement recommended strategies to resolve the performance issue related to the relevant local, state, or federal health care policy or law.

. Competency 3: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.

2. Recommend ethical, evidence-based strategies to resolve a performance issue related to health care policy or law.

. Competency 4: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, for health care policies and law for patients, organizations, and populations.

3. Explain the need for creating an organizational policy or practice to address a shortfall in meeting a prescribed metric benchmark.

. Competency 5: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.

4. Analyze the potential effects of environmental factors on recommended strategies.

4. Identify colleagues, individual stakeholders, or stakeholder groups who should be involved in further development and implementation of proposed policy and guidelines and recommended strategies.

. Competency 6: Apply various methods of communicating with policy makers, stakeholders, colleagues, and patients to ensure that communication in a given situation is professional, clear, efficient, and effective.

5. Communicate a proposed policy and guidelines and recommended strategies in a professional and persuasive manner, writing content clearly and logically, with correct use of grammar, punctuation, and spelling.

5. Effectively support arguments with relevant sources, correctly formatting citations and references using current APA style.

5.

· As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

Consider the underperforming metric you evaluated in your Dashboard Benchmark Evaluation in Assessment 1 as having the potential to greatly improve the overall quality or performance of a team or the whole organization.

What ethical, evidence-based strategies would you recommend to resolve the performance issue related to the underperforming metric you evaluated?

. What does the literature suggest are potential strategies to improve performance for your targeted benchmark?

. How would these strategies ensure improvement or compliance with the relevant local, state, or federal health care policy or law?

. How would you propose to apply these strategies in the context of Eagle Creek Hospital or your own practice setting?

. How would you ensure that these strategies are ethical and culturally inclusive in their application?

· In this assessment, you will build on the dashboard benchmark evaluation work you completed in Assessment 1.

Preparation

After reviewing your benchmark evaluation, senior leaders in the organization have asked you to draft a policy change proposal and practice guidelines addressing the benchmark metric for which you advocated action.

In their request, senior leaders have asked for a proposal of not more than 2–4 pages that includes a concise policy description (about one paragraph), practice guidelines, and 3–5 credible references to relevant research, case studies, or best practices that support your analysis and recommendations. You are also expected to be precise, professional, and persuasive in justifying the merit of your proposed actions.

When creating your policy and guidelines it may be helpful to utilize the template that your current care setting or organization uses. Your setting’s risk management or quality department could be a good resource for finding an appropriate template or format. If you are not currently in practice, or your care setting does not have these resources, there are numerous appropriate templates freely available on the Web.

Proposal Requirements

Note: The tasks outlined below correspond to grading criteria in the scoring guide.

In your proposal, senior leaders have asked that you:

· Explain why a change in organizational policy or practice guidelines is needed to address a shortfall in meeting a performance benchmark prescribed by applicable local, state, or federal health care laws or policies.

1. What is the current benchmark for the organization? What is the numeric score for the underperformance?

1. How might the benchmark underperformance be affecting the quality of care being provided or the operations of the organization?

1. What are the potential repercussions of not making any changes?

. Recommend ethical, evidence-based strategies to resolve the performance issue.

2. What does the evidence-based literature suggest are potential strategies to improve performance for your targeted benchmark?

2. How would these strategies ensure improved performance or compliance with applicable local, state, or federal health care laws or policies?

2. How would you propose to apply these strategies in the context of your chosen professional practice setting?

2. How would you ensure that the application of these strategies is ethical and culturally inclusive?

2. Does your policy encompass the key components of your recommendations?

. Analyze the potential effects of environmental factors on your recommended strategies.

3. What regulatory considerations could affect your recommended strategies?

3. What organizational resources could affect your recommended strategies (for example, staffing, finances, logistics, and support services)?

3. Are your policy and guidelines realistic in light of existing environmental factors?

. Propose a succinct policy and guidelines to enable a team, unit, or the organization as a whole to implement recommended strategies to resolve the performance issue related to the relevant local, state, or federal health care policy or law.

. Identify colleagues, individual stakeholders, or stakeholder groups who should be involved in further development and implementation of your proposed policy, guidelines, and recommended strategies.

5. Why is it important to engage these colleagues, individual stakeholders, or stakeholder groups?

5. Do your proposed guidelines help colleagues, individual stakeholders, or stakeholder groups understand how to implement your proposed policy?

5. How might engaging these colleagues, individual stakeholders, or stakeholder groups result in a better organizational policy and smoother implementation?

5. Are your proposal and recommended strategies realistic, given the care team, unit, or organization you are considering?

. Communicate your proposed policy, guidelines, and recommended strategies in a professional and persuasive manner.

6. Write clearly and logically, using correct grammar, punctuation, and mechanics.

. Integrate relevant sources to support your arguments, correctly formatting source citations and references using current APA style.

7. Did you cite an additional 3–5 credible sources to support your analysis and recommendations?

How ethical considerations might impact your treatment plan and communication with clients

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The Assignment

Examine Case Study: A Young Caucasian Girl With ADHD You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

· Decision #1

· Which decision did you select?

· Why did you select this decision? Support your response with evidence and references to the Learning Resources.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

· Decision #2

· Why did you select this decision? Support your response with evidence and references to the Learning Resources.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

· Decision #3

· Why did you select this decision? Support your response with evidence and references to the Learning Resources.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

How challenges with sensory issues, social interactions, information processing and executive functioning can affect the post-secondary education and or employment outcomes of young adults with autism

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ASSIGNMENT 1—due THURSDAY at 9:00am

 Discuss how challenges with sensory issues, social interactions, information processing and executive functioning can affect the post-secondary education and or employment outcomes of young adults with autism. Discuss strategies to mitigate these common challenges for people with ASD. 

The thread should be 420– words and 3–5 paragraphs in length. THE thread should be supported with at least 2 sources in APA format.

ASSIGNMENT 2 WILL BE ONE REPLY TO THE PROMPT ABOVE—I WILL SEND IT ON WEDNESDAY. IT WILL BE FRIDAY AT 9 am.

ASSIGNMENT 3

Article Review Instructions—DUE SATURDAY 2 PM

You will critically review 1 journal article on autism and COMMUNICATION skills. The article is attached.

If your article is on the topic of communication:

In what way does this article expand your knowledge regarding the language and communication process for children or adolescents with ASD and their families? ? Discuss this knowledge as it specifically relates to 4 of the topics listed below:

a) Receptive/expressive language,

b) Cognitive communication,

c) Social aspects of communication, and

d) Communication modalities.

e) Communicative intent

f) Pragmatic aspects of language

g) Joint attention

The review must be:

· At least 5 pages,

· APA format including:

· Margins,

· Font style and size,

· In-text ditations, and

· Reference list that begins on a separate page.

Page 1 of 1

Professional Capstone and Practicum Reflective Journal

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 Throughout the course, students will engage in weekly reflection and scholarly activities. These assignments are presented in Topic 1 to allow students to plan ahead, and incorporate the deliverables into the Individual Success Plan if they so choose.

The weekly reflective journals and scholarly activities will not be submitted in LoudCloud each week; a final, culminating submission will be due in Topic 10. No submission is required until Topic 10.

Professional Capstone and Practicum Reflective Journal

Students are required to maintain weekly reflective narratives throughout the course to combine into a final, course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This course-long journal assignment will be due in Topic 10.

In each week’s entry, you should reflect on the personal knowledge and skills gained throughout the Professional Capstone and Practicum course. Your entry should address a variable combination of the following, dependent on the specific practice immersion clinical experiences you encountered that week:

  1. New practice approaches
  2. Intraprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Population health concerns
  6. The role of technology in improving health care outcomes
  7. Health policy
  8. Leadership and economic models
  9. Health disparities

In the Topic 10 submission, each of the areas should be addressed in one or more of the weekly entries.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how they met competencies and course objectives.

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.

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.

You are not required to submit this assignment to Turnitin.

AttachmentsNRS-490-RS-ScholarlyActivitySummary.docx