Data Analysis Nursing Assignment

Data Analysis Nursing Assignment

There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often informs health care professionals towards research, treatment options, or patient education.

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Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the Topic Materials, as needed, for assistance in with creating Excel formulas.

Provide the following descriptive statistics:

  1. Measures of Central Tendency: Mean, Median, and Mode
  2. Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range).
  3. Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups.

APA style is not required, but solid academic writing is expected.

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 not required to submit this assignment to LopesWrite. Data Analysis Nursing Assignment

Assignment2: Practicum: Decision Tree

Assignment2: Practicum: Decision Tree

Assignment2: Practicum: Decision Tree

Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia. Assignment2: Practicum: Decision Tree

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The Assignment:

Examine Case 3: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

  • Decision #1: Differential Diagnosis
    • 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: Treatment Plan for Psychotherapy
    • 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: Treatment Plan for Psychopharmacology
    • 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 and their families.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Assignment2: Practicum: Decision Tree

  •  

    DecisionTreeWk9.docx

    Case #3 A A young girl with strange behaviors

     

    BACKGROUND

    Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage and they don’t know what to do. Assignment2: Practicum: Decision Tree

    SUBJECTIVE

    Carrie’s parents report that they have concerns about her behavior, which they describe as sometimes “not normal for a 13-year-old.” They notice that she talks to people who aren’t real. Her behavior is calm and “passive.” Her parents noted that when she was younger, she was irritable at times, but have noticed that this has given way to passivity. Her parents state that they understand that it’s normal for younger children to have “imaginary friends,” but they feel that at Carrie’s age, she should have grown out of these behaviors. Carrie’s parents report that she has friends that are half-cat and half-human, and “spirits” who speak with her “in her head.” She also reports that the people on television know when she is home and that they have certain shows “just for her.”

    Carrie’s parents report that they have taken her to her pediatrician who has given her a “clean bill of health.” Carrie’s parents note that they had some early concerns as she was lagging in meeting developmental milestones. Initially, when she first started school, Carrie managed to keep up with her peers in terms of academic performance, but she was noticed by her teachers to be isolative. It was also noted by her teachers and guidance counselor that Carrie’s social skills do not seem to match what they see in other children her age. Initially the school counselor suspected that Carrie may have been suffering from attention deficit hyperactivity disorder (primarily inattentive type), but now is not certain and has recommended a psychiatric evaluation. Her grades were “ok” in school up until last year when she left junior high school, and entered high school, where the academic demands began to increase. Carrie’s teachers had wanted to hold her back a grade, but her parents acknowledge that they were “insistent” that this did not happen. Now they are describing some regrets over this as Carrie seems “more lost than ever” in her schoolwork. Carrie’s mother produced a copy of a paper that Carrie had to submit as a homework assignment. You attempt to read the assignment, but there does not appear to be any clarity to the work, and it can best be described as a hodge-podge of thoughts and ideas. Assignment2: Practicum: Decision Tree

    Carrie’s parents want you to know that although they are concerned about Carrie, they are opposed to giving her medications that would turn her “into a zombie.” Carrie’s mother also confides that her husband’s grandfather spent “a few years in the nut house.” When you probe further, she began crying and said, “He was schizophrenic … what if Carrie is schizophrenic?”

    During your interview with Carrie, she seems pleasant, but somewhat distant. When you ask her about her friends at school, she shrugs her shoulders and says, “I don’t really have any. I don’t like those people.” You inquire if she is sad or upset that she doesn’t like them, to which she states “no, why should I be? I guess they would be friends with me if I asked, but I’m not interested. I could make them be my friends if I wanted, but I don’t … but if I wanted them to, all that I have to do is make up my mind that they will be my friend and they would have to.” When you ask Carrie if she believes that she can control the thoughts of others with her mind, she puts her index finger up to her mouth and looks toward the door. “My mom gets upset when I talk about these things. I try not to think about them either because if she is close enough, she could read my thoughts and they upset her. She may think that I’m into witchcraft or something.”

    When you ask Carrie about the homework assignment that you read, she explains that her teacher “is just miserable. She doesn’t understand how I think—I think high, she just can’t get it.”

     

    OBJECTIVE

    The client is a 13-year-old Hispanic female client who appears appropriately developed for her age. She is dressed appropriately for the current weather, and ambulates with a steady upright gait. She does not appear to be demonstrating any noteworthy mannerisms, gestures, or tics. No psychomotor agitation/retardation apparent. Assignment2: Practicum: Decision Tree

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    MENTAL STATUS EXAM

    Carries is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. Carrie self-reports her mood as “good.” However, her affect does appear somewhat constricted. Her eye contact is minimal throughout the clinical interview and at times, Carrie seems preoccupied. Carrie is oriented to person, place, and time. She endorses hearing and seeing strange “things that I talk to. They don’t scare me; they come to see me from another world.” No overt paranoia is appreciated. She does report delusions of reference (she believes that the people on TV play programs “just for her” and at times, television commercials were designed to tell her what to do), as well as other delusional thoughts (as described above). Carrie denies any suicidal or homicidal ideation.

    At this point, please discuss any additional diagnostic tests you would perform on Carrie.

    Decision Point One

    BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO CARRIE?
    In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis. Assignment2: Practicum: Decision Tree

    Case #3 A young girl with strange behaviors

     

    Decision Point One

    Early Onset Schizophrenia

     

     

    Decision Point Two

    Refer for psychological testing

     

    RESULTS OF DECISION POINT TWO

    ·  Client returns to clinic in four weeks

    ·  Although there are no specific psychometric tests available for schizophrenia, the consulting psychologist administered a comprehensive psychological battery of tests in order to assess personality and cognitive functioning as well as to identify any underlying intellectual disabilities that could account for the difficulty Carrie is having in school. Tests administered included the Minnesota Multiphasic Personality Inventory; Kaufman Adolescent and Adult Intelligence Test; Rorschach test; Whitaker Index of Schizophrenic Thinking (WIST) test; Wide Range Achievement Test – 4th Edition (WRAT-4); and the Millon Adolescent Clinical Inventory (MACI). The consulting psychologist opined that early-onset schizophrenia was strongly suspected in this client.

    Decision Point Three

    Begin Lurasidone 40mg orally daily

     

    Guidance to Student

    It is not always necessary to procure a consult with a psychologist. However, psychologists by virtue of their advanced training and licensure are able to conduct comprehensive psychological testing on clients more advanced than those tests that could be conducted by the psychiatric/mental health nurse practitioner. In this case, we would like to know if the poor academic performance was the result of an intellectual disability, versus poor premorbid intellectual functioning that is often seen in schizophrenia.

    In terms of treatment decisions, Clozapine is FDA-approved for treatment-resistant schizophrenia. Since the child has not yet been treated with any agent, we have no way of knowing if her schizophrenia is treatment resistant. Additionally, if we were to use Clozapine, the starting dose is approximately 25 mg in adults (perhaps 12.5 mg in a child, depending on body weight). Clozapine 100 mg would most likely cause significant side effects that both the child and parents would find objectionable, thus making compliance an issue.

    Although not FDA-approved for use in children, Lurasidone is used as an off-label drug in this population. There are no legal prohibitions against any prescriber using drugs “off-label”; however, attention must be given to the concept of informed consent. When working with children/adolescents, the PMHNP must explain pros/cons, discuss therapeutic endpoints/goals of treatment, etc. The parent/guardian must have all of the information needed to make an informed consent. Therefore, Lurasidone would be the best choice. Additionally, Lurasidone may be the preferred antipsychotic, as it appears to have the least impact on body weight and lipid profile.

    Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

    Family interventions are important as well, as they do have a positive benefit on symptom relapse and admission/readmission to the hospital. Family interventions should include teaching about the disease, medications, and anticipatory guidance. Assignment2: Practicum: Decision Tree

Workplace Environment Assessment Discussion

Workplace Environment Assessment Discussion

How healthy is your workplace?

You may think your current organization operates seamlessly, or you may feel it has many issues. You may experience or even observe things that give you pause. Yet, much as you wouldn’t try to determine the health of a patient through mere observation, you should not attempt to gauge the health of your work environment based on observation and opinion. Often, there are issues you perceive as problems that others do not; similarly, issues may run much deeper than leadership recognizes.

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There are many factors and measures that may impact organizational health. Among these is civility. While an organization can institute policies designed to promote such things as civility, how can it be sure these are managed effectively? In this Discussion, you will examine the use of tools in measuring workplace civility.

To Prepare:

  • Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
  • Review and complete the Work Environment Assessment Template in the Resources.

By Day 3 of Week 7

Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples. Workplace Environment Assessment Discussion

Deliverable1 – Quality Methods In Healthcare Assignment

Deliverable1 – Quality Methods In Healthcare Assignment

Competency

Describe different quality methods within healthcare.

Course Scenario

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Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds, and offers the following:

  • Emergency room services
  • Intensive care
  • Surgical care
  • Obstetrics
  • Diagnostic services
  • Some rehabilitation therapies
  • Inpatient pharmacy services
  • Geriatric services
  • Consumer physician referral services

Recently, the CEO has been hearing complaints from both patients and staff, varying from long wait times to rude physicians. You have been hired to design and implement a Quality Improvement Plan to help uncover quality problems and to satisfactorily resolve them.

Instructions

The CEO has received some resistance from the Board on undertaking a QI program. She has asked you to develop a set of talking points on the pros and cons of common measurement techniques used in healthcare that she can use the next time she runs into a Board member. Deliverable1 – Quality Methods In Healthcare Assignment

Talking points are used to quickly explain something by condensing it into a compelling, but easily digestible, list. If the goal is to increase support for a QI program, the talking points must provide the ideas she needs to convey in order to achieve the goal.

Your talking points should be submitted in a Word document (1 full Page). Your talking points should include the pros and cons of implementing a QI program.

Upon completion of your talking points, please prepare a PowerPoint presentation 6 slides.

APA formatting required.

  1. Highlight specific pros and cons of QI programs.
  2. Use the Notes area on each slide to expand on the key      points.

 

1.Provides a detailed list of pros and cons of implementing a QI plan.

2.Provide clearly outlined and supporting details of pros and cons of implementing a QI plan.

3.Provides examples of the pros and cons with supporting details. Deliverable1 – Quality Methods In Healthcare Assignment

Project Topic: Conflicts In Intergenerational Workplace

Project Topic: Conflicts In Intergenerational Workplace

Instructions –  Diversity, You, and Society

For this third milestone, you will reflect on content that will inform your multimedia presentation, which you will include in Final Project Part Two. You will reflect on the intersectional nature of diversity and its impact on one’s individual framework of perception, one’s discipline of study, and society in general. The milestone will be submitted as a presentation draft that includes speaker’s notes.

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Make sure you support your response with the readings from this module attached below and additional resources.

To complete this assignment, YOU MUST FOLLOW the Milestone Three Guideline and Rubric

  • MilestoneThreeGuidelinesandRubric.pdf

    IDS 400 Milestone Three Guidelines and Rubric Diversity, You, and Society

    Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five. In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this activity prompts you to dig deeper and consider the implications posed by the critical analysis of your issue or event in diversity. How does studying diversity affect how you understand yourself, as well as the world around you? You’ll also be challenged to incorporate a dash of creativity to enhance your message. Project Topic: Conflicts In Intergenerational Workplace

    Multimedia Presentation: For the second part of the project, you will create a multimedia presentation that incorporates audio narration and visuals to articulate how critically analyzing your issue/event in diversity impacts your own framework of perception and ability to constructively engage in society.

    PowerPoint: You are required to include a combination of text and visuals in order to support your PowerPoint presentation. Use the Check File Compatibility With Earlier Versions and Are You Having Video or Audio Playback Issues? resources to help you check compatibility between versions of Office. Also, follow the instructions on the Microsoft Support page to compress your presentation as a zipped file. You may upload a zipped file when submitting this assignment. Reducing the size of the PowerPoint presentation file by compressing it makes it easier for your instructor to download and grade.

    Microphone: While it is not necessary to purchase a microphone for this project, you will need to have access to a microphone to record the narration of the presentation. This could be the external microphone of your device, a set of earbuds, or equipment borrowed from a friend. This assignment is graded on the content of the narration, not the quality of the recording.

    Prompt: First, review the module resources you have encountered so far and create a presentation draft (PowerPoint with speaker notes) that analyzes the issue/event under study (the one you selected in Module Two). Specifically, the following critical elements (which align to the critical elements required of the presentation in Final Project Part Two) must be addressed:

    I. Issue/Event: For this section of your presentation, you will introduce the issue/event and how it relates to issues of diversity and any of the topics that have been discussed in the course.

    A. Using appropriate research strategies, describe a social or global issue/event that is related to issues of diversity. i. What is the origin of the issue?

    ii. What is the issue about? B. Using appropriate research strategies, describe the impact of the issue/event on society.

    i. Who is impacted by the issue? ii. What is important to know about them?

    C. Using relevant research or diverse perspectives, assess how society impacts the chosen issue.

     

     

     

    II. Yourself: This section of your presentation explores how studying diversity influences your individual framework of perception with respect to your discipline of study or profession.

    A. How has critically analyzing your issue/event in diversity informed your individual framework of perception? Consider how it has altered the way you perceive the world.

    B. How can critically analyzing diversity influence your field of study or profession? How can studying diversity inform your understanding of the next big topic of study in your field or profession in the next five to ten years?

    III. Society: This section of your presentation explores how studying diversity enhances your ability to engage constructively in society. A. How does critically analyzing diversity add value to how you interact with people and understand social or global issues/events? Supplement

    your reasoning with examples. B. Recommend strategies for using this kind of critical analysis for meeting your personal and professional goals. What might this look like in your

    everyday life? Consider how diversity can be used to address the day-to-day responsibilities or questions faced by practitioners in your field or discipline.

    IV. Conclusion: A. Using relevant research or diverse perspectives, assess the benefits and challenges of addressing issues in diversity. B. Explain how critically analyzing diversity adds value to interactions with people in personal and professional contexts.

    V. Presentation: Throughout your presentation, you will be assessed on your ability to use effective communication skills to deliver your message to your audience.

    A. Construct your presentation in a way that ensures the audio and visual elements are logically organized in order to convey your message to your audience.

    B. Provide supporting evidence in your presentation that supports the importance of the chosen issue/event and its impact within diversity. C. Develop the audio narration to logically flow with the presentation to articulate the importance of critically analyzing the chosen issue/event

    and its impact within diversity.

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    Rubric

    Guidelines for Submission: Milestone Three should be approximately 10 to 12 slides. You are required to include a combination of text and visuals in order to support your work. Support your presentation with relevant resources cited in APA format and noted on a separate slide. If you require alternative accommodations for completing this assignment, reach out to your instructor directly for more information. Note: Turnitin, the originality report feature used in the course, is not able to check PowerPoint submissions for plagiarism. Thus, you should submit your speaker notes in a separate Word document. Both files (PowerPoint and Word) can be submitted through the Milestone Three submission item. Please note that the grading rubric for this milestone submission is not identical to that of the final project. The Final Project Part Two Rubric will include an additional “Exemplary” category that provides guidance as to how you can go above and beyond “Proficient” in your final submission.

    Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Issue/Event: Social or

    Global Issue/Event Describes a social or global issue/event and how it relates to problems in diversity, using appropriate research strategies

    Describes a social or global issue/event and how it relates to problems in diversity, but description is cursory or research strategies are inappropriate

    Does not describe a social or global issue/event and how it relates to problems in diversity

    9

    Issue/Event: Impact on Society

    Describes impact of the issue/event on society using appropriate research strategies

    Describes the impact of the issue/event on society, but the description is cursory or research strategies are inappropriate

    Does not describe the impact of the issue/event on society

    9

    Issue/Event: Society Impacts

    Assesses how society impacts the chosen issue, using relevant research or diverse perspectives

    Assesses how society impacts the chosen issue, but explanation is cursory or utilization of relevant research or diverse perspectives is inappropriate

    Does not assess how society impacts the chosen issue

    9

    Yourself: Individual Framework of Perception

    Explains how critically analyzing an issue/event in diversity has informed individual framework of perception

    Explains how critically analyzing an issue/event in diversity has informed individual framework of perception, but explanation is cursory

    Does not explain how critically analyzing an issue/event in diversity has informed individual framework of perception

    6

    Yourself: Individual Field of Study or Profession

    Explains how critically analyzing diversity can influence discipline of study or profession

    Explains how critically analyzing diversity can influence discipline of study or profession, but explanation is cursory

    Does not explain how critically analyzing diversity can influence discipline of study or profession

    9

    Society: Interact Explains how critically analyzing diversity adds value to interactions with people and to understanding social or global issues/events

    Explains how critically analyzing diversity adds value to interactions with people and to understanding social or global issues/events, but explanation is cursory

    Does not explain how critically analyzing diversity adds value to interactions with people and to understanding social or global issues/events

    9

     

     

     

    Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Society: Strategies Recommends strategies for using

    critical analysis for meeting personal and professional goals

    Recommends strategies for using critical analysis for meeting personal and professional goals, but recommendations are inappropriate

    Does not recommend strategies for using critical analysis for meeting personal and professional goals

    9

    Conclusion: Benefits and Challenges

    Assesses the benefits and challenges of addressing issues in diversity, using relevant research or diverse perspectives

    Assesses the benefits and challenges of addressing issues in diversity, but analysis is cursory or utilization of relevant research or diverse perspectives is inappropriate

    Does not assess the benefits and challenges of addressing issues in diversity

    8

    Conclusion: Adds Value Explains how critically analyzing diversity adds value to interactions with people in personal and professional contexts

    Explains how critically analyzing diversity adds value to interactions with people in personal and professional contexts, but explanation is cursory

    Does not explain how critically analyzing diversity adds value to interactions with people in personal and professional contexts

    8

    Presentation: Organized Constructs the presentation in such a way that it ensures the audio and visual elements are logically organized

    Presentation is constructed with audio and visual elements, but the organization is somewhat illogical

    Does not construct the presentation in a way that ensures audio and visual elements are logically organized

    6

    Presentation: Evidence Provides supporting evidence in the presentation that supports the importance of the chosen issue/event and its impact within diversity

    Provides supporting evidence, but evidence does not sufficiently support the importance of the chosen issue/event and its impact within diversity

    Does not provide evidence that supports the importance of the chosen issue/event and its impact within diversity

    8

    Presentation: Flow Develops the audio narration to logically flow with the presentation to articulate the importance of critically analyzing the chosen issue/event and its impact within diversity

    Develops the audio narration, but it does not logically flow with the presentation to articulate the importance of critically analyzing the chosen issue/event and its impact within diversity

    Does not include audio narration to articulate the importance of the chosen issue/event and its impact within diversity

    6

    Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

    Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

    Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

    4

    Total 100%

  • BeyondIntersectionality.pdf

    INTERSECTIONALITY: A SYMPOSIUM 275

    Gimenez, Martha. 2001. “Marxism and Class, Gender and Race: Rethinking the Tril- ogy.” Race, Gender & Class, 8:2, 22–33.

    Marx, Karl. 1990. Capital. Vol. I. Trans. Ben Fowkes. London: Penguin. Meyerson, Gregory. 2000. “Rethinking Black Marxism: Reflections on Cedric Rob-

    inson and Others.” Cultural Logic, 3:2. clogic.eserver.org/3-182/meyerson.html Mitchell, Eve. 2013. “I Am a Woman and a Human: A Marxist Feminist Critique

    of Intersectionality Theory.” http://gatheringforces.org/2013/09/12/i-am-a- woman-and-a-human-a-marxist-feminist-critique-of-intersectionality-theory

    Mojab, Shahrzad. 2015. Marxism and Feminism. London: ZED Books. Russell, Kathryn. 2007. “Feminist Dialectics and Marxist Theory.” Radical Philosophy

    Review, 10:1, 33–54. Smith, Sharon. n.d. “Black Feminism and Intersectionality.” International Socialist

    Review, 91. http://isreview.org/issue/91/black-feminism-and-intersectionality Wallis, Victor. 2015. “Intersectionality’s Binding Agent: The Political Primacy of Class.”

    New Political Science, 37:4, 604–619. Wood, Ellen Meiksins. 1986. The Retreat from Class: A New “True” Socialism. London:

    Verso.

    Beyond Intersectionality

    LISE VOGEL

    IN THIS PAPER I EXAMINE the genealogy of “intersectionality.” More specifically, I look at the history of the conceptualization of “diversity” as consisting of the interaction of multiple “categories of social difference,” for example race, class, gender, etc.1 “Intersec- tionality” turns out to be only one of several attractive yet flawed concepts deployed over the past 80-plus years to represent such social

    1 For the sake of manageability, I base my discussion on U. S. examples and history. I leave aside as well certain thorny problems of ideology, although I mostly agree with Martha Gimenez, who writes (in a private communication, January 26, 2017):

    I think a reference to a “history of the conceptualization of diversity” needs to bring up some considerations of the way the emergence of “diversity,” as a concept, was also concomitant to the process of cultural- izing inequality, oppression and exploitation. The notion of diversity, I believe, is part of the process of obfuscation [of] the political nature of feminist theories and theories of racial and ethnic oppression, exclusion and exploitation, reducing their claims and objectives to integration in the occupational and educational institutions. Project Topic: Conflicts in Intergenerational Workplace

    The concern for diversity leaves behind a focus on structural changes that could benefit the group and replaces it with upward mobility for the few.

    (See also Benn Michaels, 2006; Fields, 2000, 118; Ahmed, 2012; Cabrera, 2006; and James, 2016.)

    G4623.indd 275 3/6/2018 12:38:51 PM

     

     

    276 SCIENCE & SOCIETY

    heterogeneity. I conclude with some suggestions for developing a more adequate approach to conceptualizing “diversity.”

    The Standard Account

    Black feminist scholars invented the notion of “intersectionality” in the late 1980s. It then went on to become the dominant way of conceptualizing “diversity” in and beyond the academy. Here, from Wikipedia, is a typical introductory discussion:

    Intersectionality (or intersectional theory) is a term first coined in 1989 by Ameri- can civil rights advocate and leading scholar of critical race theory, Kimberlé Williams Crenshaw. It is the study of overlapping or intersecting social identi- ties and related systems of oppression, domination, or discrimination. Inter- sectionality is the idea that multiple identities intersect to create a whole that is different from the component identities. These identities that can intersect include gender, race, social class, ethnicity, nationality, sexual orientation, religion, age, mental disability, physical disability, mental illness, and physi- cal illness as well as other forms of identity. These aspects of identity are not “unitary, mutually exclusive entities, but rather . . . reciprocally constructing phenomena.” The theory proposes that we think of each element or trait of a person as inextricably linked with all of the other elements in order to fully understand one’s identity. Project Topic: Conflicts in Intergenerational Workplace

    This framework can be used to understand how systemic injustice and social inequality occur on a multidimensional basis. Intersectionality holds that the classical conceptualizations of oppression within society — such as rac- ism, sexism, classism, ableism, homophobia, transphobia, xenophobia and belief-based bigotry — do not act independently of each other. Instead, these forms of oppression interrelate, creating a system of oppression that reflects the “intersection” of multiple forms of discrimination. (“Intersectionality,” 2017, accessed March 4, 2017.)

    Thus the intersectional framework is said to be able to deal with both personal identity and structural issues of privilege, oppression, and justice.

    The invention of the concept of intersectionality occurred in the context of a massive expansion of a new academic field, women’s stud- ies. Along the way, a somewhat mythological tale of the development of second-wave feminism became standard. According to this account,

    G4623.indd 276 3/6/2018 12:38:52 PM

     

     

    INTERSECTIONALITY: A SYMPOSIUM 277

    second-wave feminism emerged in the 1960s and 70s as a monolithic white middle-class phenomenon that ignored race and class. Only in the 1980s, the myth continues, when black women entered the academy and forcefully challenged white-dominated feminism, did things change. African American feminist scholars — for example, Kimberlé Crenshaw, Patricia Hill Collins, bell hooks, and many others — took the lead in this introduction of race into feminist analysis. In some cases they tackled class as well. Their hard-fought leadership under the banner of “intersectionality” was at last able to break with the errors of so-called white feminism.

    In the 1980s and after, this chronologically confused account became hegemonic among white as well as black feminists, even those who should know better. But it is deeply problematic. First, it simplifies the history of the very complex evolution of second-wave feminism, which developed in multiple strands and not entirely from within academia. As a matter of fact, and as I discuss further below, socialist– and Marxist–feminists2 always paid attention to class; how could they not! And race usually played a role in their analyses as well. Project Topic: Conflicts in Intergenerational Workplace

    There is also a methodological point here: history is always com- plex and multi-layered, and we should be wary of single-note stories. An account can be hegemonic without entirely silencing alternative voices. Likewise, an account that is hegemonic at one time can lose its dominant position at another. This last is what happened, I believe, to socialist–feminist analyses in the decades leading up to the heyday of intersectionalism.

    Another problem with the standard account is that it can blind us to historical evidence that contradicts the story. In other words, it functions like a Kuhnian paradigm, threatening to make any data that doesn’t fit the standard account invisible. Let me call it the “white feminism” paradigm. Like all paradigms it has some validity, but overall it skews the history, with serious effects.

    2 It is not possible to separate a socialist from a Marxist feminism as they were practiced in the 1970s. I therefore use the term socialist feminism inclusively, generally following contempo- rary U. S. usage. From the late 1960s to the mid-1970s, the term “women’s liberation” was current, intended to demarcate the younger and presumably more radical branches of the women’s movement from the so-called bourgeois feminism of the National Organization for Women. Within the women’s liberation movement socialist feminists formed a distinc- tive tendency. By the late 1970s, the term “women’s liberation,” with its connotation of a radical transformation going beyond equal rights, was being replaced by the term feminism. Feminism was now a broader term than it had been earlier, perhaps reflecting the declining importance of distinguishing branches within the women’s movement. Project Topic: Conflicts in Intergenerational Workplace

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    278 SCIENCE & SOCIETY

    The Historical Record

    So what “really” happened? And why does it matter that we correct the historical record?3 To answer these questions we have to go back beyond the 1980s to the 1960s and even before. In the 1960s and 70s, socialist–feminist activism and analyses were important forces within the emerging women’s movement. Many socialist feminists argued that three systems (or dimensions of difference, or whatever) — race, class, and gender — interact in peoples’ lives, whether or not they are aware of it. The systems were usually taken to be simultaneously interacting and inextricably intertwined in a matrix of privilege and domination.

    There was also the implication that race, class, and gender are somehow comparable phenomena, and of equal weight or impor- tance. By assuming that the various dimensions of the race/class/ gender framework are comparable, even equivalent, socialist–feminists were making a political statement that was important at the time: namely, that no one element of the trilogy could be put forth as prior. Thus race/class/gender thinking among socialist–feminists could distinguish itself politically and analytically from radical feminism (which was said to put gender first), on the one hand, and traditional socialism (which generally put class first), on the other. In a period of intense activism this political position counted for a great deal.

    Race/class/gender quickly became a mantra, a set of factors always to be attended to and codified in political slogans, position papers, lists of demands, etc. And to the extent that feminism moved solidly into the academy in the course of the 1970s and after, race/class/gender had to be reflected in articles, journals, titles, curricula, and textbooks. As a framework for analysis as well as political action, race/class/gender — also known as “the trilogy” — seemed to be new and powerful. Project Topic: Conflicts in Intergenerational Workplace

    In other words, race/class/gender thinking did not originate in the activities of black feminist scholars during the 1980s. Rather, it emerged alongside the women’s and other social movements of the 1960s and early 70s. Indeed, many of women’s liberation’s earliest

    3 I first tried to correct the historical record in an article published 25 years ago in the Journal of Women’s History (Vogel, 1991). As here, I challenged the mythic origin story and questioned why it had become ideologically dominant, even among progressive feminists. To no avail. Only recently are studies and analyses with more accurate accounts of developments in the 1960s and 70s appearing. See especially Evans, 2015; Giardina, 2010; Collins and Bilge, 2016, ch. 3; and Taylor, 2017.

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    INTERSECTIONALITY: A SYMPOSIUM 279

    activists had themselves participated in the civil rights/black liberation and antiwar movements. My own trajectory can provide an example: in 1964 and ’65 I worked with the Student Nonviolent Coordinat- ing Committee (SNCC) in Mississippi; in the North I supported the antiwar movement and enthusiastically joined the women’s liberation movement as it got off the ground in the late 1960s. Not surprisingly, I used the race/class/gender model in my first two feminist articles (Vogel, 1971; 1974).

    As time passed, the race/class/gender analytical framework expanded to include other factors that could play a role in privilege or oppression: ethnicity, sexuality, geography, religion, culture, gender identity, ability/disability, and so on. Somewhat embarassingly, the race/class/gender framework was beginning to look like a laundry list. In addition, the more factors that were named, the more interactions had to be examined, posing serious issues of manageability. Project Topic: Conflicts in Intergenerational Workplace

    By the 1980s, many of the oppositional social movements of earlier decades had come under various kinds of attack, including violent repression. Yet the women’s liberation movement, now called femi- nism, survived and even grew. And the new generations of students and scholars entering the academy in the 1980s and after included many who had never participated in a social movement or thought much about the phenomenon of “diversity.” This, in my view, was the setting for a rewriting of the history of the 1960s — first by the media and then by feminist academics themselves. How much more exciting it must have felt to set the most significant historical turning points into one’s own timeline.

    How did we get from the immensely popular concept of race/ class/gender to the immensely popular concept of intersectionality? Why did one mantra replace the other? In my opinion it wasn’t just the interventions of Crenshaw and other black academics, important though they were. It was the context in which they took place. Some- thing about that context must have made intersectionality particularly attractive and race/class/gender less so (see also note 1, above).

    Perhaps intersectionality, like “diversity,” seemed better able to include everything in an accessible and nuanced way, while at the same time preserving the autonomy of the specific systems within the unity of intersectionality. By contrast, race/class/gender, much less the laundry list, may have seemed too clunky, too assertive, in the age of postmodernism and deconstruction.

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    280 SCIENCE & SOCIETY

    Another attractive characteristic of intersectionality when com- pared to race/class/gender is that it elides the powerful words race and class — with their ability to conjure not only oppression but also violence and mayhem, and their implicit gestures towards social justice and structural change. Much better to obscure the meaning in those conservative decades. I’m thinking about funding sources, tenure committees, and so forth, as well as young scholars looking to find a place in the academy.

    Origins

    Up to this point I have argued that the conceptualization of “diver- sity” in terms of a race/class/gender framework was common among left-wing women’s liberationists during the 1960s and 70s. But where did it come from? Was it invented, as were other women’s liberation concepts — for example, “sexism,” “femicide,” and “Ms”? Or did the women’s liberation movement inherit it?

    I think it very likely that the race/class/gender conceptualization that became popular in the 1960s derived from a century-old tradition, transmitted in the lived experience and activism of African American women. I find the evidence for this hypothesis in the work and writings of Maria Miller Stewart, Sojourner Truth, Anna Julia Cooper, Mary Church Terrell, Pauli Murray, and others. These women activists — often cited by intersectionality writers as interesting but unconnected forerunners — could actually have been the bearers of a living black feminist tradition that was later carried forward in Fran Beal’s 1969 article on “double jeopardy,” the 1977 Combahee River Collective statement, Kimberlé Crenshaw’s 1989 piece on intersectionality, and so on (Beal, 1970; Combahee River Collective, 1977; Crenshaw, 1989). Project Topic: Conflicts in Intergenerational Workplace

    Black and white women active in the U. S. Communist Party surely played an important role in this transmission. According to historian Kate Weigand, in the 1930s and 1940s “Communist publications regu- larly used the terms ‘triple burden’ and ‘triple oppression’ to describe the status of black women” (Weigand, 2001, 99; see also McDuffie, 2011). Other terms included “triple exploitation” and “double job.” Perhaps the foremost exponent of race/class/gender thinking before the 1960s was Claudia Jones, a prominent black leader of the CPUSA and of the Congress of American Women (Boyce Davies, 2008, 2011; Lynn, 2014).

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    INTERSECTIONALITY: A SYMPOSIUM 281

    In my own experience as a budding Marxist–feminist activist and scholar in the 1960s,4 the race/class/gender analytical framework seemed familiar, and immediately available to me. It was not something I had to think deeply about, much less invent. Could I have picked up the framework from my left-wing parents?

    In short, black feminists were right to credit Crenshaw and other black scholars as leaders in the effort to foreground intersectionality in the 1980s, but they missed an opportunity to root their contribution more deeply in the historical context of black women’s lives.

    Non-historians might ask why it matters that we get the history right. Maybe I’m just being picky? I think it matters above all for what is lost when we get history wrong. As I have already mentioned, we miss a lot when we buy into the “white feminism” paradigm. We overlook the importance of the many black women activists who over more than a century forged a tradition of resistance. We neglect the role of the U. S. Communist Party and of the Congress of American Women. We give short shrift to the contributions of individual com- munist and left-leaning activists and writers, both white and black. Project Topic: Conflicts in Intergenerational Workplace

    Other stories are also obliterated by the “white feminism” paradigm. It leads us to forget that some of the white women who were active in the black liberation movements of the 1960s also participated in the found- ing of the women’s liberation movement. In addition, the leadership supplied by black women like Pat Robinson — who in 1960 formed the Mount Vernon/New Rochelle women’s group that attracted a range of working-class black women — disappears. The “white feminist” paradigm further marginalizes the importance of the activism around welfare rights, which was a feminist as well as a class-based issue and movement that also began well before the heyday of second-wave feminism.

    Without access to the full historical background of the 1960s and ear- lier, we are left with a disturbing tale of hostility between black and white feminist academics suddenly emerging in the 1980s. We can do better.

    Models and Lenses

    Finally, let me offer some thoughts about the utility of such concepts as race/class/gender and intersectionality. I view them as

    4 Lillian Robinson (1978) provides a vivid account of what it was like to do this kind of schol- arship while participating in the emerging women’s liberation movement in the 1960s and early 70s.

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    282 SCIENCE & SOCIETY

    primarily descriptive. That is, they provide a conceptual framework for describing and investigating “diversity,” but by themselves they do not explain anything. Strictly speaking, then, they are imprecise and some would argue against using them.

    Nonetheless, I think these concepts can still be useful as first approximations. They offer an attractive, if inadequate, way to talk about the relationships among multiple “dimensions of difference” such as race, class, and gender. And for those new to the issues, they can function as consciousness-raising mechanisms. For instance, a project of the Minnesota-based Center for Victims of Torture discusses intersectionality as a way to get “beyond single issues and identity politics.” Specifically, “intersectionality is both a lens for seeing the world of oppression and a tool for eradicating it.” The project also presents case-studies of successful human rights tactics developed and deployed using its “strategic toolkit.”5 I would not want to be the person chastising these activists for using an incorrect concept. Project Topic: Conflicts in Intergenerational Workplace

    In the long run, Marxist–feminist efforts to conceptualize “diver- sity” require more than a new metaphor or buzzword (Davis, 2008). Half a century after socialist–feminists began to think about these issues, we live in a changed political and theoretical landscape. Rela- tively few feminists today would identify as socialist–feminists. Even fewer would consider themselves Marxist–feminists, but those who do have access to a vivid international Marxist discourse that was completely missing earlier.

    I think we can at this point move beyond some of the earlier conceptualizations. I would start by discarding the assumption that the various dimensions of difference — for example, race, class, and gender — are comparable. Willy-nilly, this comparability assumption leads to an interest in identifying parallels and similarities among the categories of difference, and a downplaying of their particulari- ties. Likewise, it can suggest that the various categories are equal in causal weight. Project Topic: Conflicts in Intergenerational Workplace

    Once we jettison the comparability model, we can break out of the tight little circle of supposedly similar categories. Our theoretical task would then be to focus on the specificities of each dimension and to develop an understanding of how it all fits — or does not fit

    5 https://www.newtactics.org/intersectional-human-rights-organizing-strategy-building- inclusive-and-transformational-movements

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    INTERSECTIONALITY: A SYMPOSIUM 283

    — together. Out of this process could come a lens, or perhaps several lenses, with which to analyze empirical data.6

    In thinking about class, we have a huge body of literature, going back to Marx himself. Traditionally, that literature ignored issues of gen- der and race, assuming that class was the fundamental dimension. More recently some progress has been made in recognizing the distinctive role of class without entirely rejecting other dimensions. Martha Gimenez (2001; 2018), for example, has long argued that the trilogy should be discarded, wishing to replace it with a “return to class, acknowledging the class nature of American society and the relations of oppression that fragment it.” Writing from a political science perspective, Victor Wallis (2015, 604) explores “the structural distinctiveness of class domination as compared with intersecting structures of oppression framed by race, gender, sexuality, or other criteria.” In other words, it is becoming pos- sible, even acceptable, to recognize class as key while at the same time incorporating analyses of other factors.

    For gender, the starting point could be “Social Reproduction The- ory,” a new perspective that is still in the process of being developed. My book Marxism and the Oppression of Women: Toward a Unitary Theory (1983, 2013)7 has been dubbed the foundation for Social Reproduc- tion Theory. In what follows I sketch some of the elements of Social Reproduction Theory, as best I understand it.

    The term “Social Reproduction” comes from Marx, of course, but also from my discussion of a “social reproduction perspective,” which I opposed to a “dual systems perspective” (Vogel, 2013, 133–136, and passim). Social Reproduction Theory is said to offer a “unitary” perspective on the question of women’s oppression. The word “uni- tary” appears only in the book’s subtitle (Toward a Unitary Theory); it is completely absent from the text. Nonetheless, colleagues feel very strongly that “unitary” is a meaningful characteristic of Social

    6 For the metaphor of theory as a lens, see Vogel, 2000; reprinted in Vogel, 2013, 183–198. For my view of theory as necessarily abstract and disjunct from empirical investigation, see ibid., esp. 184–195.

    7 At the time of its initial publication in 1983, Marxism and the Oppression of Women received little notice. (Ferguson and McNally [2013] set the book’s poor reception in historical context.) Thirty years later, in 2013, Brill and Haymarket reissued it in a new edition that includes two additional texts. One is the excellent introduction by Susan Ferguson and David McNally, “Capital, Labour-Power, and Gender Relations.” The other is an article I published in 2000, “Domestic Labor Revisited,” with the intention of making some of my arguments more ac- cessible. Republished in this form, Marxism and the Oppression of Women has been drawing a great deal of interest, not least in its role as a basis for Social Reproduction Theory. Project Topic: Conflicts in Intergenerational Workplace

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    284 SCIENCE & SOCIETY

    Reproduction Theory. They cling to it, I suspect, for two reasons. First, it marks a definitive rejection of the dual-systems theorizing that dominated even socialist–feminist thinking for so long. And second, it promises a theoretically unified solution. As Tithi Bhattacharya (2013) puts it, “The most important insight of social reproduction theory is that capitalism is a unitary system that can successfully, if unevenly, integrate the sphere of reproduction and the sphere of production. Changes in one sphere thus create ripples in another.”

    Ferguson and McNally (2013, xxiii) emphasize the book’s origi- nality in its reading of Marx:

    Rather than grafting a materialist account of gender-oppression onto Marx’s analysis of capitalism — and running into the methodological eclecticism that plagues dual-systems theory — Vogel proposes to extend and expand the conceptual reach of key categories of Capital so as to rigorously explain the roots of women’s oppression. . . . [She] probes theoretical absences in Capital, places where the text is largely silent [and] thus pushes Capital’s own conceptual innovations to logical conclusions that eluded its author and generations of readers.

    The power of Social Reproduction Theory is, I believe, that it theorizes the lives of working-class women within the overall capital- ist accumulation process. Yes, “class” — or better, the capitalist accu- mulation process — is key, but so long as capitalism depends on the labor power of human beings, “class” and “gender” have materialist foundations and an intimate link to one another.

    Not so for “race.” “Race” has always struck me as the most prob- lematic of the elements in the so-called trilogy. Here I think we need to begin by using Barbara Fields’ analysis of “race” in the U. S. context as ideological.

    Racial ideology supplied the means of explaining slavery to people whose terrain was a republic founded on radical doctrines of liberty and natural rights, and, more important, a republic in which those doctrines seemed to represent accurately the world in which all but a minority lived. Only when the denial of liberty became an anomaly apparent even to the least observant and reflective members of Euro-American society did ideology systematically explain the anomaly. . . . Race explained why some people could rightly be denied what others took for granted: namely, liberty, supposedly a self-evident gift of nature’s God. (Fields, 1990, 114.)

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    INTERSECTIONALITY: A SYMPOSIUM 285

    To say that “race” is ideological does not mean that it isn’t real — indeed, powerfully real, as historians have demonstrated and as we in the United States experience every day.

    This discussion reveals yet another way the notion of a trilogy of comparable factors falls short. Race, class, and gender are in no way comparable ontologically. The term “class” is a shorthand indicator pointing towards the realm of capitalist accumulation, where labor power is consumed and surplus value produced. To the extent that biological processes contribute to the reproduction of labor power, “gender” intersects with “class” but is not logically necessary to it.8 Both “class” and “gender” can be analyzed in the abstract, forming part of the system of capitalist accumulation understood at the theoretical level. But “race” stands apart — more real and at least as damaging in our daily lives, I think — than either class or gender. Project Topic: Conflicts in Intergenerational Workplace

    c/o Science & Society 33 Flatbush Avenue, 4th Floor Brooklyn NY 11217 / USA lvogel@mindspring.com

    REFERENCES

    Ahmed, Sara. 2012. On Being Included: Racism and Diversity in Institutional Life. Durham, North Carolina: Duke University Press.

    Beal, Frances M. 1970. “Double Jeopardy: To Be Black and Female.” Revised from 1969 pamphlet. In Sisterhood is Powerful, ed. Robin Morgan. New York: Vintage Books.

    Benn Michaels, Walter. 2006. The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality. New York: Metropolitan Books.

    Bhattacharya, Tithi. 2013. “What is Social Reproduction Theory?” https:// socialist- worker.org/2013/09/10/what-is-social-reproduction-theory

    ———. 2015. “How Not To Skip Class: Social Reproduction of Labor and the Global Working Class.” Viewpoint Magazine. https://www.viewpointmag.com/ 2015/10/31/ how-not-to-skip-class-social-reproduction-of-labor-and-the-global-working-class

    Boyce Davies, Carole. 2008. Left of Karl Marx: The Political Life of Black Communist Claudia Jones. Durham, North Carolina: Duke University Press.

    ———, ed. 2011. Claudia Jones: Beyond Containment. Banbury, Oxfordshire, England: Ayebia Clarke Publishing.

    Cabrera, Nolan L. 2008. Review of The Trouble with Diversity, by Walter Benn Michaels. InterActions: UCLA Journal of Education and Information Studies, 4:1.

    8 For examples of how the reproduction of labor power does not necessarily require biological processes, see Vogel, 2013, chs. 10 and 11.

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    Collins, Patricia Hill, and Sirma Bilge. 2016. Intersectionality. Cambridge, England: Polity Press.

    Combahee River Collective. 1995 (1977). “A Black Feminist Statement.” In Words of Fire: An Anthology of African-American Feminist Thought, ed. Beverly Guy-Sheftall. New York: The New Press.

    Crenshaw, Kimberlé. 1989. “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Discrimination Doctrine, Feminist Theory, and Antiracist Practice.” University of Chicago Legal Forum, 89, 139–167.

    Davis, Kathy. 2008. “Intersectionality as Buzzword: A Sociology of Science Perspec- tive on What Makes a Feminist Theory Successful.” Feminist Theory, 9:1, 67–85.

    Evans, Sara M. 2015. “Women’s Liberation: Seeing the Revolution Clearly.” Feminist Studies, 41:1, 138–149.

    Ferguson, Susan, and David McNally. 2013. “Capital, Labour-Power, and Gender Relations: Introduction to the Historical Materialism Edition of Marxism and the Oppression of Women.” Pp. xvii–xl in Vogel, 2013.

    Fields, Barbara J. 1990. “Slavery, Race and Ideology in the United States of America.” New Left Review, 181 (May–June), 95–118.

    Giardina, Carol. 2010. Freedom for Women: Forging the Women’s Liberation Movement, 1953–1970. Gainesville, Florida. The University Press of Florida.

    Gimenez, Martha. 2001. “Marxism and Class, Gender and Race: Rethinking the Tril- ogy.” Race, Gender & Class, 8:2, 22–33.

    ———. 2018 (forthcoming). “Intersectionality: Marxist Critical Observations.” Science & Society, 82:2 (April).

    “Intersectionality.” 2017. Wikipedia, The Free Encyclopedia. https://en.wikipedia.org/ wiki/Intersectionality. Accessed March 4, 2017.

    James, Marlon. 2016. “Why I’m Done Talking About Diversity. Or, Why We Should Try an All-White Diversity Panel.” http://lithub.com/marlon-james-why-im-done- talking-about-diversity

    Lynn, Denise. 2014. “Socialist Feminism and Triple Oppression: Claudia Jones and African American Women in American Communism.” Journal for the Study of Radicalism, 8:2 (Fall), 1–20.

    McDuffie, Erik S. 2011. Sojourning for Freedom: Black Women, American Communism, and the Making of Black Left Feminism. Durham, North Carolina: Duke University Press.

    Robinson, Lillian S. 1978. Sex, Class, and Culture. Bloomington, Indiana: Indiana University Press.

    Taylor, Keeanga-Yamahtta, ed. 2017. How We Get Free: Black Feminism and the Combahee River Collective. Chicago, Illinois: Haymarket Books.

    Vogel, Lise. 1971. “Modernism and History.” (With Lillian Robinson.) New Literary History, 3:1 (Autumn), 177–199.

    ———. 1974. “Fine Arts and Feminism: The Awakening Consciousness.” Feminist Studies, 2:1, 3–37.

    ———. 1983. Marxism and the Oppression of Women: Toward a Unitary Theory. New Brunswick, New Jersey: Rutgers University Press.

    ———. 1991. “Telling Tales: Historians of Our Own Lives.” Journal of Women’s History, 2:3 (Winter), 89–101.

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    INTERSECTIONALITY: A SYMPOSIUM 287

    ———. 2000. “Domestic Labor Revisited.” Science & Society, 64:2, 151–170. Reprinted in Vogel, 2013, 183–198.

    ———. 2013 (1983). Marxism and the Oppression of Women: Toward a Unitary Theory. Re- vised edition. Leiden, The Netherlands: Brill/Boston, Massachusetts: Haymarket.

    Wallis, Victor. 2015. “Intersectionality’s Binding Agent: The Political Primacy of Class.” New Political Science, 37:4 (December), 604–619.

    Weigand, Kate. 2001. Red Feminism: American Communism and the Making of Women’s Liberation. Baltimore, Maryland: Johns Hopkins University Press.

    Intersectionality: A Young Scholar Responds

    SHANA A. RUSSELL

    BY THE TIME I STARTED graduate school in 2008, intersection-ality was the primary pedagogical approach for humanities and social science scholars. This is certainly still true. It is the kind of thing one might find in department brochures and on academic association websites. When I first encountered the term, as an MA student at a private, majority-white women’s college in Massachusetts, I thought it was simply another term for inclusivity. “Intersectionality” made space for women like me in graduate programs. It is the reason that the relevance or rigor of my research on black working-class women is not questioned. Credit for this achievement belongs to the black women who fought for the inclusion and legitimacy of this kind of work in academic spaces. In the years since I began graduate school, I have had the distinct privilege of meeting some of these women who told me that their aims were simple. They wanted to see themselves and their histories in scholarly literature. And in that sense, if my own work is any illustration, they succeeded. Project Topic: Conflicts in Intergenerational Workplace

    With this in mind I’d like to offer an answer to the question alluded to by this forum: what is intersectionality? The term was coined by legal scholar Kimberlé Crenshaw as a vehicle for assessing social dimensions of difference (race, class, and gender) within a juridical context. It has since lost its contextual specificity. In academic and social justice circles, the term has been expanded and now asserts that the aforementioned sociopolitical categories (in addition to sexuality,

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    Copyright of Science & Society is the property of Guilford Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. Project Topic: Conflicts In Intergenerational Workplace

Nursing 6541 Case Scenario Paper

Nursing 6541 Case Scenario Paper

You see a 2-month-old for a well-child visit. She is breastfed and nurses every 2 to 3 hours during the day, but her mother reports she is not nursing as vigorously as before. She sleeps one 4-hour block at night. Birth weight was 7 pounds 5 ounces. Weight gain over the last 2 weeks reveals gain of 5 ounces per week. Physical examination reveals the following: HEENT exam is benign, lung sounds are clear, a new III/VI systolic ejection murmur is noted along the left lower sternal border, cap refill is brisk, skin is pink and moist, and abdominal exam is benign. Nursing 6541 Case Scenario

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Questions

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the respiratory, cardiovascular, and/or genetic disorder. Nursing 6541 Case Scenario Paper

Care Of A Patient With Prenatal Complications

Care Of A Patient With Prenatal Complications

Write a 2-3 page APA formatted paper (not including cover sheet or reference page) utilizing a minimum of three resources based on the case scenario below. You may opt to do a power point presentation or Prezi with a minimum of 10 – 15 slides (not including cover sheet or reference slide) instead of the written paper.

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Scenario: A gravida two, para-one 34 year old woman comes into the office for pre-natal care. She is 28 weeks pregnant. Her blood pressure is 160/90 with a weight of 220 lbs and a height of 5’1. Her previous blood pressure at her visit 4 weeks ago was 122/ 78. Her previous weight was 210 lbs. She reports a history of gestational diabetes. Her fasting glucose is 108 with an A1C of 6.0.

What focused assessments would you expect the practical nurse to perform? What important data would need to be communicated to her health care team? Care Of A Patient With Prenatal Complications

Rubric

 

Scenario: A gravida two, para-one 34 year old woman comes into the office for pre-natal care. She is 28 weeks pregnant. Her blood pressure is 160/90 with a weight of 220 lbs and a height of 5’1. Her previous blood pressure at her visit 4 weeks ago was 122/ 78. Her previous weight was 210 lbs. She reports a history of gestational diabetes. Her fasting glucose is 150.

What focused assessments would you expect the practical nurse to perform? What important data would need to be communicated to her health care team?

                                      Scoring Rubric

 

Care of a patient with prenatal complications

 

Spelling and grammar is correct throughout   the presentation. APA format is consistently done and correct. All   information is referenced throughout the body of the presentation. Uses a   minimum of 3 credible references.

1

 

Discusses the significance of the blood   pressure. Outline what other assessments will be made by the nurse.

What will be reported based on this finding?

What condition are you assessing for? How   urgent is the reporting of this problem?

2

 

Discusses the significance of the blood glucose   finding. Outline what other assessments will be made based on this finding.

What will be reported based on this finding?

What   condition are you assessing for?

How urgent is the reporting of this problem?

2

 

Briefly discuss the common findings of   preeclampsia and nursing care and   management of this disorder. Care Of A Patient With Prenatal Complications

2

 

Briefly discuss the common findings of   gestational diabetes mellitus (GDM), and nursing care and management of this disorder.

2

 

Includes SBAR report for this patient.

Information Systems And Changing Organizational Culture

Information Systems And Changing Organizational Culture

The Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine (2011) notes that “the nursing profession is the largest segment of the nation’s health care workforce.” Nursing’s three million–plus members are known for their ability to react quickly and efficiently on the front lines of patient care. This agility is lost, however, when the nursing profession fails to evolve with the field of information technology. Have you witnessed any unintentional barriers that have excluded nurses from quickly adopting and accepting informatics systems? Information Systems And Changing Organizational Culture

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Those nurses who apply strategies developed by change management experts can help expedite the adoption process by positively addressing staff concerns and implementation challenges. In this Discussion, you explore change leadership strategies through a role-playing activity.
Reference:
Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine. (2011). The future of nursing: Leading change, advancing health [Consensus report]. Retrieved from the Institute of Medicine of the National Academies website: http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx
To prepare:

  • Review      the Learning Resources, focusing on the findings of the TIGER Leadership      Collaborative.
  • Consider      the TIGER Nursing Informatics Competencies model from a leadership      standpoint.
  • Engage      in the following role play: Your practice setting has appointed you to      lead the implementation of a new information technology initiative. As you      plan for this undertaking, you consider the various challenges that this      implementation may bring to your practice.

 

  • Select       an information technology initiative that your practice could benefit       from (i.e., a new information system, point-of-care service, robotics       machinery, mobile devices, glucometers, smart pumps etc.).
  • What       change management strategies might you utilize to facilitate a quick and       successful implementation?
  • What       potential barriers might the initiative bring to the practice? What       leadership strategies could shift the culture toward a smooth transition?

write a minimum of 550 words essay in APA format with at least 3 references. Include the level one headings as numbered below:

post a cohesive response that addresses the following:

1) Briefly identify your practice setting (hospital setting) and the information technology initiative you selected. Provide a rationale for your selection. (i.e., a new information system, point-of-care service, robotics machinery, mobile devices, glucometers, smart pumps etc.).

2) Evaluate the potential barriers to implementing your hypothetical initiative.

3) Identify the change management strategies that you would use to facilitate a successful implementation. Identify key resources that you would need to promptly overcome potential barriers.

4) Appraise the leadership strategies that you would employ to establish a culture that supports the new information technology initiative. Reference the TIGER Informatics Competencies where appropriate. Information Systems And Changing Organizational Culture

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

Chapter 2, “Strategies for Culture Change”

Chapter 9, “Leadership Collaborative”

Chapter 10, “Challenging Leadership Status Quo”

Chapters 2 and 10 discuss the theories, models, and trends of technology. Chapter 9 details TIGER’s strides in the realms of education and basic competency requirements to better prepare nurses in informatics principles.

Caballero Muñoz, E., & Hullin Lucay Cossio, C. M. (2010). Engaging clinicians in health informatics projects. Studies in Health Technology and Informatics, 151,195-206.

The authors of this article break down the implementation, planning, and design phases of informatics projects into specific management categories. Each category consists of factors that can help to integrate clinician’s work flow needs.

Liaw, S. T., & Gray, K. (2010). Clinical health informatics education for a 21st century world. Studies in Health Technology and Informatics, 151, 479-491.

This article examines the educational and competency requirements put into place by the American Medical Informatics Association.

T.I.G.E.R. Technology Informatics Guiding Education Reform. (2011). Informatics competencies collaborative team. Retrieved from https://web.archive.org/web/20150910131244/http://www.thetigerinitiative.org/docs/tigerreport_informaticscompetencies.pdf

Use this website to acquire the informatics competencies as outlined by the TIGER collaborative. Useful links, resources, and learning objectives can be easily located, as they are categorized into the competencies of basic computer, information literacy, and information management.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Information systems and changing culture. Baltimore, MD: Author.

Note: The approximate length of this media piece is 7 minutes.

This week’s media presentation provides real-world examples of doctors, nurses, and general staff changing their standard methods and procedures to reap the benefits of new technology systems.

Optional Resources

Simpson, R. L. (2009). Innovations in transforming organizations. Nursing Administration Quarterly, 33(3), 268-272.

Stanton, M. P., & Barnett Lammon, C. A. (2008). The “wins” of change: Evaluating the impact of predicted changes on case management practice. Professional Case Management, 13(3), 161-168.

Szydlowski, S., & Smith, C. (2009). Perspectives from nurse leaders and chief information officers on health information technology implementation. Hospital Topics, 87(1), 3-9.Bottom of Form. Information Systems And Changing Organizational Culture

Health Information Technology Project

Health Information Technology Project

In previous Discussions and Applications, you have explored various aspects of health information technology systems: the historic development of HIT, how data flows across HIT systems, and standards and interoperability requirements including specific terminologies used in your practice setting. In this Application Assignment, you will have the opportunity to further develop your analysis skills by closely examining the implementation of a health information technology system. As a Doctorally prepared nurse, you may find yourself in the position of leading a HIT project team; to be an effective leader and move health information technology projects forward in your organization, you must be able to logically and critically analyze the many aspects and challenges of implementing such a system and then present your insights in a succinct and professional manner. This exercise provides an opportunity to hone those skills. Health Information Technology Project

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Carefully review the project requirements below and plan your time accordingly. Be sure to refer to the standards of nursing informatics practice as you develop this Application, which serves as your Major Assessment for this course.

To prepare:

  • Investigate      a health information technology (HIT) system or health information      technology application in your area of interest. The health information      technology system/application may be in any setting where health care      information is developed or managed. You may choose your system or      application from any organization or virtual environment.
  • Examples       of health information technology systems or health information technology       applications that are acceptable include but are not limited to:
  • Consumer        health applications
  • Clinical        information systems
  • Electronic        medical record (EMR) systems in hospitals or provider offices (SELECT THIS or)
  • Home        health care applications
  • School        health applications
  • Patient        portal/personal health record (or SELECT THIS)
  • Public        health information systems
  • Telehealth        (i.e., from facility to home)
  • Simulation        laboratories
  • Health        care informatics research and development centers
  • Discuss      your proposed health information technology system/application with your      Instructor before proceeding with your final selection. You may visit a      health care organization in person or virtually in order to make your      final choice about the health information technology system or health      information technology application of interest.
  • Choose      the best strategy to gain information about your selected information      technology system/application. Some ways to gather information include      virtual visits; vendor demonstrations; on-site visits; interviews via      face-to-face, phone, or teleconference. You must conduct at least one      interview for this project. Health Information Technology Project
  • Complete      a literature search to gather information about your selected information      technology system. You may also need to review related scholarly articles      to help answer the questions presented below.

NOTE: In your submitted report, do not share proprietary information, personal names, or organization names without permission.

To complete:

Your deliverable is a 12- to 15-page scholarly report, not counting the title page or references. Include an introduction ending with a purpose statement and a conclusion. A successful report should leave the reader with confidence in understanding the answers to all the questions listed below. Graphics may be used to illustrate key points.

Organization Information

1) Briefly describe the health information technology system/application and the organization type (hospital, clinic, public health agency, health care software company, government health information website, private virtual health information site, etc.). Health Information Technology Project

2) Is the health information technology system/application clinical, administrative, educational, or research related?

3) What were the key reasons for the development of this health information technology system/application, i.e., what made the organization believe this system/application was needed? How did this organization determine those needs? Did the organization use specific tools to conduct needs assessments, staff opinions, or workflows?

4) How did the organization determine that this specific system/application could fulfill its predetermined needs?

5) Who manages this health information technology system/application and where are they located within the organization’s administrative structure?

Information System Application Design and Development

1) Many health care systems have multiple independent entities that work together toward the common goal of providing high-quality care. How did—and do—the various stakeholders make decisions related to this health information technology system/application? Were the end users involved in the development of this health information technology system/application?

2) How are individuals trained to use the health information technology system/application?

3) How are security issues addressed? How does this health information technology system/application support a legally sound health care record? Health Information Technology Project

4) Where did initial funds for this health information technology system/application come from?

5) Who manages the budget for this health information technology system/application?

6) Have organizational or political issues impacted the ongoing funding for this health information technology system/application?

7) What are the arrangements for planned or unplanned downtime?

8) How are health information technology system/application upgrades scheduled or planned?

9) How has the health information technology system/application changed in response to health care reform and related legislation?

10) What suggestions could you make regarding changes needed to support health care reform and related legislation?

Innovative Aspects of the System

1) How does the health information technology system/application utilize technology innovations?

2) What technology innovations would you recommend for this organization? What innovations presented in this course, or found through your own research, could this organization benefit from?

3) What innovations could further promote evidence-based practice and efficiency within this organization?

End Product

Your report is a scholarly paper and needs to include a minimum of 10 citations from peer-reviewed journals. Every statement made in a scholarly report must be supported by a reference. Be very cautious when stating your opinion, or using terms suggesting absolute facts, or values, as these must be supported by references. Note that textbooks, including the course texts, are composed of information cited from other sources (see the reference section in the course textbooks). With this in mind, there should be an adequate number of appropriate references (a minimum of 10). Please note that primary sources are to be used. Peer-reviewed journal articles should make up the bulk of your references (90%). If referring to a book, be sure to include all information in APA style, including specific page numbers when necessary. Note that an article referred to in a book is a secondary source. More on this topic is available in the APA Publication Manual and in the  Writing Center. See also “Policies on Academic Honesty” listed at the website.

A superior paper demonstrates breadth and depth of knowledge, and critical thinking appropriate for doctoral level scholarship. The report must follow APA Publication Manual guidelines (6th edition) and be free of typographical, spelling, and grammatical errors. This Application is the Major Assessment for this course. You will submit this document by Week 9.

REQUIRED READINGS

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

  • Review      Chapter 16, “Personal Health Record: Managing Personal Health”

This chapter focuses on the future of personal health records and consumerism, as well as the initiatives being developed to strengthen health literacy in the patient population. The nurse’s role in the development of personal health records is also discussed.

Reti, S. R., Feldman, H. J., Ross, S. E., & Safran, C. (2010). Improving personal health records for patient-centered care. Journal of the American Medical Informatics Association, 17(2), 192–195.

Several key elements that designers and practitioners need to be aware of when developing patient-centered electronic health records are outlined in this article.

Schneider, J. M. (2010). Electronic and personal health records: VA’s key to patient safety. Journal of Consumer Health on the Internet, 14(1), 12–22.

This article begins with a brief overview of the benefits and challenges of EHRs and moves into an exemplary example of the record systems currently being used at the VA.

Wagner, P. J., Howard, S. M., Bentley, D. R., Seol, Y., & Sodomka, P. (2010). Incorporating patient perspectives into the personal health record: Implications for care and caring. Perspectives in Health Information Management, 7(Fall), 1–12.

Within this study, the authors integrate patients into a preexisting personal health record system to analyze the overall feelings that patients have about its design and usability options.

Madsen, M. (2010). Knowledge and information modeling. Studies in Health Technology and Informatics, 151, 84-103.

Within this article, the overall design models of information systems are linked to the metastructures, data, information, knowledge, and wisdom.

Peleg, M. (2011). The role of modeling in clinical information system development life cycle. Methods of Information in Medicine, 50(1), 7-10.

The author of this article discusses the role of conceptual modeling in health information technology systems and how it has been an effective component of system development. Health Information Technology Project

Philip, A., Afolabi, B., Adeniran, O., Oluwatolani, O., & Ishaya, G. (2010). Towards an efficient information systems development process and management: A review of challenges and proposed strategies. Journal of Software Engineering and Applications, 3(10), 983-989.

This article examines the phases and methodologies found within the Systems Development Life Cycle (SDLC), and proposes a framework for establishing the crucial roles that participants must play during the SDLC.

Schlotzer, A., & Madsen, M. (2010). Health information systems: Requirements and characteristics. Studies in Health Technology and Informatics, 151, 156–166. Health Information Technology Project

Use this article to examine the importance of focusing on sound design, interoperability of systems, and fulfillment of user needs when developing an effective database.

Munih, M., & Bajd, T. (2010). VI.3. Rehabilitation robotics. Studies in Health Technology and Informatics, 152, 353–366.

In this article, the authors delve into the future of rehabilitation by examining the ways that virtual reality and robotics will transform exercise and management systems used by physical therapists.

Nolan, R. P., Upshur, R. E., Lynn, H., Crichton, T., Rukholm, E., Stewart, D. E., . . . Chen, M. H. (2011). Therapeutic benefit of preventive telehealth counseling in the Community Outreach Heart Health and Risk Reduction Trial. The American Journal of Cardiology, 107(5), 690–696.

The authors outline a clinical study that examined the benefits of telehealth counseling. They also analyze motivational interviewing as an agent to change daily behaviors and attitudes of those with cardiovascular disease.

Singh, R., Mathiassen, L., Stachura, M. E., & Astapova, E. V. (2010). Sustainable rural telehealth innovation: A public health case study. Health Services Research, 45(4), 985–1004.

This qualitative study examines previous telehealth implementations in efforts to improve future developments and sustainability in rural areas.

Stewart, S., Hansen, T. S., & Carey, T. A. (2010). Opportunities for people with disabilities in the virtual world of second life. Rehabilitation Nursing, 35(6), 254-259.

Use this article to examine the physical and emotional benefits that virtual realities can bring to people with disabilities. Health Information Technology Project

Cisco. (n.d.). Industry solutions: Healthcare.

Retrieved October 14, 2011, from http://www.cisco.com/web/strategy/healthcare/index.html

Investigate the ways that Cisco Industry Solutions is working to bridge the gap between communication and technology for health care environments.

Massachusetts Institute of Technology. (n.d.). MIT media lab.

Retrieved October 14, 2011, from http://www.media.mit.edu/

View various technology integration stories in the field of health care at this website

McKesson Corporation. (2011). ROBOT-Rx. Retrieved from http://www.mckesson.com/en_us/McKesson.com/For%2BPharmacies/Inpatient/Pharmacy%2BAutomation/ROBOT-Rx.html 

The McKesson Coporation illustrates how an automated, robotic system is revolutionizing the process of medication storage and dispensing.

Powell, J., Inglis, N., Ronnie, J., & Large, S. (2011). The characteristics and motivations of online health information seekers: Cross-sectional survey and qualitative interview study. Journal of Medical Internet Research, 13(1), e20.

View excerpts from the online questionnaires and follow-up interviews used in this study to identify common themes around motivation, challenges, strategies, and benefits regarding individuals’ use of the Internet to gather health information.

Health on the Net Foundation. (2011).

Retrieved from http://www.hon.ch/

Health on the Net Foundation provides consumers with navigation safety tips and the ability to search only those websites that adhere to the credibility standards of the HONcode.

The PEW Charitable Trusts. (2011). Health.

Retrieved from http://www.pewtrusts.org/our_work_category.aspx?id=184

At this website you can find information about the consumer-centered health initiatives that the PEW group is working to challenge and improve. Health Information Technology Project

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Robert Wood Johnson Foundation. (2011). Publications and research. Retrieved from http://www.rwjf.org/en/research-publications.html 

Use this website to view a wide variety of research-driven publications with topics ranging from obesity to medical malpractice.

  • attachment 

    GradingRubric.doc

    Major Assessment #5

    Doctorate in Nursing Practice NURS 8210

    Rubric

    Health Information Technology Project Evaluation

    Program LO: 3

    3: Educator / Consultant

    DNP Essential: 4

    4: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care

    (Scroll down for table)

    ASSIGNMENT PROMPT Target 

    5 points

    Acceptable 

    3 points

    Unacceptable 

    1 point

    Score/Level
    Abbreviated Research Proposal Paper 

    Part 1: Information on Organization

    (5 points)

    Program LO: 3

    DNP Essential: 4

    Exemplary quality. 

    Content is of a professional portfolio quality; addresses every major subsection in the assignment description of health information technology system/application and the organization type; key reasons for development of this health information technology system/application; management and administrative structure of health information technology system/application using advanced critical thinking skills; does not summarize or paraphrase the content of the literature review, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work.

    Fully meets expectations for LO 3

    Fully meets expectations for Essential 4

    Well-developed, good quality work. Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment using adequate critical thinking skills; includes some summarizing or paraphrasing of literature review; demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work. 

    Meets expectations for LO3

    Meets expectations for Essential 4

     

    Superficially developed, unacceptable quality. 

    Content needs substantial revision for it to be of a professional portfolio quality; addresses less than 50% of the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature review; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work.

    Insufficient to meet expectations for LO 3

    Insufficient to meet expectations for Essential 4

    Part 2: Information System Application: Design 

    (5 points)

    Program LO: 3

    DNP Essential: 4

    Exemplary quality. 

    Content is of a professional portfolio quality; addresses every major subsection in the assignment clearly and succinctly addresses how stakeholders worked together to design and fund the system application including a detailed description of who manages the budget, and any organizational or political challenges that impacted the initial or ongoing funding of the system/application and how these challenges were addressed using advanced critical thinking skills; does not summarize or paraphrase the content of the literature that supports this section, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work.

    Fully meets expectations for LO3

    Fully meets expectations for Essential 4

    Well-developed, good quality work. 

    Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment using adequate critical thinking skills; addresses how stakeholders worked together to design and fund the system application including a description of who manages the budget, and any organizational or political challenges that impacted the initial or ongoing funding of the system application and how these challenges were addressed; includes some summarizing or paraphrasing of literature that supports this section; demonstrates content mastery using examples and/or personalized reflections about the content of the literature; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work.

    Meets expectations for LO 3

    Meets expectations for Essential 4. Health Information Technology Project

     

    Superficially developed, unacceptable quality. 

    Content needs substantial revision for it to be of a professional portfolio quality; addresses less than 50% of the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature that supports this section; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work.

    Insufficient to meet expectations for LO 3

    Insufficient to meet expectations for Essential 4

    Part 3: Information System Application: Implementation 

    (5 points)

    Program LOs: 3

    DNP Essential: 4

    Exemplary quality. 

    Content is of a professional portfolio quality; addresses every major subsection in the assignment; identifies key security issues and provides a detailed description on how the issues have been addressed; provides an in-depth portrayal of management of health information technology system, including quality of health care records, training of users, and planning for downtime and scheduled updates; includes a thoughtful analysis of system changes in response to health care reform/legislation and well-reasoned recommendation of additional changes needed using advanced critical thinking skills; does not summarize or paraphrase the content of the literature review, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work.

    Fully meets expectations for LO 3

    Fully meets expectations for Essential 4

    Well-developed, good quality work. 

    Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment using adequate critical thinking skills; identified security issues and described how they have been addressed; provides an overview of management of health information technology system, including quality of health care records, training of users, and planning for downtime and scheduled updates; describes system changes in response to health care reform/legislation and recommendation of additional changes needed; includes some summarizing or paraphrasing of literature review; demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work.

    Meets expectations for LO 3

    Meets expectations for Essential 4

    Superficially developed, unacceptable quality. 

    Content needs substantial revision for it to be of a professional portfolio quality; addresses less than 50% of the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature review; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work.

    Insufficient to meet expectations for LO 3

    Insufficient to meet expectations for Essential 4

    Part 4: Innovative Aspects of the System 

    (5 points)

    Program LO: 3

    DNP Essential: 4

    Exemplary quality. 

    Content is of a professional portfolio quality; addresses every major subsection in the assignment; provides a succinct description of the role of innovation in the health information technology system/application and thoughtful recommendations for additional use of innovations using advanced critical thinking skills; does not summarize or paraphrase the content of the literature review, rather demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Excels in meeting expectations for graduate level work.

    Fully meets expectations for LO 3

    Fully meets expectations for Essential 4

    Well-developed, good quality work. 

    Content is of a professional portfolio quality; addresses at least 80% of the major subsections in the assignment; provides a description of the role of innovation in the health information technology system/application and recommendations for additional use of innovations using adequate critical thinking skills; includes some summarizing or paraphrasing of the literature review; demonstrates content mastery using examples and/or personalized reflections about the content of the literature review; demonstrates an applied level of understanding through personalized reflections about the content area. Fully meets expectations for graduate level work.

    Meets expectations for LO 3

    Meets expectations for Essential 4

     

     

    Superficially developed, unacceptable quality. 

    Needs substantial revision to be worthy of a professional portfolio; addresses less than half the major subsections in the assignment using weak critical thinking skills; consists primarily of a summary of main ideas from the literature review; does not demonstrate an applied level of understanding. Lags behind expectations for graduate level work.

    Insufficient to meet expectations for LO 3

    Insufficient to meet expectations for Essential 4

     

    Part 5: End Product 

    (5 points)

    The majority of references are from scholarly journals, support the topic well, and are current. All sources are peer reviewed. Minimum of 7 citations used. Paper stays within page requirements. APA format is used correctly throughout. 

    Report leaves the reader with confidence in understanding the informatics system; graphics are used to illustrate key points.

    Excels in meeting expectations for graduate level work.

     

    Most references are from scholarly journals and support the topic. Most references are fairly current. All sources are peer reviewed. Minimum of 7 citations used. The paper stays within page requirements. APA format is used with minimal errors. 

    Report leaves the reader with confidence in understanding the informatics system; graphics are used to illustrate key points.

    Meets expectations for graduate level work.

     

     

    References are not sufficient or are mostly from the lay literature or out of date. Sources identified are a combination of peer reviewed and nonpeer reviewed. Fewer than 7 citations used. The paper is either too long or too short. Weak writing quality and/or little evidence of correctness of APA format. 

    Report does not leave the reader with confidence in understanding the informatics system; graphics are minimally used or not used to illustrate key points.

    Work lags behind expectations for graduate level work.

     

     

    Health Information Technology Project Assignment:

    Write a 12- to 15-page (plus references) paper that includes the following:

    Organization Information (5 points)

    · Briefly describe the health information technology system/application and the organization type (hospital, clinic, public health agency, software company, government health information website, private virtual health information site, etc.).

    · Is the health information technology system/application clinical, administrative, educational, or research related?

    · What were the key reasons for development of this health information technology system/application?

    · Who manages this health information technology system/application and where are they located within the organization’s administrative structure?

    Information System Application: Design (5 points)

    · Many health systems have multiple independent entities that work together toward a common goal of providing health care. How did the various stakeholders work together to make decisions related to this health information technology system/application? Were the end users involved in the development of this health information technology system/application. Health Information Technology Project

    · How was this health information system/application initially funded?

    · Have organizational or political issues impacted the ongoing funding for this health information technology system/application?

    · Who manages the budget for this health information technology system/application?

    Information System Application: Implementation (5 points)

    · How are security issues addressed; how does this health information technology system/application support a legally sound health care record? Health Information Technology Project

    · How are individuals trained to use the health information technology system/application?

    · What are the plans for planned or unplanned downtime?

    · How are health information technology system/application upgrades scheduled or planned?

    · How has the health information technology system/application changed in response to health care reform and related legislation?

    · What suggestions could you make regarding changes needed to support health care reform and related legislation?

    Innovative Aspects of the System (5 points)

    · How are technology innovations being used in the health information technology system/application?

    · What technology innovations could you recommend for this organization?

    End Product (5 points)

    · The paper is 12- to 15-page report.

    · The report leaves the reader with confidence in understanding the informatics system.

    · Graphics are used to illustrate key points.

    · The report is a scholarly paper and includes a minimum of 7 citations from peer-reviewed journals.

    · Appropriate APA format is used.

    *Note: Up to 5 points (20%) may be deducted for grammar and APA style errors. Health Information Technology Project

Deliverable4 – Evaluating A Company’s Culture For Diversity

Deliverable4 – Evaluating A Company’s Culture For Diversity

You have been hired as the Human Resources Director for a global organization that is headquartered in the United States. Your job is to evaluate and make recommendations in the area of diversity for your company. Each section will contain specific areas within diversity for you to focus on. You will be tasked with choosing from one of the diversity areas that are provided to you. Be sure to conduct research using the university library and other relevant sources.

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Diversity Areas-RACE

Instructions

There has been much talk about the interaction between your diversity area and the Millennial generation, and you have been asked by the leadership team to conduct research and findings to the board. You will need to conduct research and include the following questions addressed in your report: 2 Pages(references apa)

Introduce your diversity area, and introduce Millennials. (2 EXAMPLES)
Discuss similarities and differences between these two groups. (2 EXAMPLES)
How does personal identity play a role with these two groups?(2 EXAMPLES)
Discussed how having a proactive plan may aid management in the workplace with dealing with these two groups using clear examples.(2EXAMPLES)
Conclude your report. Deliverable4 – Evaluating A Company’s Culture For Diversity