Our Previous Samples

Building Healthy Communities Sample Discussion

Introduction.

Community assessment can be defined as the process of identifying the strengths, assets, needs and challenges of a specific community. Community assessment is categorized into community surveys, key informant interviews, focus groups and community forums (Wu, 2019). The whole community assessment process entails various components. It is critical to organize and plan adequately. This is followed by community engagement, development of a goal or a vision, conducting the assessment while prioritizing health issues. Development of a community health improvement plan followed by evaluation of the whole process and results are also key steps.

A community assessment provides key stakeholders with comprehensive information and data regarding the community’s health status, needs, requirements and issues. This information is critical in the development of a community health improvement plan as it guides the allocation of funds and other resources that are vital in meeting community health needs (Jones et al., 2018). The reason I am conducting this community assessment is to understand the impact of depression among teens and adolescents and to enable the formulation of programs and interventions aimed at addressing the issues. This essay involves assessment of the community to determine the impact of social determinants on the overall health of the community.

Impact of Social Determinants on Health.

Social determinants of health can be termed as the environmental conditions where an individual is born, lives, works and thrives that greatly impact the individual’s health and overall well-being. Social determinants of health can be broadly classified into five major domains. These include economic stability, access and quality of education, access and quality of health care, the immediate neighbourhood and social and community context (Palmer et al., 2019).

Social determinants of health greatly affect an individual’s health, overall well-being and quality of life. Social determinants greatly contribute to differences and inequities in health care. Simply promoting healthy lifestyle choices will not do much in addressing health disparities. Public health organizations are therefore, tasked with the responsibility of improving the general conditions of people’s environments (Donkin et al., 2017). Healthy people 2030 aims at the creation of an environment that promotes the attainment of the full potential for health and well-being for each and every individual.

Health Problem Under Investigation.

Depression, also termed as major depressive disorder is a mood disorder that is normally characterized by a constant feeling of sadness and or lack of interest in life and activities that were previously pleasurable. Depression manifests as feelings of sadness, hopelessness, outbursts of anger, irritability, sleep disorders and loss of interest in previously stimulating activities (Malhi & Mann, 2018). Depression in adolescents and teenagers has mostly been attributed to factors that negatively impact self-esteem and self-acceptance such as obesity, bullying, physical and sexual assault and academic woes.

Depression in teenagers is a serious condition that has far reaching consequences and requires long-term management and treatment. Apart from the normal expected emotional changes, depression in teenagers also manifests with behavioral changes (Miller & Campo, 2021). Drug and alcohol use, appetite changes, social isolation, thoughts of self-harm and suicide are some of the behavioral changes observed. Physical illness can also result in depression and it is therefore important to seek medical help as soon as the symptoms manifest.

Information Gathered on the Topic.

Depression is particularly high in adolescents and teenagers aged twelve to seventeen years. Prevalence of depression was higher in adolescents from low-income backgrounds as compared to their counterparts from high-income families. Children who had experienced traumatic childhood experiences also tended to report a higher prevalence of depression. The centre for disease control and prevention estimated that about 3.2% of children aged three years to seventeen suffer from depression (Lu, 2019). This rate was particularly higher in teens as compared to young children. In Florida, research done between 2013 and 2014 showed that about 146,000 adolescents, translating to approximately 10.5% of all adolescents, experienced at least one episode of depression within the year.

Community Under Investigation.

Boundaries.   

Pahokee is a city that is located on the shore of Lake Okeechobee in Palm Beach County, Florida, United States. The city’s geographical coordinates are 26 degrees 49’11” North, 80 degrees 39’ 56” West

Environment.

            The environment within Pahokee can be described as a harsh environment. The city comprises majorly of African Americans who are mostly a low-income community. Each and every year, residents of Pahokee experience what is termed as the fall of “black snow”. This is as a result of the burning of sugar cane fields that is common before harvesting. This resultant pollution greatly affects a majority of the population and has been attributed with asthma, respiratory illnesses and other immune system illnesses within the community. The sugar industry also causes major pollution of the local water sources (Yoder et al., 2020), including Lake Okeechobee, resulting in decreased access to clean water, affecting marine life and lowering the value of property in Pahokee. Other environmentally friendly methods of sugar harvesting have been suggested but the prominent sugar company remains adamant. This has resulted in increased levels of childhood asthma, COPD, cancer and other ailments as a result of the continued pollution.

Size.

The city of Pahokee occupies an estimated area of 5.32 square miles (13.77 square kilometres).

Climate.

            Pahokee, Florida averages approximately 51 inches of rain each year. This is higher than the United States’ annual average which stands at 38 inches of rainfall each year. The region averages zero inches of snow annually with the nation averaging 28 inches of snow per year. There are approximately 239 sunny days experienced each year in Pahokee (Palm & Bolsen, 2020). This is higher than the national average which stands at 205 days. Pahokee experiences around 110 days of precipitation on average annually. The highest temperature is experienced in July and is around 92 degrees with lows of approximately 52 degrees being experienced in January.

History.

            The city of Pahokee was initially known as East Beach and later Ridgeway Beach with Pahokee being adopted from the Seminole name for the Everglades, Pay-ha-o-kee, which means grassy waters. Much of Pahokee was initially owned by the State of Florida or the Southern States Land and Timber Company (Henry et al., 2021). The two often allowed farmers to work the fields without requiring purchase or rent payments. In 1915, a celery grower named B.A. Howard purchased about 400 acres and set up Pahokee Realty Company with the aim of selling the land in parcels.

In 1917, a frost destroyed crops throughout majority of Florida. A high ridge located in what is today downtown Pahokee shielded majority of the farms from the elements. News that vegetable fields in Pahokee had survived the frost coupled with the opening of the West Palm Beach Canal in the same year resulted to migration of many farmers into Pahokee. The Pahokee Drainage District was set up in 1922 and the City of Pahokee incorporated that same year. By the year 1930, the city of Pahokee had an estimated two thousand residents and it greatly thrived throughout the 1930s.

Population.

            The city of Pahokee had a population of 6,327 people in 2020. It is the 209th largest city in Florida and the 4198th largest in the United States. The annual population growth rate is 0.09 percent with an increase of 12 percent in population from the most recent population census conducted in 2010 where the population was 5,649. The population density is approximately 1,190 people per square mile (Melix et al., 2020). The poverty rate is 37.82% with an average household income of $39,519. Majority of the people residing in Pahokee are African Americans accounting for about 62.63% of the total population. Whites comprise about 30.52% of the total population with other races making up 6.40% of the total population.

Population Under Investigation.

Size.

Data available showed that approximately 13% of the total population lies between the ages of  5 and 13 years. This is about eight hundred individuals. Most of these people meet the criteria for out investigation of depression among teenagers and adolescents.

Density.

            The approximate population density of adolescents and teenagers is 160 people per square mile.

Demographic structure.

About 9% of the population is five years and below. Our target population aged between 5 and 17 makes up about 13% of the population. Residents aged 75 years and above make up slightly above 4% of the total population (Melix et al., 2020). A study conducted in 2018 showed that the average age of all residents of Pahokee was 35 years.

Observations.

Boundaries.

Pahokee is a city situated on the shore of Lake Okeechobee in Palm Beach County, Florida, United States. It is located at latitude 26 degrees 49’17.39” N and longitude -80 degrees 39’20.99” W.

Housing and Zoning.

            Pahokee Housing Authority, Inc. Comprises of five Public Housing Developments. These include Fremd Village, McClure Village, McClure Annex, Padgett Island, Isles of Pahokee II. These properties are governed by the Department of Housing and Urban Development (HUD’s) rules and regulations (Allison, 2020). The main goal is to maintain a safe and healthy living environment for families and children residing in Pahokee.

Open Space.

Pahokee State Park is one of the open spaces available in the city of Pahokee and is situated near Belle Glade, Clewiston and Loxahatchee.

Commons.

            The commons in Pahokee include Florida State Road 729, Pahokee High School and St. Mary’s Catholic Church.

Transportation.

Approximately 80% of the residents are vehicle drivers with majority choosing to drive alone. The busiest time on the roads is between 7:00am and 7:30am. Driving cars, vans and trucks was the commonest mode of transport that was used by about one 1300 residents. About 50 residents walked with about 22 opting to use other means of transportation.

Social Service Centres.

            The Pahokee Center located at 170 S. Barfield Highway, Suite 101 provides various service including pediatric services, adult primary care, behavioral health, infectious disease among other services. It has several trained professionals who provide the necessary services. The centre can be reached via telephone at any time of the day or night.

Stores.

            There are several stores in and around Pahokee that provide the necessary daily commodities at fairly affordable prices.

Animals.

            There are several adoption shelters for animals in the city of Pahokee. Several organizations also provide animal control services for animals including iguanas, armadillos, squirrels, raccoons among others.

Condition of the Area.

93% of all individuals are from low-income families. Pahokee is a neighbourhood that has high incidences of crime. The region is also prone to frequent hurricanes which pose a threat to the local community.

Religion.

            About 37.2% of the residents of Pahokee are religious individuals. Majority of the individuals are Catholics accounting for about 16.6% of all religious people. Various other denominations are represented in Pahokee with a small number of Muslims also present.

Health Indicators.

            There are 254 physicians for every 100,000 residents in Pahokee. This is higher than the current national average which is about 210 physicians per 100,000 people. The annual health cost index stands at 96.3, lower than the national average of 100. The annual water quality index is 30, again below the US average of 55.

Politics.

            Pahokee is a somewhat a liberal society. During the most recent presidential election, approximately 56% of the eligible voters voted Democrats while 43.3% voted for the Republican Party. 0.8% voted independently (Rich, 2019). This trend where Democrats gather more votes has been observed since they year 2000.

Media.

            There are several media outlets within the city of Pahokee. Some of the major outlets include Talk 4 Media, FaceDown Media Magazine, CRD Media among others.

Business and Industry.

Unemployment in the city of Pahokee exceeds 25%. The major sugar plant that had been established in 1963 was closed in 2009. There are several other small business and establishments owned by the local community.

Overall Impression of the Community.

The constant exposure to pollution from what is termed as “black snow” from burning of the sugar cane fields greatly undermines the overall health of the residents of Pahokee. Despite other netter alternatives, responsible companies have insisted with continuous burning is what is now termed as economic racism. This has resulted in increased occurrence of respiratory illnesses such as asthma, COPD and other illness such as cancer and diseases affecting the overall immune system.

Poverty and unemployment are also rampant in the city of Pahokee. Employment rates exceed 25% with majority of the population being low income families. Such factors greatly bring about disparities in health care. Low literacy levels among the individuals also greatly impact the overall health of the community. Statistics show that about 36% of students achieved proficiency in reading and language arts which is lower than the Florida state average of 56%. They further contribute to disparities in seeking health care and other health related services.

Strengths and Weaknesses of the Community.

One of the strengths is the availability of Pahokee Center which provides various social services. The centre provides pediatric services, adult primary care, behavioral health, infectious disease, laboratory, care management and other services. The centre has several licensed practitioners and health care workers tasked with the responsibility of providing services to the community. This contributes to improved health care services among the residents of Pahokee.

Lack of clean water resulting from pollution of the local water sources greatly undermines the overall health of the community. Low income, high unemployment rates and high illiteracy levels also greatly undermine the overall health care seeking culture. These factors greatly undermine the overall health of the residents of Pahokee by predisposing them to diseases while also limiting health care seeking services.

Well-being of the Population.

About 46% of the residents of Pahokee report that they consume a healthy diet. Most of the residents consume at least three meals each day, most of which are prepared in fast food joints and grocery stores. 44% of the residents are obese with approximately 55% reporting that they were obese at one particular point in time (Kirk Wiese et al., 2018). A certain percentage of the population has at one point experimented with drugs such as marijuana, cocaine and other hard drugs. 11% of the population have been informed by a health professional that they have diabetes with 3% of the population currently on insulin. 30% of the population especially those above 18 years and older have been diagnosed with depression or feelings of hopelessness.

Safety of the Community.

The crime rate in Pahokee is 41.60 per 1000 residents on average each year. The northwest part of the city seems to be relatively safer when compared to other parts of the city. In the south neighbourhoods, the probability of becoming a victim of crime is about 1 in 16 (Lewis & Rodesiler, 2020). This is much lower in the northwest part of the city where the probability is 1 in 35. Violent crime incidence rate is 54.4 which is almost double the national average of 22.7. Pahokee property crime rate stands at 42.6. This is also higher than the United States average of 35.4. Other crimes witnessed in this region include rape, burglary, theft, motor vehicle theft, rape and murder. The city is also a high hurricane risk area.

Social Determinants Affecting Health.

High crime rates observed in the city of Pahokee greatly impact the mental health of teenagers and adolescents. People who are victims of violent crimes such as physical and sexual assault tend to have lower mental health and well-being (Smith et al., 2021). Observing and being victims of such crimes greatly impairs the self-esteem of individuals consequently affecting their mental health. Traumatic events such as the loss of loved ones to violent crimes may also trigger depression that has far reaching consequences.

Low income levels are also associated with several mental disorders and attempts of self-harm and suicide. Low income resulting from factors such as unemployment greatly contributes to stressors such as insecurity in food, housing and income. These stressors consequently trigger mental health complications such as depression and may exacerbate the use of drugs and other substances (Roddy et al., 2020). Stressors can also contribute to neglect from parents and guardians which also greatly impacts the mental health of both teenagers and adolescents.

Low literacy levels also greatly contribute to mental health deterioration and conditions such as depression. Illiteracy greatly hinders access to education, knowledge and other services aimed at mental health improvement (Clark et al., 2020). Inability to read and write also leads to lowered self-esteem and withdrawal from participation in social events. This lowered sense of self-esteem and isolation triggers mental health conditions such as depression which is particularly rampant in teenagers and adolescents.

Conclusion.

Social determinants greatly affect an individual’s general health and overall well-being (Magnan, 2017). Depression is a common condition witnessed among teenagers and adolescents. The condition is triggered by several factors and presents mostly with a feeling of hopelessness and loss of interest in life. A research of the city of Pahokee identified several inequities such as low literacy levels, unemployment and low income and high crime rates. These factors greatly affect the general well-being of the residents of Pahokee and can be directly attributed to the causation of mental health problems observed among teenagers and adolescents

References

• Allison, J. (2020). Greening inequality: How urban sustainable development fails under neoliberalism. https://doi.org/10.15760/honors.977
• Clark, L. H., Hudson, J. L., Rapee, R. M., & Grasby, K. L. (2020). Investigating the impact of masculinity on the relationship between anxiety specific mental health literacy and mental health help-seeking in adolescent males. Journal of Anxiety Disorders, 76, 102292. https://doi.org/10.1016/j.janxdis.2020.102292
• Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). Global action on the Social Determinants of Health. BMJ Global Health, 3(Suppl 1). https://doi.org/10.1136/bmjgh-2017-000603
• Henry, T. J., White, C. E., & Halbert, S. E. (2021). New Florida and United States Heteropteran Records (Hemiptera: Aradidae, Coreidae, Miridae). Proceedings of the Entomological Society of Washington, 123(3). https://doi.org/10.4289/0013-8797.123.3.538
• Jones, R. B., Zhu, X., Moan, E., Murff, H. J., Ness, R. M., Seidner, D. L., Sun, S., Yu, C., Dai, Q., Fodor, A. A., Azcarate-Peril, M. A., & Shrubsole, M. J. (2018). Inter-niche and inter-individual variation in gut microbial community assessment using stool, rectal swab, and mucosal samples. Scientific Reports, 8(1). https://doi.org/10.1038/s41598-018-22408-4
• Kirk Wiese, L., Galvin, J. E., & Williams, C. L. (2018). Rural stakeholder perceptions about cognitive screening. Aging & Mental Health, 23(12), 1616–1628. https://doi.org/10.1080/13607863.2018.1525607
• LEWIS, M. A. R. K., & RODESILER, L. U. K. E. (2020). Special issue: Sports-related young adult literature. Study and Scrutiny: Research on Young Adult Literature, 4(2), i-ix. https://doi.org/10.15763/issn.2376-5275.2020.4.2.i-ix
• Lu, W. (2019). Adolescent depression: National trends, risk factors, and healthcare disparities. American Journal of Health Behavior, 43(1), 181–194. https://doi.org/10.5993/ajhb.43.1.15
• Magnan, S. (2017). Social Determinants of Health 101 for health care: Five plus five. NAM Perspectives, 7(10). https://doi.org/10.31478/201710c
• Malhi, G. S., & Mann, J. J. (2018). Depression. The Lancet, 392(10161), 2299–2312. https://doi.org/10.1016/s0140-6736(18)31948-2
• Melix, B. L., Uejio, C. K., Kintziger, K. W., Reid, K., Duclos, C., Jordan, M. M., Holmes, T., & Joiner, J. (2020). Florida neighborhood analysis of Social Determinants and their relationship to life expectancy. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-08754-x
• Miller, L., & Campo, J. V. (2021). Depression in adolescents. New England Journal of Medicine, 385(5), 445–449. https://doi.org/10.1056/nejmra2033475
• Palm, R., & Bolsen, T. (2020). The science of climate change and sea-level rise. Coastal Research Library, 5–13. https://doi.org/10.1007/978-3-030-32602-9_2
• Palmer, R. C., Ismond, D., Rodriquez, E. J., & Kaufman, J. S. (2019). Social Determinants of Health: Future Directions for Health Disparities Research. American Journal of Public Health, 109(S1). https://doi.org/10.2105/ajph.2019.304964
• Rich, B. R. (2019). Sundance 2019: Infiltrating the scene. Film Quarterly, 72(4), 87–92. https://doi.org/10.1525/fq.2019.72.4.87
• Roddy, M. K. K., Rhoades, G. K., & Doss, B. D. (2020). Effects of eprep and ourrelationship on low-income couples’ mental health and Health Behaviors: A randomized controlled trial. Prevention Science, 21(6), 861–871. https://doi.org/10.1007/s11121-020-01100-y
• Smith, S., Ferguson, C. J., Askew, R., Pitts, J., & Hinderleider, A. (2021). Gun ownership, poverty, and Mental Health Associations with crime: A cross-state comparison. Criminology & Criminal Justice, 174889582110604. https://doi.org/10.1177/17488958211060473
• Wu, V. C.-S. (2019). The geography and disparities of Community Philanthropy: A community assessment model of needs, resources, and ecological environment. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 32(2), 351–371. https://doi.org/10.1007/s11266-019-00180-x
• Yoder, L., Chowdhury, R. R., & Hauck, C. (2020). Watershed Restoration in the florida everglades: Agricultural Water Management and long-term trends in nutrient outcomes in the everglades agricultural area. Agriculture, Ecosystems & Environment, 302, 107070. https://doi.org/10.1016/j.agee.2020.10707

Building Leadership Capacity Discussion NR703

Building Leadership Capacity Discussion NR703

NR703 Week 1 Building Leadership Capacity

Discussion

Purpose

The purpose of this discussion is to examine your leadership skills, determine your leadership gaps, explore developmental opportunities, and differentiate between a leader’s strengths and a manager’s skills.

Instructions

Reflect on your personal and professional experience using the lessons in Week 1, your NR703 Self-Reflection: Performance Behaviors of Transformational Leaders, and the Strengths-to-Strategy Plan results. Address the following:

1. Describe and give examples of your two strongest leadership competencies and two most significant leadership gaps, weakness, or developmental opportunities. (1 paragraph)
2. Describe and explain how your leadership strengths differ from management skills or behaviors. (1 paragraph)
3. Describe how you will integrate emotional intelligence into your leadership identity and how this may impact the characteristics of your followers. (1 paragraph)

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Also Read:

NR703 Week 2 Transformative Leader Presence Discussion

Organizational Needs Assessment NR703

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO 6)
2. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
3. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Sample Building Leadership Capacity Discussion NR703 Student AT

Mar 8, 2023Mar 8 at 6:39pm

According to Squazzo (2019), an effective leader is defined as someone with effective communication, strong relationship-building skills, adaptability, innovation, and accountability.  My two strongest leadership competencies include adaptability and effective communication.  An example of effective communication as a nurse practitioner working in the hospital or critical care setting is the ability to coordinate care across a multidisciplinary team of healthcare professionals. 

Each of these professionals has their own role and responsibilities, and in order to work effectively with different team members, one may need to adjust a communication style in order to better collaborate with a team member (Marshall and Broome, 2021).  My two biggest areas to develop as a leader include lack of focus and taking on too many tasks when leading a team. 

An example of taking on too many tasks can include managing too large of a caseload while also taking on administrative tasks or completing paperwork.  This in turn can lead to a lack of focus, burn-out, and reduced job satisfaction. Sometimes I find myself saying “yes” to too many tasks and spreading myself too thin to do an effective job at the tasks.

Leadership and management are often used interchangeably, but they are distinct concepts. According to Lush (2021), management is about planning, organizing, coordinating, and controlling resources to achieve specific objectives, while leadership is about influencing people to follow a vision, inspiring them to give their best, and creating an environment that enables them to achieve their full potential. While both management and leadership are important for the success of an organization, they require different skills and behaviors. 

Management is more focused on the operational aspects of an organization, while leadership is more about inspiring and motivating people toward a common goal (Lush, 2021). As a leader, this focus is more on inspiring and motivating people toward a common goal, while a manager focuses on planning, organizing, and controlling resources to achieve specific objectives (Lush, 2021). Both skills are necessary for the success of an organization, and a good leader should also have strong management skills and vice versa

Integrating emotional intelligence (EI) into leadership identity involves developing self-awareness, empathy, and self-regulation (Goleman, 1998; Maqbool et al., 2017).  Leaders who have a high degree of emotional intelligence are better able to understand their own emotions and those of others, communicate effectively, manage conflict, and build strong relationships (Goleman, 1998; Maqbool et al., 2017).

Maqbool et al. (2017) found that emotional intelligence, along with project managers’ competencies and transformational leadership, significantly impacted project success. Emotional intelligence was found to be positively associated with project success, suggesting that leaders who possess high levels of EI are more likely to lead successful projects (Goleman, 1998; Maqbool et al., 2017).

References

Goleman, D. (1998). Working with emotional intelligence. Bantam Books.

Marshall, E. S., & Broome, M. E. (2021). Frameworks for becoming a transformational leader. In M. E. Broome & E. S. Marshall (Eds.), Transformational leadership in nursing: From expert clinician to influential leader (3rd ed). Springer Publishing Company.

Lush, M. (2021). The leadership versus management debate: What’s the difference? The Institute of Management New Zealand. https://www.imnz.co.nz/the-leadership-versus-management-debate

Maqbool, R., Ye, S., Manzoor, N., & Rashid, Y. (2017). The impact of emotional intelligence, project managers’ competencies, and transformational leadership on project success: An empirical perspective. Project Management Journal, 48(3), 58-75. https://doi.org/10.1177/875697281704800304

Squazzo, J. D. (2020). Defining moment for leadership: How CEOs are leading successfully. Healthcare Executive, 35(6), 20-22.

NR703 WEEK 1 Building Leadership Capacity Discussion Resources

Punctuation Image Description

Watch the following video for a tutorial on Grammarly:

• Link (video): How to Use Grammarly – Beginner’s GuideLinks to an external site.(10:37)

The APA Basics section of the Writing Center contains several resources such as APA paper templates and guidelines.

• Link (webpage): APA BasicsLinks to an external site.

Week 1 References

• Baumgardner, A. (2017, May 11). Collaborative artistic leadership: 3 tips on leveraging strengths to enhance the power of your team.Astrid Baumgardner Coaching & Training. https://www.astridbaumgardner.com/blog-and-resources/blog/collaborative-artistic-leadership-3-tips-on-leveraging-strengths-to-enhance-the-power-of-your-team/
• Broome, M. E., & Marshall, E. S. (Eds.). (2021). Transformational leadership in nursing: From expert clinician to influential leader(3rd ed). Springer Publishing Company. https://doi.org/10.1891/9780826135056
• Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
• Marshall, E. S., & Broome, M. E. (2021). Frameworks for becoming a transformational leader. In M. E. Broome & E. S. Marshall (Eds.), Transformational leadership in nursing: From expert clinician to influential leader(3rd ed). Springer Publishing Company.
• Lush, M. (2021). The leadership versus management debate: What’s the difference? The Institute of Management New Zealand. https://www.imnz.co.nz/the-leadership-versus-management-debate
• Maqbool, R., Ye, S., Manzoor, N., & Rashid, Y. (2017). The impact of emotional intelligence, project managers’ competencies, and transformational leadership on project success: An empirical perspective. Project Management Journal, 48(3), 58-75. https://doi.org/10.1177/875697281704800304
• Sharma, S., & Sharma, S. (2019). Self-assessment for image building. IUP Journal of Soft Skills, 13(2), 49-54
• Toor, S., & Ofori, G. (2008). Leadership versus management: How they are different, and why. Leadership and Management in Engineering, 8(2), 61-71. https://doi.org/10.1061/(ASCE)1532-6748(2008)8:2(61)

Lesson 1 Assessing Leadership Strengths

Assessing Leadership Strengths

There are several?leadership assessments, tools, and reflection methods available to help you reflect on your skills, abilities, and talents in leadership. Many?also focus?on management skills, and some reveal personality characteristics.

Assessing your leadership strengths is an important first step to discovering your leadership gaps and developing a plan to bridge those gaps. One area of distinction to make is that management skills and leadership strengths differ in focus. However, both are incorporated in transformational leadership roles from the executive suite to the bedside. A transformational leader cultivates leadership behaviors and management practices to create a role that transforms people and environments.

The following table shows how leadership strengths and management skills combine to create transformational leadership.

Management Skills, Leadership Strengths, & Transformational Leadership

Leadership StrengthsManagement SkillsTransformational LeadershipDrives innovationDrives policySupports but validates policy using evidence and creative innovationGuides, influences, motivatesOrganizes, schedulesStrategically guidesMotivates, coaches, trustsPlans, budgets, evaluatesEmpowers teams to performDevelops intuition and insightDevelops analytic abilitiesDevelops analytical insightMay not have developed management skillsMay not have developed leadership strengthsDevelops both management skills and leadership strengthsPower from leadership strengthsPower from position and authorityPower from influenceEnablesOrdersGuidesDevelops personal agencyDevelops organizational agencyCreates positive agency for both the team and the organizationEthic of Care personaEthic of Justice personaBalances the Ethics of Justice and Care in one leadership personalityCare-basedRules-basedChange-basedVision-focusedResource-focusedOutcome-focusedInternal locus of controlExternal locus of controlInformed internal locus of controlSituational awarenessPolicy awarenessEmotional intelligence

Now, stop for a moment and consider the leadership strengths you have just examined. Think also about the skillset of a manager. Although both leadership and management strengths and skills tend to cross over in transformational leadership, alone they do define distinct characteristics worth consideration.

NR703 Self-Reflection: Performance Behaviors of Transformational Leaders

The NR703 Self-Reflection: Performance Behaviors of Transformational Leaders helps you define your transformational leadership strengths and talents. Through this reflection, you can better develop effectiveness as a leader.

Click on the following link and reflect on this representative list of leader and manager performance behaviors while thinking about the Strengths-to-Strategy interactive that follows in the next section of this lesson. You can use this reflection to evaluate your overall leadership effectiveness. Then, focus on just the leadership strengths that you feel are your strongest and weakest for the Strengths-to-Strategy Interactive.

• Link (Word doc): NR703 Self-Reflection: Performance Behaviors of Transformational LeadersLinks to an external site.

NR703: Week 1 | Self-Reflection

Self-Reflection: Performance Behaviors of Transformational Leaders

Strength Category & Performance Behaviors

Leading Strengths

Creates a Behavioral Vision

• Behaviors reflect vision
• Generates an image of healthy team integration
• Inspires personal goal achievement
• Creates a desirable image for the future

Imagines innovations

• Courage to experiment
• Takes calculated risks to change
• Accepts suggestions for new ideas
• Drives innovation & synthesis of ideas

Empowers People

• Trusts others to act
• Encourages individuals to take action
• Builds confidence
• Creates a collaborative culture
• Reacts with situational awareness

Demonstrates Personal Ethics/Morals

• Operates with caring (Leadership Ethic of Care)
• Known for personal integrity
• Does the right things when no one is watching
• Does the right thing even if directed otherwise
• Respects and values people
• Exercises self-awareness & self-management (emotional intelligence)

Builds Relationships

• Demonstrates relationship behaviors
• Exercises social awareness & management (emotional intelligence)
• Delivers honest but constructive communication
• Embraces diversity & connects people
• Reaches out to make connections
• Adapts with Positivity

Influences Others

• Launches events into action
• Exhibits calmness in change
• Inspires allegiance
• Motivates commitment
• Direction is future-focused

Managing Skills

Represents Organizational Vision

• Uses positive vision language
• Interprets the vision of the future for each individual
• Projects the big picture
• Promotes organizational goal achievement

Demonstrates the Workplace Standards

• Drives organizational policy
• Makes policy and procedure
• Understands the business
• Has professional (technical) expertise

Creates Organization

• Organizes, schedules, orders, strategizes
• Plans, budgets, evaluates (employee management tasks)
• Directs work routines
• Adapts to change through complexity & resolves chaos
• Achieves strategic and operational goals

Demonstrates Organizational Ethics

• Operates with fairness (Leadership Ethic of Justice)
• Enforces regulations and rules fairly
• Acts on organizational values over personal values
• Creates a positive organizational culture

Communicates to Create Best Outcomes

• Challenges the status quo
• Engages evidence-based practice
• Translates science to bridge practice gaps
• Collaborates with interprofessional efficiency
• Embraces & encourages change

Enables

• Delegates authority
• Authorizes decision-making
• Empowers problem-solving
• Promotes individual development

Rewards

• Gives honest complements
• Avoids empty praise
• Acknowledges efforts
• Gives public acclaim appropriately

After completing the reflection, consider your findings as you watch this video clip.

Reflect on Your Leadership Strengths (0:50)

The practical results of any leadership reflection are discovered when you apply them to those you lead. Therefore, self-reflection should focus on how best to use those results to modify your own leadership personality and behaviors. Throughout this course, you will have the opportunity to reflect on yourself as a leader in relation to different leadership topics and concepts. So, keep your mind open to change. Use the results from your NR703 Self-Reflection: Performance Behaviors of Transformational Leaders to reflect on your personal Johari window (Sharma & Sharma, 2019).

Johari Window Interactive Transcript

When you leave this course, we hope you will find that you have matured as a leader, regardless of your current role, through self-reflection and explorations—keep an open mind and be ready to change as you explore your leadership “windows”!

Leveraging Strengths as a Practice Scholar

One of the strengths of leadership is the ability to leverage skills and talents—both in yourself and in others. By developing your own Strengths-to-Strategy plan, you can better assess where strengths can be applied to compensate for areas that require development. The same dynamic can be applied to those for whom the leader manages.

Leaders also leverage the strengths of others and their teams. Astrid Baumgardner (2017) is a successful career coach who offers three tips to leverage the strengths of the team to achieve the best outcomes:

• Know the strengths of your team members
• Have a strengths conversation at the outset of your project
• Allocate roles based on the strengths of your teammates (para. 8)

By knowing your strengths as a leader and the leadership strengths of your team, you can create your leadership Strengths-to-Strategy plan by identifying the following:

• Your leadership strengths
• Areas of opportunities for growth, improvement, and development in leadership (i.e., leadership gaps/shortcomings/weaknesses)
• Strategies to turn these opportunities into strengths
• Strategies for leveraging the strengths of others

An important Strengths-to-Strategy plan uses your strengths to leverage others’ strengths to provide a full complement of skills. Likewise, leveraging others’ strengths through delegation can often strengthen your own leadership gaps. As a leader, you may use this tool to create a Strengths-to-Strategy plan to support professional formation in others that you lead.

As online learning expands dramatically across primary, secondary, and higher education, crucial questions arise surrounding assessment integrity when exams occur remotely under unsupervised home conditions. Can learning management systems like Canvas actively monitor potential cheating behaviors like switching open browser tabs when students take crucial tests? What oversight functionalities exist natively or through integrated proctoring tools to ensure fair evaluations?

Let’s analyze how tab toggling on devices proves during remote quizzes.

What is Canvas?

Developed by Instructure, Canvas represents a trusted, user-friendly, cloud-based learning management system utilized by over 4,000 institutional clients globally. Core components include:

Canvas Catalog: Customizable course catalog enabling administration and tracking all academic offerings at an institution using a consolidated database.

Canvas Studio: Intuitive course development tool empowering instructors to build engaging video-based lessons through interactive slide layers.

Canva Commons: Shareable content repository allowing professors to import pre-made textbooks, assignments, rubrics, and other academic resources into personalized courses.

MasteryConnect: Competency-based assessment platform with embedded grading tools and differentiated assignment options for customized evaluations.

Dashboards: Consolidated real-time data analytics across individual users, courses, departments, and entire institutes for informed progress monitoring driving strategic decisions.

Can Canvas Track Tabs?

On its own, Canvas cannot detect or track browser tab switching during non-proctored quizzes and tests. The Canvas quiz log records events like answering questions, navigation within the quiz, and any time the student leaves or returns to the quiz page. However, it cannot identify specific external sites students visit when they switch tabs during a non-proctored exam.

How Does Canvas Detect Cheating?

Canvas partners with proctoring tools like Respondus Monitor, Proctorio, and Honorlock to enhance academic integrity. These use the student’s webcam and microphone to monitor their testing environment and restrict computing activities. This allows more comprehensive cheating detection, even during remote online tests. Tactics flagged by proctoring software include:

• Switching or opening new browser tabs
• Use of other devices like mobile phones
• Copy-pasting content from different sources
• Speaking with others during the test
• Screensharing and screenshots

Proctoring tools basically turn the student’s computer into a virtual exam proctor, restricting prohibited actions through a LockDown Browser while monitoring via webcam. Some capabilities include:

• Recording video, audio, and screen activity
• Disabling copy, paste, screenshots etc.
• Preventing new tabs and programs
• Monitoring all applications and websites accessed
• Flagging suspicious behaviors for review

Can Canvas Detect Copy-Paste?

Canvas itself does not detect copy-pasting content into quiz answers. However, it does integrate plagiarism checkers like Turnitin that compare student submissions against various databases to identify any copied or plagiarized work. However, simply paraphrasing content using tools like QuillBot can often bypass plagiarism detection in Canvas.

Proctoring software provides another layer of protection against copy-paste cheating during proctored online exams. By restricting access to other apps and the clipboard, students are blocked from easy copy-pasting. Any attempts to speak exam questions or responses out loud could also be detected via webcam monitoring.

Can Canvas Detect New Tabs?

On its own, Canvas cannot determine if a student opens new tabs or switches to other browser windows during a non-proctored quiz. Its monitoring capability is limited to logging navigation within the Canvas quiz itself. However, proctoring tools integrated with Canvas, like Respondus LockDown Browser, actively block students from launching new tabs or switching windows. The webcam enables the proctoring software to visually confirm the student’s focus remains on the Canvas quiz tab alone.

Can Canvas Detect Switching Tabs?

Similarly, Canvas does not natively detect tab switching during non-proctored quizzes. But with proctoring tools enabled, any attempts by students to switch tabs or browse unauthorized websites can be identified and prevented. Students are locked into the Canvas tab running the online test. Sites they try to access outside the quiz are blocked, and access attempts are flagged for review.

Can Canvas Detect Screen Sharing?

Without proctoring software, Canvas allows screen-sharing activities like mirroring the Canvas tab to another device. However, proctoring tools use webcam videos and screen recordings to observe the students’ monitor and environment throughout the online exam. Any secondary devices or attempts to broadcast the Canvas screen are detectable.

Can Canvas Detect Screenshots?

Canvas itself does not monitor or block students from taking screenshots of quiz questions or results. However, integrated proctoring tools like Respondus Monitor can utilize the webcam to visually confirm no secondary capturing devices are used. The LockDown Browser also prohibits accessing screenshot tools and blocks shortcut keys used for screenshots. Any screenshot attempt can be identified and flagged.

Can Canvas Detect Split Screen?

Similarly, without proctoring tools, Canvas cannot detect the use of split screens to display unauthorized information alongside the quiz tab. But proctoring software Leverages screen recording and webcam video to observe the student’s monitor and any attempts to split the display. Access to system controls for splitting screens is disabled through the LockDown Browser.

What Can Professors See On Canvas During Quizzes?

On its own, Canvas allows professors to see the quiz log with details like:

• When a student starts and completes the quiz
• How long they spent on each question
• When they navigated away from and back to the quiz page

For proctored exams, professors can review recordings of the student’s screen, webcam video, and audio throughout the test via integrated proctoring tools. This provides complete visibility into the testing environment and any behaviors like tab switching.

Clever Hacks to Cheat on Canvas Quizzes

While proctoring technology has enhanced Canvas quiz security, students still attempt cheating with tactics like:

• Using a separate device like a phone or notes placed strategically off-screen
• Enabling a virtual machine on their computer to sandbox the LockDown Browser
• Collaborating with other students through screen sharing or a group chat app
• Masking chat conversations as “speaking to oneself” out loud
• Paraphrasing copy-pasted content to evade plagiarism checkers

Using Canvas to Detect the Switching of Tabs

While Canvas itself cannot track student browser behaviors during non-proctored quizzes, proctoring integrations like Respondus Monitor provide comprehensive monitoring. Recording the on-screen activity, environment audio, webcam video, and restricting computing functions allows proctoring tools on Canvas to detect and deter prohibited actions like tab switching that could constitute cheating.

However, students continue attempting innovative workarounds. Ultimately, promoting academic integrity requires a combination of technology vigilance and fostering an ethical learning culture. With proper implementation, Canvas can detect cheating, and be part of a solid framework to uphold online exam integrity standards.

BUSINESS CASE FOR A NEW ECONOMIC OPPORTUNITY SAMPLE

Whilborne Medical Center (WMC) is a multispecialty health care facility situated in proximity to an industrial park. Its management is planning to start a new economic initiative in the form of an urgent care center (UCC) within WMC’s premises. The UCC will not only help provide quality health care to the community but also provide an additional revenue stream for WMC. The objective of this business case is to present a detailed report on the feasibility and cost–benefit considerations of implementing the proposed economic initiative over the next five years. The business case includes an evaluation of various risks and opportunities associated with the new initiative. It recommends ways to lessen the risks associated with setting up the UCC and strategies for controlling costs and maximizing benefits.

Opportunities Associated With the Proposed Economic Initiative

An economic and environmental analysis was performed to determine the opportunities and risks associated with the UCC. WMC is situated near Maxima Industrial Park. Most of the patients treated at WMC are among the 30,000 workers from different companies in the industrial park. Additionally, the area has around 3,000 locals. The UCC may cater to the nonemergent needs of both the workers from the park and the locals in the area.

UCCs present an opportunity to reduce overcrowding in the ED at WMC. Often, EDs have to tend to patients whose cases are urgent, but do not merit the emergent care that EDs provide (Qin, Prybutok, Prybutok, & Wang, 2015). Non-emergent cases can be diverted to the UCC, where health care personnel will be able to treat workers of the industrial park who walk in with work-related injuries or for preventive care. Additionally, any urgent health care needs of the local community may be met by the UCC. The ED will be able to exclusively tend to the more emergent cases, while the UCC will exclusively tend to the urgent care cases received by WMC. Thus, an additional revenue stream for WMC will be created with the addition of the UCC.

Additionally, UCCs must serve a high number of patients to break even (Yee, Lechner, & Boukus, 2013). Therefore, location near a target patient population is an important factor in the success of a UCC (Gurganious & Greenfield, 2015). The required target population for the UCC is found in the 30,000 workers employed at Maxima Industrial Park. WMC has developed a relationship with workers from the park through the annual health checkups it organizes. The UCC can benefit from this relationship as there is a high likelihood that employees who are satisfied with the care they received at WMC will return to the UCC for urgent care issues.

A competitor analysis conducted in the area shows that there are two primary health clinics, but no UCCs in WMC’s vicinity. Most patients prefer primary health clinics over UCCs and EDs (Qin et al., 2015). This issue is mitigated by the number of work hours that EDs and UCCs have over primary health clinics. With the introduction of a UCC, patients will be able to avail after-hours health care for minor illnesses on any day of the week at lower costs compared to primary health clinics (Chang, Brundage, & Chokshi, 2015). Also, as patients can go to a UCC without an appointment (unlike a primary health clinic), they will find the UCC more accessible for treating minor illnesses (Yakobi, 2017). These advantages over its competitors will help WMC capture a significant market share in the urgent care segment.

Risks Associated With the Economic Initiative and Ways to Address Them

The potential risks associated with the setting up of a UCC were identified. It was observed during the competitor analysis that a retail health clinic inside a Walmart store situated near WMC could pose a threat to the UCC. Retail health clinics are walk-in clinics located inside grocery stores or supermarkets. They mainly provide convenient care to retail store customers suffering from minor illnesses. Like UCCs, many retail health clinics offer after-hours care and easy accessibility without an appointment; at the same time, the health care cost at these clinics is less than it is at UCCs (Chang et al., 2015). Therefore, the presence of the retail health clinic puts the financial security of the UCC at risk as it might appear more attractive to patients in need of urgent care.

A UCC is equipped to handle a wider number of ailments than a retail health clinic (Chang et al., 2015). Being affiliated with WMC, the UCC can provide its patients access to more facilities such as scans and tests that are not provided by retail health clinics and other UCCs. These factors set the UCC at WMC apart from its competitors and can be used to promote the clinic. Clients will consider the UCC a convenient and viable option for their healthcare, where multiple tests can be done if needed. Additionally, the UCC must also ensure that the focus of the clinic is on providing a convenient and satisfactory experience for the patient (Gurganious & Greenfield, 2015). If patients receive quick and timely care from excellent service providers, they will be encouraged to visit again and refer new patients to the UCC.  

UCCs are known for providing immediate care to many patients in a relatively short time (Yakobi, 2017). The staff and management of the UCC will have to be aware that the highvolume, speedy health care delivery environment leaves room for errors such as misdiagnoses. These errors can result in the UCC and its staff facing serious legal risks. Therefore, it is important for the UCC to maintain meticulous documentation to insulate itself from the consequences of misdiagnoses or medical malpractice. The symptoms, physical observations, and lab results which are used to develop a plan to administer care should be identified to ensure that the plan has clarity and is logical (“Why good documentation matters”, 2016). It is also binding on UCC physicians to set patients’ expectations by communicating with them effectively about the nature of services provided (“Helping patients make informed decisions”, 2014). These measures ensure that, despite the difficulties resulting from high demand, both patients and health care practitioners are mindful of the treatment that is administered.

Cost–Benefit Analysis of the Proposed Economic Initiative

After considering the opportunities and risks involved, the costs and benefits of setting up a UCC are analyzed. To assess the economic feasibility of setting up a UCC, the present value of the estimated costs and benefits and the net benefit over a 5-year time horizon are calculated using a present value discount rate of 11%. The present value discount rate has been determined based on the standard cost of capital and the estimated target returns. The estimated capital cost includes minor construction costs and the cost of purchasing furniture and equipment.

These are conservatively projected to be $350,000 in the current year (Golinkin & Danielle, 2013). The estimated operating costs comprise expenditure on salaries paid to the staff; basic utilities such as electricity, gas, and the Internet; insurance (including insurance for staff, business liability, building, furniture, and equipment); and other operating expenses such as administrative and marketing costs.

On an average, most UCCs have two full-time (or part-time) physicians, two nurse practitioners, and three medical assistants or other clinical staff (Weinick, Bristol, & DesRoches, 2009). It is assumed that two physicians, two nurse practitioners, three medical assistants, and a medical receptionist will be recruited by the UCC. Based on the national average recruitment incentives, staff salaries (per annum) in the first year of operation are assumed to be around $232,000 for a full-time physician, $112,000 for a nurse practitioner, $35,000 for a medical assistant, and $32,000 for a receptionist (U.S. Bureau of Labor Statistics, 2017). The actual growth rate of an employee’s salary in the U.S. is 2.7% per annum (Economic Policy Institute, 2018). For this analysis, salaries of the employees of the UCC are assumed to increase at a conservative rate of 3% per annum. Additional costs will be incurred in years four and five to hire a full-time nurse practitioner (year four) and a full-time physician (year five) to cater to the increased number of patients.

The cost of basic utilities is assumed to increase by around 5% per annum, as utilization of basic utilities will increase owing to an increase in patient volume. Considering that new staff will be hired in the fourth and fifth years of operation, insurance costs are assumed to increase in these 2 years owing to addition of staff. Other operating costs are assumed to be around 12% of annual revenue based on WMC’s financial statements. As per the cost–benefit analysis, the present value of the total costs over the 5-year period is estimated at $5,489,745.62, using a present value discount rate of 11% (see Appendix for more information on cost–benefit analysis over a 5-year period).

Benefit (revenue) was calculated based on the fee collected from each patient and the number of patients expected to make use of the medical services at the UCC. Most clinics tend to the needs of an average of around 357 patients every week and charge an average fee of approximately $156 per patient visit (AMN Healthcare, 2015; Yakobi, 2017). Therefore, the estimated revenue earned during the first year of operations will be $2,730,000. It is also assumed that the revenue will increase by 5.3% per annum over the 5-year period based on the national average (“Urgent Care Center Market”, 2018). Based on the estimated revenue over the 5-year period and the 11% present value discount rate, the present value of total benefits is estimated at $11,037,800.03 (see Appendix for more information on cost–benefit analysis over a 5-year period). The net benefit, calculated by subtracting the present value of total benefits from the present value of total costs, is estimated at $5,548,054.41 over a 5-year period (see Appendix for more information on cost–benefit analysis over a 5-year period). Based on the positive net benefit, it can be concluded that this initiative will be an economically viable one.

It should be noted that, although the cost–benefit analysis suggests that setting up a UCC is a viable option, some knowledge gaps and unknowns are bound to be present. The impact of nonmonetary costs, such as the time and effort spent on marketing and ensuring a good patient experience, has not been considered in the analysis. Nonmonetary costs can have an effect on the patient volume and that, in turn, can affect the net benefit. An increase in capital and operating costs due to some unexpected developments or unforeseen expenses can affect the net benefit gained. The patient volume may also vary depending on unpredictable factors such as the health care market environment. All these factors can have a significant impact on the result of the cost–benefit analysis.

Ways to Control Costs and Maximize Benefits

It is essential for the senior management to regularly implement methods to control costs and monitor the financial position of the UCC. Overhead costs that are not directly related to providing health care services make up a large portion of the total costs of the UCC. Overhead costs include expenditure on building maintenance, repairs, insurance, basic utilities, and supplies. The UCC will keep a check on building maintenance costs by undertaking maintenance checks on a regular basis. To avoid significant repair costs, the staff will ensure that equipment is handled with care and maintained in good condition. By reviewing the usage of electricity, gas, water, phone, and the Internet on an annual basis, the UCC will also control basic utility expenses.

Low-cost plans, based on the UCC’s requirements, will be chosen to control expenses on phone and Internet services. To avoid wastage of supplies, the staff will be encouraged to use office supplies with discretion. Impractical cost control measures might adversely affect staff morale and performance. Therefore, care will be taken to ensure that all the measures undertaken are relevant, ethical, and culturally equitable.

Along with keeping a check on the costs, efforts will be made to maximize the benefits. A potential means of increasing the benefits of the UCC is sending automated health reminders to regular clients. This will help ensure a regular inflow of clients. Providing consistently good service to all patients will encourage them to come back to the UCC whenever they need immediate medical attention. This will also help build strong patient trust and loyalty. Also, understanding what motivates patients and their views about health care will help the UCC staff to customize care and thus increase patient satisfaction and inflow (Qin et al., 2017). Therefore, ensuring optimal utilization of resources and providing quality care will help the UCC maintain its financial stability.

Conclusion

The UCC will cater to the urgent care needs of the community by providing quick, affordable, and convenient health care services. The center’s proximity to the industrial area will benefit workers who might require urgent care or want to get preventive health checkups done as part of their employment requirements. Thus, the UCC will be able to generate an additional revenue stream and contribute to the economic growth of WMC. Moreover, the cost–benefit suggests that setting up the UCC will be an economically viable initiative. Ethical solutions such as careful documentation of the treatment process and full communication of the plan of care with the patient were recommended. These solutions, which reduce the risks associated with the setting up of the UCC, will also help safeguard the future of WMC.

References

AMN Healthcare. (2015). Convenient care: Growth and staffing trends in urgent care and retail medicine. Retrieved from https://amnhealthcare.com/uploadedFiles/MainSite/Content/Healthcare_Industry_Insights/Industry_Research/AMN%2015%20W001_Convenient%20Care%20Whitepaper(1).pdf 

Chang, J. E., Brundage, S. C., & Chokshi, D. A. (2015). Convenient ambulatory care—Promise, pitfalls, and policy. The New England Journal of Medicine, 373(4), 382–388. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocvie w%2F1698429950%3Fac

Economic Policy Institute. (2018). Nominal wage tracker. Retrieved from https://epi.org/nominal-wage-tracker/

Golinkin, W. F., & Danielle, B. (2013). The dollars and cents of running a clinic. In J. Riff, S. Ryan, & T. Hansen-Turton (Eds.), Convenient care clinics: The essential guide to retail clinics for clinicians, managers, and educators (pp. 179–186). Retrieved from https://ebookcentral-proquestcom.library.capella.edu/lib/capella/detail.action?docID=1188973.

Gurganious, V., & Greenfield, D. (2015). Starting an urgent care center 5 essentials for success. Medical Economics, 92(11), 47–48. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocvie w%2F1696889732%3F

Helping patients make informed decisions. (2014, April). Retrieved from https://cmpaacpm.ca/en/advice-publications/browse-articles/2014/helping-patients-make-informeddecisions

Qin, H., Prybutok, G. L., Prybutok, V. R., & Wang, B. (2015). Quantitative comparisons of urgent care service providers. International Journal of Health Care Quality Assurance, 28(6), 574–594. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocvie w%2F1694933787%3Facco

Urgent Care Center Market by Service (Acute Illness Treatment, Trauma/Injury Treatment, Physical Examination, Immunization & Vaccination), Ownership (Corporate Owned,

Physician Owned, Hospital Owned), and Region – Global Forecast to 2023. (2018, March). Retrieved from https://marketsandmarkets.com/Market-Reports/urgent-carecenter-market-197843477.html

U.S. Bureau of Labor Statistics. (2017). Occupational employment statistics [Data set]. Retrieved from https://www.bls.gov/oes/current/naics4_621400.htm

Findings from a national survey. BMC Health Services Research, 9(79). http://dx.doi.org/10.1186/1472-6963-9-79

Why good documentation matters. (2016, October). Retrieved from https://cmpaacpm.ca/en/advice-publications/browse-articles/2011/why-good-documentation-matters

Yakobi, R. (2017). Impact of urgent care centers on emergency department visits. Health Care

Current Reviews, 5(3). http://dx.doi.org/10.4172/2375-4273.1000204

Yee, T., Lechner, A. E., & Boukus, E. R. (2013). The surge in urgent care centers: Emergency department alternative or costly convenience? Research Briefs. Retrieved from https://researchgate.net/profile/Tracy_Yee/publication/257202014_The_surge_in_urgent_care_centers_emergency_department_alternative_or_costly_convenience/links/5750682 008aed9fa2bd2d531

Appendix

Cost–Benefit Analysis Over a 5-Year Period

CostsCurrent Year (CY) ($)CY +1 ($)CY +2 ($)CY +3 ($)CY +4 ($)CY +5 ($)Total Costs ($)Capital Costs  Construction350,000.00  Furniture & EquipmentOperating Costs  Staff Salaries825,000.00849,750.00875,242.501,023,885.201,315,719.80  Basic Utilities55,000.0057,750.0060,637.5063,669.3866,852.84  Insurance15,000.0015,000.0015,000.0020,000.0025,000.00  Other Operating Costs327,600.00343,980.00361,179.00379,237.95398,199.85Total Costs (Future

Value)

350,000.001,222,600.001,266,480.001,312,059.001,486,792.521,805,772.49Total Costs (Present

Value)

350,000.001,101,441.441,027,903.58959,366.23979,396.291,071,638.085,489,745.62BenefitsCurrent Year (CY) ($)CY +1 ($)CY +2 ($)CY +3 ($)CY +4 ($)CY +5 ($)Total Costs ($)Increase in Revenue2,730,000.002,866,500.003,009,825.003,160,316.253,318,332.06Total Benefits (Future

Value)

2,730,000.002,866,500.003,009,825.003,160,316.253,318,332.06Total Benefits (Present

Value)

2,459,459.462,326,515.702,200,758.102,081,798.201,969,268.5711,037,800.03Present Value

Discount Rate

0.11PV Denominator1.001.111.231.371.521.69Net Benefit5,548,054.41

 

Cannabis nursing, also known as cannabis therapeutics, is an emerging nurse specialty that has grown alongside legislative changes and shifting public opinion regarding medical marijuana. Cannabis nurses primarily focus on educating patients and work in various settings, from wellness clinics to dispensaries. Their scope of practice is defined by the American Cannabis Nurses Association (ACNA) and aligns with evidence-based practice.

Two major nursing associations, the American Cannabis Nurses Association (ACNA) and the Cannabis Nurse Network (CNN), support this growing specialty. Let’s explore trends in cannabis therapy, the role of nursing in this field, and the potential of cannabis nursing as a career path.

Who Is a Cannabis Nurse?

The American Cannabis Nurses Association (ACNA) defines the scope and standards of cannabis nursing, which involves not only supporting and educating patients but also promoting wellness and healing through compassionate care that addresses patients’ needs. Cannabis nurses must possess knowledge and expertise beyond the standard registered nurse competencies. 

This includes a deep understanding of the endocannabinoid system, cannabis therapeutics, cannabinoids, terpenoids, cannabis laboratory testing requirements, potential medication interactions, advocacy, ethics, and relevant laws. 

Cannabis nurses also serve as advocates, coaches, and navigators, guiding patients through the vast landscape of cannabis information and misinformation. They strive to help patients achieve optimal homeostasis by supporting the endocannabinoid system. To maintain a professional and caring presence with patients, cannabis nurses must also prioritize self-care.

NCSBN Guidelines for Cannabis Nursing

The National Council of State Boards of Nursing (NCSBN) has established the Six Principles of Essential Knowledge, which outline the necessary information and skills nurses must possess when working with cannabis therapeutics:

1. Comprehensive and current understanding of cannabis laws: Nurses must stay well-informed about the most recent cannabis legislation in the United States to ensure they practice within legal boundaries.

2. Familiarity with local medical cannabis programs: Nurses should have a solid grasp of the medical cannabis programs available within their jurisdiction to guide better and support their patients.

3. Thorough knowledge of the endocannabinoid system: A deep understanding of the endocannabinoid system is crucial for nurses to comprehend how cannabis interacts with the human body and its potential therapeutic effects.

4. Expertise in cannabis pharmacology and research: Nurses must stay up-to-date with the latest research on cannabis treatments and have a strong foundation in cannabis pharmacology to make informed decisions and provide accurate information to patients.

5. Awareness of safety considerations: Nurses should be well-versed in the potential risks and safety concerns associated with cannabis use to ensure patient well-being and minimize adverse effects.

6. Unbiased approach to patient treatment choices: Nurses must maintain an open-minded and non-judgmental attitude regarding patients’ treatment decisions, respecting their autonomy and supporting them without prejudice.

What Does a Cannabis Nurse Do?

A cannabis nurse plays a vital role in educating, guiding, and supporting patients who use medical marijuana for various health conditions. Some of their key responsibilities include:

1. Patient education: Cannabis nurses provide comprehensive information about the potential benefits, risks, and proper use of medical marijuana, helping patients make informed decisions about their treatment options.

2. Dosage and administration guidance: They assist patients in determining the appropriate dosage, strain, and method of administration based on their individual needs and medical history.

3. Monitoring and assessment: Cannabis nurses regularly monitor patients’ responses to treatment, assess the effectiveness of the medication, and watch for any potential side effects or adverse reactions.

4. Collaboration with healthcare providers: They work closely with physicians, pharmacists, and other healthcare professionals to ensure a coordinated and comprehensive approach to patient care.

5. Advocacy and support: Cannabis nurses act as advocates for their patients, helping them navigate the legal and social complexities surrounding medical marijuana use and providing emotional support throughout the treatment process.

6. Staying current with research: They keep abreast of the latest research, developments, and best practices in cannabis therapeutics to provide their patients with the most up-to-date and evidence-based care.

7. Maintaining professional standards: Cannabis nurses adhere to the scope and standards of practice set forth by professional organizations like the American Cannabis Nurses Association (ACNA) to ensure the highest quality of care and ethical conduct.

What are the Benefits of Being a Cannabis Nurse?

1. High demand and job security: With the increasing legalization of medical marijuana and the ongoing nursing shortage in the USA, cannabis nurses are expected to be in high demand for the foreseeable future, ensuring excellent job prospects and security.

2. Competitive compensation: As demand for cannabis nurses grows, so does the potential for attractive salaries, which are likely to increase further in the coming years.

3. Opportunity to be part of a medical revolution: Cannabis nurses have the chance to participate in the exciting and rapidly evolving field of medical marijuana as more research unveils the therapeutic potential of cannabinoids like THC, CBD, CBG, and CBN in treating various medical conditions.

4. Fulfilling work in helping patients: Nurses passionate about assisting others can find great satisfaction in working with patients who benefit from medical cannabis, as it is increasingly recognized as a breakthrough treatment for numerous ailments, including chronic pain, multiple sclerosis, fibromyalgia, and migraines.

5. Engaging in a fascinating and growing industry: Whether you are a supporter, user, or simply curious about the applications and future of medical cannabis, being a cannabis nurse allows you to be at the forefront of this captivating and expanding industry.

How to Become a Cannabis Nurse

To become a cannabis nurse, you’ll need to follow these steps:

1. Obtain a nursing degree: Earn an Associate Degree in Nursing (ADN) or a Bachelor of Science in Nursing (BSN) from an accredited nursing program.

2. Pass the NCLEX-RN exam: After completing your nursing degree, you must pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN) to obtain your nursing license.

3. Gain experience: Work as a registered nurse to gain clinical experience and develop nursing skills.

4. Pursue specialized education in cannabis therapeutics: Enroll in courses, workshops, or certificate programs focused on cannabis nursing offered by organizations such as the American Cannabis Nurses Association (ACNA) or educational institutions.

5. Stay current with research and best practices: Continuously educate yourself about the latest research findings, legal developments, and best practices in cannabis therapeutics to provide the most up-to-date care to your patients.

6. Consider cannabis nurse certification: Although not currently required, earning a certificate in cannabis nursing or science can demonstrate your expertise and commitment to the field.

7. Network and engage with the cannabis nursing community: Join professional organizations like the ACNA or the Cannabis Nurse Network to access resources, attend conferences, and connect with other cannabis nurses.

8. Seek job opportunities: Look for cannabis nursing positions in dispensaries, consulting practices, hospitals, clinics, research institutions, or educational settings that align with your career goals and interests.

Remember that the field of cannabis nursing is still evolving, and requirements may vary by state or employer. Staying informed about your area’s latest developments and regulations is essential for success in this growing specialty.

Where do Cannabis Nurses Work?

Cannabis nurses can work in various healthcare settings, providing direct patient care, conducting research, or offering clinical expertise in collaboration with product manufacturing companies.

In dispensaries, cannabis nurses assist patients by addressing unwanted or unintended consequences of cannabis products, such as side effects or concerns about habit formation. They help patients find the right cannabis strain and provide education on proper medication administration and dosing.

Cannabis nurses in consulting practices focus on educating patients about cannabis products, promoting safe cannabis use, and advising on the therapeutic effects of cannabis. They may also collaborate with product manufacturers in product development.

In hospitals or clinics, cannabis nurses inform patients about cannabis and its medical applications, provide support, and advocate for patients taking medical cannabis. They may also recruit patients for clinical trials and measure outcomes.

Regardless of the specific setting, cannabis nurses play a crucial role in educating and supporting patients, promoting safe and effective use of medical cannabis, and contributing to the growing body of knowledge in this emerging field.

Is there a certification for cannabis nurses?

Currently, there is no nationally recognized certification specifically for cannabis nurses. However, the ACNA offers a core curriculum for cannabis nursing, which provides a foundation for nurses interested in specializing in this field. Some universities and private organizations also offer certificate programs in cannabis science and therapeutics.

Cannabis Nursing Community

The cannabis nursing community is a growing network of healthcare professionals who are dedicated to advancing the field of cannabis therapeutics and supporting patients who use medical marijuana. Engaging with this community can provide numerous benefits for aspiring and practicing cannabis nurses.

Two prominent organizations in the cannabis nursing community are the American Cannabis Nurses Association (ACNA) and the Cannabis Nurse Network (CNN). These organizations offer a platform for nurses to connect, share knowledge, and access valuable resources.

The ACNA and CNN provide educational resources, including webinars, conferences, and workshops, to help nurses stay current with the latest research, best practices, and legal developments in cannabis therapeutics. Participating in these events can enhance your knowledge and skills while providing opportunities to network with other cannabis nurses.

Engaging with the cannabis nursing community allows you to connect with colleagues who share your interests and face similar challenges. These connections can lead to valuable friendships, mentorship opportunities, and professional collaborations.

As a member of the cannabis nursing community, you can contribute to the field’s growth and advancement by advocating for patient rights, participating in research, and taking on leadership roles within professional organizations.

Networking within the cannabis nursing community can open doors to new career opportunities, such as consulting, education, or research positions. Staying active and engaged in the community can help you stay informed about job openings and industry trends.

To get involved in the cannabis nursing community, consider joining the ACNA or CNN, attending conferences and workshops, participating in online forums and discussions, and connecting with other cannabis nurses through social media platforms like LinkedIn. By actively engaging with this community, you can contribute to the advancement of cannabis therapeutics while enhancing your own professional growth and career satisfaction.

Final Thoughts on How to Become a Dispensary Nurse

As the field of cannabis nursing continues to evolve, it’s crucial for nurses to stay informed about the latest developments in medical cannabis use, including frequently asked questions from patients and updates to the cannabis nurse’s scope of practice. With the growing acceptance and use of medical cannabis to treat various conditions, the demand for knowledgeable cannabis nurses is likely to increase, offering exciting career pathways for cannabis nurses interested in this specialty nursing practice.

Capella BSN-FP4006 Nursing and Workplace Violence Research

A new initiative has been introduced to educate nurses, health care workers, and social services workers on how to prevent workplace violence where you work. Write a 750–1,000-word article on workplace violence and prevention measures for the hospital employee newsletter. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Explain the effect of health care policies, legislation, and legal issues on health care delivery and patient outcomes.

• • Identify the political, legal, and/or legislative factors that may contribute to violence in health care settings.
• Competency 2: Explain the effect of regulatory environments and controls on health care delivery and patient outcomes.
  • Identify the main components of OSHA’s workplace violence prevention guidelines.
  • Explain the American Nursing Association’s position on violence in the workplace.
  • Explain safety policies and protocols for preventing and responding to violence against health care workers.
• Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.
  • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
  • Correctly format citations and references using APA style.

Competency Map

Check Your Progress Use this online tool to track your performance and progress through your course.

Context

The Centers for Disease Control and Prevention’s National Institute for Occupational Safety and Health (NIOSH) (2002) defines workplace violence as any physical assault, threatening behavior, or verbal abuse occurring in the workplace. Violence includes overt and covert behaviors ranging in aggressiveness from verbal harassment to murder.

Specific to hospital workers, studies by the Institute for Occupational safety and Health (NIOSH) show that: Violence often takes place during times of high activity and interaction with patients, such as at meal times and during visiting hours and patient transportation. Assaults may occur when service is denied, when a patient is involuntarily admitted, or when a health care worker attempts to set limits on eating, drinking, or tobacco or alcohol use. (2002, para. 4)

Reference

Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health. (2002). Violence: Occupational hazards in hospitals. Retrieved from http://www.cdc.gov/niosh/docs/2002-101

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

• • What are the more common reasons for workplace violence?
  • What clinical risk factors can lead to workplace violence?
  • What obligation does a health care facility have to protect workers from violence?
  • What personal safety strategies do you have to protect yourself from violence at work?

Resources

SUGGESTED RESOURCES

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

Capella Resources

Click the links provided to view the following resources:

• APA Citation: Citing a Journal Article.
• APA Citation: Citing a Book.
• APA Citation: Citing a Website.
• APA Paper Template.
• APA Paper Tutorial.

Library Resources

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

• Doby, V. (2015). Leadership’s role in eliminating workplace violence and changing perceptions in the emergency department. Journal of Emergency Nursing, 41(1), 7.
• Blando, J., Ridenour, M., Hartley, D., & Casteel, C. (2015). Barriers to effective implementation of programs for the prevention of workplace violence in hospitals. Online Journal of Issues in Nursing, 20(1), 1–11.
• Bruce, M. D., & Nowlin, W. A. (2011). Workplace violence: Awareness, prevention, and response. Public Personnel Management, 40(4), 293–308.
• Saltzberg, C. W., & Clark, C. M. (2015). A bold call to action: Mobilizing nurses and employers to prevent and address incivility, bullying, and workplace violence. (2015). American Nurse Today, 10(8), 1.
• Gillespie, G. L., Gates, D. M., Miller, M., & Howard, P. K. (2010). Workplace violence in healthcare settings: Risk factors and protective strategies. Rehabilitation Nursing, 35(5), 177–184.
• Magnavita, N. (2014). Workplace violence and occupational stress in healthcare workers: A chicken-and-egg situation-results of a 6-year follow-up study. Journal of Nursing Scholarship, 46(5), 366–376.
• Speegle-Clark, K. (2013). Violence in the workplace: A prevention program for healthcare workers. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1539707).
• Papa, A., & Venella, J. (2013). Workplace violence in healthcare: Strategies for advocacy. Online Journal of Issues in Nursing, 18(1), 1.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4006 – Policy, Law, Ethics, and Regulations Library Guide to help direct your research.

Internet Resources

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

• • Professional Issues Panel on Incivility, Bullying, and Workplace Violence. (2015). Incivility, bullying, and workplace violence [Position paper]. Retrieved from https://www.nursingworld.org/~49d6e3/globalassets/…
  • United States Department of Labor, Occupational Health & Safety Administration. (n.d.). Workplace violence. Retrieved from https://www.osha.gov/SLTC/healthcarefacilities/vio…
  • United States Department of Labor, Occupational Health and Safety Administration. (n.d.). Workplace violence prevention – Health care and social service workers. Retrieved from https://www.osha.gov/dte/library/wp-violence/healt…
  • AACN. (n.d.). Position statement: Workplace violence prevention. Retrieved from http://www.aacn.org/WD/Practice/Docs/Workplace_Vio…
  • Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health. (n.d.). Occupational violence. Retrieved from http://www.cdc.gov/niosh/topics/violence/training_…
  • Liss, G. M. (2000). Violence in the health care workplace. CMAJ, 162(4). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC123115…

Capella BSN-FP4006 Nursing and Workplace Violence Research Assessment Instructions

Your workplace has experienced some serious problems with workplace violence that occurred between patients and caregivers. A new initiative has been introduced to educate nurses, health care workers, and social services workers on how to prevent workplace violence. You have been asked to write an article on workplace violence and prevention measures for the hospital employee newsletter.

PREPARATION

Search the Capella library and the Internet for scholarly and professional peer-reviewed articles on workplace violence. You will need at least five articles to use as support for your work on this assessment.

DIRECTIONS

Write a 750–1,000-word article (3–4 pages) on workplace violence and prevention measures for the hospital employee newsletter. Address the following in your article:

• Identify the political, legal, and/or legislative factors that may contribute to violence in health care settings. Consider the types of patients that may be treated within a clinical or hospital setting.
• Compare OSHA regulations and the ANA position statement on workplace violence to organizational policies.
• Explain safety policies and protocols for preventing and responding to violence against health care workers.

ADDITIONAL REQUIREMENTS

Your presentation should meet the following requirements:

• • Written communication: Written communication should be free of errors that detract from the overall message.
  • References: Cite a minimum of five resources, with the majority being peer-reviewed sources. Your reference list should be appropriate to the body of literature available on this topic that has been published in the past 5 years.
  • APA format: Resources and citations should be formatted according to current APA style and formatting.
  • Length: 750– 1,000 words or 3–4 typed, double-spaced pages, excluding title page and reference page. Use Microsoft Word to complete the assessment.
  • Font and font size: Times New Roman, 12-point.

NURS-FPX4030 Capella Evidence Based Nursing Practice Using PICOT Framework Paper

NURS 4030 Capella Evidence Based Nursing Practice Using PICOT Framework Paper

Create a 3-5-page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.

PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

• P – Patient/population/problem.
• I – Intervention.
• C – Comparison (of potential interventions, typically).
• O – Outcome(s).
• T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs Capella Evidence Based Nursing Practice Using PICOT Framework.

By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search.

You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility.

These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.

Capella Evidence Based Nursing Practice Using PICOT Framework- DEMONSTRATION OF PROFICIENCY

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

• Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
  • Explain the findings from articles or other sources of evidence.
• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
  • Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
  • Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
• Competency 3: Apply an evidence-based practice model to address a practice issue.
  • Define a practice issue to be explored via a PICO(T) approach.
• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
  • Capella Evidence Based Nursing Practice Using PICOT Framework

Capella Evidence Based Nursing Practice Using PICOT Framework Reference

Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Burlington, MA: Jones & Bartlett Learning.

Capella Evidence Based Nursing Practice Using PICOT Framework – PROFESSIONAL CONTEXT

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted. Capella Evidence Based Nursing Practice Using PICOT Framework

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question.

Capella Evidence Based Nursing Practice Using PICOT Framework – SCENARIO

For this assessment, please use an issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

Capella Evidence Based Nursing Practice Using PICOT Framework INSTRUCTIONS

For this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. Capella Evidence Based Nursing Practice Using PICOT Framework

After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.

In your submission, make sure you address the following grading criteria:

• Define a practice issue to be explored via a PICO(T) approach.
• Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
• Explain the findings from articles or other sources of evidence.
• Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
• Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
• Capella Evidence Based Nursing Practice Using PICOT Framework

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 3 Example 1 [PDF].

ADDITIONAL REQUIREMENTS for Capella Evidence Based Nursing Practice Using PICOT Framework

Your assessment should meet the following requirements:

• Length of submission: Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it. A title page is not required but you must include a reference list.
• Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
• APA formatting: Format references and citations according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Resources: PICO(T) Process

• The resources below explore the PICO(T) process:
  • Abbade, L. P. F., Wang, M., Sriganesh, K., Jin, Y., Mbuagbaw, L., & Thabane, L. (2017). The framing of research questions using the PICOT format in randomized controlled trials of venous ulcer disease is suboptimal: A systematic survey. Wound Repair & Regeneration, 25(5), 892-900.

• • • This article presents a study that examined the use of PICO(T) questions to locate evidence related to specific types of resources and research.

• • Ho, G. J., Liew, S. M., Ng, C., Shunmugam, R., & Glasziou, P. (2016). Development of a search strategy for an evidence based retrieval service. PLoS One, 11(12), 1-14. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0167170

• • • This article presents a study comparing the use of PICO(T) questions in a literature search to other search strategies.

This first two chapters in the following text, of which the Capella library has limited copies, could be helpful in expanding your knowledge regarding the PICO(T) process.

• • Boswell, C., & Cannon, S. (2020). Introduction to nursing research. Jones & Bartlett Learning.

Resources: Communicating Research

• The resources below explore communicating research:
  • Bullington, J., Söderlund, M., Elisabeth Bos Sparén, Kneck, Å., Omérov, P., & Cronqvist, A. (2019). Communication skills in nursing: A phenomenologically-based communication training approach. Nurse Education in Practice, 39, 136-141.

• • • This article presents the approach to communication in clinical situations and also discusses the barriers related to nurses sharing and communicating.

• • Gutiérrez-Puertas, L., Márquez-Hernández, V.,V., Gutiérrez-Puertas, V., Granados-Gámez, G., & Aguilera-Manrique, G. (2020). Educational interventions for nursing students to develop communication skills with patients: A systematic review. International Journal of Environmental Research and Public Health, 17(7), 2241.

• • • This article provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.

use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally

word choice

Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video Example 1

Collaboration and Leadership Reflection

Hello everyone, my name is ………. And I will be presenting my perspective on interprofessional leadership and collaboration within the nursing practice space. Interprofessional collaboration encompasses an array of healthcare specialists with discrete skills, talents, and expertise to participate in patient care (Hlongwa & Rispel, 2021). Interprofessional collaboration is often used as a method of solving numerous healthcare problems and complex issues.

Interprofessional collaboration in healthcare has been associated with enormous benefits, including a reduction in medical errors, improvement of patient care and outcomes, rapid initiation of treatment, reduction of healthcare inefficiencies and costs, and improvement in staff relationships and job satisfaction (Hlongwa & Rispel, 2021).

However, effective collaboration necessitates effective leadership to influence and communicate change. This video will reflect on an interdisciplinary collaboration I engaged in, noting how it was successful and unsuccessful, the relationship between poor collaboration and management of human and financial resources, and leadership and collaboration strategies that can enhance the achievement of goals.

As a registered nurse working in preventive medicine, It was noted that there was an increase in hospitalization and morbidity related to sexually transmitted diseases and tuberculosis. Sexually transmitted diseases were mainly prevalent in adolescents and young adults, while tuberculosis spanned across all age groups but largely affected middle-aged to older adults. These conditions sounded an alarm as both conditions are preventable.

Consequently, an interprofessional collaboration team was formed that consisted of physicians, nurses, pharmacists, nutritionists, and community health workers to address these concerns. This team of specialists had several meetings and formulated a comprehensive individualized care management plan. This care plan was drafted following a series of conversations with the affected patients, and it consisted of patient education, active surveillance, and follow-up. The implementation of the care plan resulted in a significant reduction in cases of sexually transmitted diseases and TB as well as their related morbidity. Similarly, a significant reduction in healthcare costs was observed.

As part of this team, several factors contributed to the success. First was the selection of an appropriate team leader. A physician was selected who communicated the vision and the change initiative. The physician was effective as he had a vast background knowledge regarding sexually transmitted diseases and tuberculosis. As an effective leader, the physician spearheaded all functions of the team and ensured that all members of the interprofessional collaboration team were motivated and committed to change. Secondly is careful planning. The interprofessional team knew that the prosperity of this initiative was largely dependent on understanding and eliminating the initiating, precipitating, and maintaining factors.

For instance, sexually transmitted among adolescents is a public health concern and is usually a result of risky sexual behaviors precipitated by factors such as drug and alcohol abuse, social media, and peer pressure. Consequently, patient education was directed toward these factors. Additionally, the team communicated effectively. According to Schimith et al. (2021), effective communication is critical for any teamwork as it builds trust and ensures cohesiveness. Furthermore, the involvement of patients in decision-making led to the development of a change initiative that was vastly accepted, which increased the success of the team. Finally, the team deployed delegation of duties, reducing workload and encouraging all team members to remain positive and motivated.

However, the interprofessional team failed in some aspects. For instance, some team members failed to create a good rapport with patients and, therefore, could not truly identify and elicit information regarding the presence of sexually transmitted diseases in some adolescents. Similarly, some interprofessional collaboration team members initially misdiagnosed patients with TB as pneumonia patients due to similar presentation and failure to elicit comprehensive history, which delayed the initiation of treatment and increased the chances of spreading the infection. Finally, a lack of proper documentation was also observed, leading to a loss of follow-up. Consequently, the outcomes of the interprofessional collaboration could have been much better had the aforementioned weaknesses addressed.

Regarding the scenario in the Vila Health Activity, penurious and ineffective communication between the IT management and the nurses who were the utilizers of the computer system Healthix is evident. For example, nurses lament the program’s impervious nature and user unfriendliness. Furthermore, the recruitment of a coach is still ineffective as the medical staff still had trouble using the system following the completion of the course. This scenario is a true manifestation of the baseless allocation of human resources and financial mismanagement as a result of ineffective communication. Likewise, poor communication results in frustration, stress, mistrust, absenteeism, mistrust, and decreased productivity of the employees, hence unsuitable utilization of human resources (Wieke et al., 2021). Finally, poor communication precipitates poor decision-making and legal wrangles that may result in a waste of finances.

Leadership Strategies

Leadership strategies are crucial for the prosperity of any interprofessional collaboration. All leaders must enhance collaboration to achieve the most favorable outcomes in the healthcare industry. Numerous leadership strategies have been highlighted in the literature. Nevertheless, effective communication and teamwork are among the most vital leadership strategies that foster interprofessional collaboration. Schimith et al. (2021) define the role of effective communication as essential to building trust, a central prerequisite for all members of the interdisciplinary team.

Interdisciplinary teams consist of diverse individuals with abundant tasks and attributes; hence effective communication ensures the provision of comprehensive care and care coordination. For instance, research by Schimith et al. (2021) identified interprofessional communication as the key to interprofessional collaboration and effective care coordination in healthcare. Meanwhile, teamwork is a critical strategy for fostering interdisciplinary collaboration.

According to Skyberg and Innvaer (2020), most patients have different needs, which can only be accomplished comprehensively by a collection of talents and skills from heterogeneous healthcare providers. Finally, being open to change and innovation is a vital leadership strategy that stretches interprofessional collaboration. The Healthcare industry is ever-growing and dynamic, characterized by widespread research and innovative ideas from several stakeholders.

Additionally, change and innovation are fundamental to evidence-based practice and quality patient care. Therefore, leaders must identify problematic areas and encourage change to enhance the cohesiveness as well as the efficiency of their followers. Consequently, in an endeavor to enhance interdisciplinary collaboration, leaders must champion effective communication, teamwork, change, and innovation.

Collaboration Strategies

Leadership and collaboration strategies are more often than not difficult to separate. Collaboration intersects different individuals to function cohesively toward the attainment of a shared goal. This process entails strategies such as shared decision-making, delegation, and encouraging feedback. Shared decision-making enhances collaboration as team members feel and own the decisions made (Elwyn, 2021). Additionally, collaborative teams are composed of various individuals with different skills, backgrounds, talents, and knowledge.

Consequently, shared decision-making offers a structured way of incorporating evidence, values, and preferences (Elwyn, 2021). According to Elwyn (2021), this process supports conversations leading to informed decisions that are congruent with what matters most to patients and team members. On the other hand, delegation is the act of empowering one to act for another (Beckett et al., 2021). Beckett et al. (2021) highlight that delegation enhances collaboration only when principled. Elemental principles of the nursing delegation include the right person, the right task, the right circumstance, the right communication, and the right supervision.

Delegation ensures that healthcare professionals are not overwhelmed with tasks as they practice in areas of their expertise. In a study by Wagner (2018), delegation considerably contributed to collaboration, patient satisfaction, job satisfaction, and enhanced patient outcomes. According to Ramani et al. (2019), interdisciplinary collaboration is a vigorous process that is vulnerable to change periodically due to the variety of members. Consequently, incessantly seeking opinions and feedback from team members is cardinal to effective collaboration. Ramani et al. (2019) further encourage team leaders to incorporate positive feedback and address all issues of team members in the best possible way to maintain and enhance collaboration.

Conclusion

Interdisciplinary collaboration is central to enhancing enhanced patient outcomes as well as the quality of patient care. This collaboration is essential to solving problems and complex issues encountered in healthcare. Further, interprofessional collaboration offers an effective channel for communicating and executing change in healthcare practice. Effective collaboration must be coupled with effective leadership as well as collaborative strategies. Leadership strategies include effective communication, teamwork, and change and innovation. On the other hand, collaborative strategies go hand in hand with leadership strategies and include shared decision-making, delegation, and encouraging feedback.

Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video Example 1  References

Beckett, C. D., Zadvinskis, I. M., Dean, J., Iseler, J., Powell, J. M., & Buck-Maxwell, B. (2021). An integrative review of team nursing and delegation: Implications for nurse staffing during COVID-19. Worldviews on Evidence-Based Nursing, 18(4), 251–260. https://doi.org/10.1111/wvn.12523

Elwyn, G. (2021). Shared decision making: What is the work? Patient Education and Counseling, 104(7), 1591–1595. https://doi.org/10.1016/j.pec.2020.11.032

Hlongwa, P., & Rispel, L. C. (2021). Interprofessional collaboration among health professionals in cleft lip and palate treatment and care in the public health sector of South Africa. Human Resources for Health, 19(1). https://doi.org/10.1186/s12960-021-00566-3

Schimith, M. D., Cezar-Vaz, M. R., Xavier, D. M., & Cardoso, L. S. (2021). Communication in health and inter-professional collaboration in the care for children with chronic conditions. Revista Latino-Americana de Enfermagem, 29, e3390. https://doi.org/10.1590/1518-8345.4044.3390

Skyberg, H. L., & Innvaer, S. (2020). Dynamics of interprofessional teamwork: Why three logics are better than one. Social Science & Medicine (1982), 265(113472), 113472. https://doi.org/10.1016/j.socscimed.2020.113472

Wagner, E. A. (2018). Improving patient care outcomes through better delegation-communication between nurses and assistive personnel. Journal of Nursing Care Quality, 33(2), 187–193. https://doi.org/10.1097/NCQ.0000000000000282

Wieke Noviyanti, L., Ahsan, A., & Sudartya, T. S. (2021). Exploring the relationship between nurses’ communication satisfaction and patient safety culture. Journal of Public Health Research, 10(2). https://doi.org/10.4081/jphr.2021.2225

Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video Instructions

For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.

Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.

Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.

As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement

Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. The Example Kaltura Reflection video is not a reflection on the Vila Health activity. Your reflection assessment will focus on both your professional experience and the Vila Health activity as described in the scenario.

Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video References

Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.

Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.

Demonstration of Proficiency in Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video

• Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
  • Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.

• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
  • Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
  • Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.
• Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
  • Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • Communicate via video with clear sound and light.
  • The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.

Professional Context for Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video

This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.

Scenario

As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement.

You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team.

Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Capella NURS-FPX 4010 Assessment 1 Reflection Video Instructions

Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the Vila Health: Collaboration for Change activity.

Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:

• Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
• Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.
• Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.
• Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.
• Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.

You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.

A simplified gap-analysis approach may be useful:

• What happened?
• What went well?
• What did not go well?
  • What should have happened?

After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.

Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.

Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.

You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.

You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation. The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation.

Refer to the Campus tutorial Using Kaltura [PDF] as needed to record and upload your reflection.

Additional Requirements when Completing Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video

• References: Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
• APA Reference Page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.
  • You may wish to refer to the Campus APA Module for more information on applying APA style.

See Also:

NURS-FPX4010 Assessment 2 Interview and Interdisciplinary Issue Identification

Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video Example Paper 2

Hello everyone, welcome to my collaboration and leadership reflection for Assessment 1. My name is (Insert name).

In this presentation, I intend to:

• Reflect on an interdisciplinary collaboration experience while summarizing a Vila Health Activity, including what was successful and what faltered in achieving the desired outcomes.
• Elaborate on how poor collaboration can result in inefficient management of human and financial resources.
• Explain the best leadership strategies to improve an interdisciplinary team’s ability to achieve collective goals while integrating insights from the literature.

Reflection of an Interdisciplinary Collaboration Experience

Change is inevitable in the healthcare sector, considering the need to provide quality care and address the increasing demand for healthcare services. One of the most profound strategies to enhance healthcare services is integrating technological advances by revamping the existing healthcare systems. After analyzing the importance of new technologies, our organization (Clarion Court Skilled Nursing Facility) embarked on a multidisciplinary commitment to implementing Healthix, a new electronic health record (EHR).

Since we relied on relatively outdated health record systems, the organizational management selected a team to collaborate with designers and information technology (IT) experts from Healthix for localized installations Capella NURS-FPX 4010 Assessment 1 Assignment Collaboration and Leadership Reflection Video. The team comprised local computer experts, advanced practice registered nurses (APRNs), the director of operations, and administrators.

The team from Healthix headquarters was supposed to interact with the local team to oversee the effective installation and replacement of the existing health record systems. However, that was not the case because IT experts from Healthix opted to ignore our team by downplaying our suggestions regarding the new EHR. Undoubtedly, this factor affected interdisciplinary collaboration, rendering the project ineffective and inefficient.

What went well?

Our team at Clarion Court Skilled Nursing Facility spearheaded an internal preparedness plan for implementing Healthix by embracing new approaches, including convincing the organization to avail resources for the new system. Also, we consolidated opinions from patients and other stakeholders regarding the importance of revamping and replacing old systems with Healthix. As a result, we were adequately prepared to embrace advanced technologies for promoting quality care and enhancing process efficiency.

What did not go well?

Ineffective collaboration between the team from Healthix headquarters and our implementation team hampered the overall process of incorporating a new electronic health record (EHR) system. The external team had a responsibility to design Healthix based on organizational needs and inputs for local professionals. However, IT experts opted to implement it based on their experience and expertise without considering insights from corporate stakeholders. Consequently, this consideration led to dissatisfaction from the local team, project ineffectiveness, and additional risks to patient safety.

How poor collaboration can result in inefficient management of human and financial resources.

Poor collaboration can lead to the inefficient management of human and financial resources due to ineffective communication patterns and conflicting ideologies.

Busari et al. (2017) describe collaboration in healthcare as “the capacity of every healthcare professional to effectively embrace complementary roles within a team, work cooperatively, share responsibilities for problem-solving, and make the decisions needed to formulate and carry out patient care” (p. 228).

In this sense, interprofessional and interdisciplinary collaboration between nurses, physicians, and other stakeholders enhances collective awareness and promotes knowledge and skills.

Amidst the need to deliver quality care in scenarios of financial and human resource constraints, team performance and collaboration enable healthcare professionals to pool skills and competencies together to enhance process effectiveness. In the Vila Health experience case study, it is clear that ineffective collaboration between the Healthix team and local stakeholders affected the overall utilization of financial and human resources to realize the collective objective of implementing the Healthix record system.

The best leadership strategies for enabling interdisciplinary teams to achieve collective goals

Appropriate leadership and change management strategies are crucial in enhancing the team’s effectiveness and ability to realize goals. Xu (2017) proposes transformational and participative leadership as appropriate styles to guarantee proper change management. The author suggests that the transformational leadership style enables nursing leaders to create an ideal impact, motivate followers, integrate intellectual stimulation, and incorporate personal considerations in decisions. On the other hand, participative leadership allows followers to connect and participate in the change management process by being more committed to goals.

Transformational and participative leadership styles complement other strategies for ensuring team effectiveness. Buljac-Samardzic et al. (2020) contend that a lack of team performance is a primary point of susceptibility to quality and safety of care. Further, the authors argue that organizational interventions, including simulation training, effective resource management, and interprofessional collaboration, are practical strategies for enhancing team effectiveness.

In the Vila Health experience, proper change management and leadership strategies were inadequate because they failed to uphold the tenets of interprofessional collaboration. This aspect jeopardized the adoption of Healthix electric health records systems.

In conclusion, interprofessional collaboration is an essential aspect of organizational change in the healthcare sector since it enables stakeholders to consolidate efforts, manage resources, and focus on achieving collective outcomes. The Vila Health experience shows that a lack of stakeholder engagement and participation presents a primary weakness when embracing new ways. Also, change management and leadership strategies determine the trajectories of institutional change by determining the levels of resource management and structural alignment to new ways.

Capella NURS-FPX 4010 Assessment 1 Reflection Video References

Buljac-Samardzic, M., Doekhie, K., & van Wijngaarden, J. (2020). Interventions to improve team effectiveness within health care: a systematic review of the past decade. Human Resources for Health, 18(1). https://doi.org/10.1186/s12960-019-0411-3

Busari, J., Moll, F., & Duits, A. (2017). Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource-limited health care environment. Journal Of Multidisciplinary Healthcare, 10, 227-234. https://doi.org/10.2147/jmdh.s140042

Xu, J. (2017). Leadership theory in clinical practice. Chinese Nursing Research, 4(4), 155-157. https://doi.org/10.1016/j.cnre.2017.10.001

NURS-FPX4010 Assessment 2 Interview and Interdisciplinary Issue Identification

For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.

As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:

The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.).

You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements.

For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.

It would be an excellent choice to complete the PDSA Cycle activity prior to developing the re