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Jesus Higher Thinking Sample Paper

Introduction

The Bible portrays Jesus as a person who exercised tact and critical thinking in persuading his opponents and providing solutions to problems. Jesus did not try to force anything down on the people neither did he make his argument so explicit that people felt forced to accept his conclusion. Jesus employed the use of parables and deep talk to appeal and persuade his followers and opponents to accept his position. Through stories, Jesus wanted his listeners to actively evaluate his argument before making a decision. Jesus used questions, silence, parables, and stories to challenge people’s thinking. The present discussion examines Jesus’s methods of teaching, and in particular, how he leveraged higher order thinking skills to deliver His message.

Sermon on the Mount

The Sermon on the Mount is a collection of teachings from Jesus in which He used parables and stories to trigger thinking before action. One of the important Jesus’s teachings on the mount is the parable of the Good Samaritan, a story about a traveler who was attacked, beaten, and stripped of his clothes while on a journey and left for dead along the road. Many people passed him lying on the road without offering help. Only one person had mercy on him and picked him up.

Jesus used the parable of the Good Samaritan to challenge people to be mindful, merciful, and have kind hearts towards other people. The other important teaching of Jesus on the Mount was about the Law of Moses. In this teaching, Jesus stressed the importance of having ‘inward qualities’ and the idea of earthly fulfillment (Ferda, 2018). Through the Sermon on the Mount, Jesus’s teaching uses a clear pattern of Bloom’s Taxonomy of creating, evaluating, analyzing, applying, understanding, and remembering the pertinent concepts around an issue of interest.

Engagement with the Pharisees

Jesus’s encounter with the Pharisees was often challenging. The Pharisees took every chance they got to challenge Jesus and his authority. Indeed, the Pharisees felt that Jesus was a threat to their success and survival. They knew that if Jesus continued to preach, he would turn the people against them. One way through which Jesus tackled the Pharisees is through parables and storytelling. In many cases, Jesus did not want a confrontation/fight with the Pharisees, he chose to engage them using tact and skills. Specifically, Jesus sought to use peace and diplomacy when dealing with the Pharisees.

He did not want to condemn anyone, instead, he wanted everyone to get the opportunity to change their lives for the better, and that includes his opponents. He chose to create original parables with deep meanings that he used to justify/support his action and stand. He used teachings to condemn and advise the Pharisees about their wrong-doing. Jesus knew that using confrontation would lead to undesired consequences.

The Book of John

The book of John contains critical teachings about life, Jesus, eternal life, and the Jewish Identity. A greater part of John’s teachings is about Jesus Christ where he narrates who Jesus is and what he did. Interestingly, the book of John does not have even one parable, however, it is full of critical teachings on life, humility, dedication to God, and the need to emulate Jesus. The Gospel of John is considerably different from the other three books in the New Testament because it uses a different approach.

For example, the Book of John is highly spiritual and symbolic in ways that are sharply different from the method of narration used in the other New Testament texts (Dinkler, 2017). Further, the book illustrates how Jesus used diplomacy in teaching. It uses examples of Jesus’s works and miracles to show people the essence and benefits of believing in Jesus.

Engagement with People who sought him

Jesus dealt with people who sought him in different ways. He used questions, silence, parables, stories, and rebuke to respond to their concerns, questions, and scenarios. Noteworthy is that Jesus accommodated everyone who sought audience with him and answered according to what he felt was right. In terms of questions, Jesus used a lot of rhetorical questions, especially in dealing with difficult people. By asking questions, Jesus demonstrated the qualities of a good communicator (Fincham, 2020).

In terms of silence, Jesus sometimes chose to remain silent when he thought that answering a question would not help the situation. While many people would interpret silence as a weakness, Jesus understood that being silent is sometimes a powerful weapon that leaves the opposition with more questions than answers. Through silence, Jesus demonstrated power and authority without uttering a word. The techniques of silence, questions, parables, and stories were used by Jesus to challenge conventional thinking.

Conclusion

Through his teachings, Jesus leveraged several techniques in his bid to challenge people to think differently about their lives and actions. While most of his teachings leveraged parables as a means of passing information, circumstances exist where Jesus used a lot of questions when responding to questions posed to him.

Asking questions meant that Jesus not only encouraged engagement with those he encountered but inspired greater reflection on the self and the world around them. Interesting, the best teacher also chose not to answer some questions by remaining silent, a technique that proved equally powerful in challenging the opposition into deeper reflective and analytical thinking.

References

• Dinkler, M. B. (2017). A New Formalist approach to narrative Christology: Returning to the structure of the Synoptic Gospels. HTS Teologiese Studies / Theological Studies, 73(1), 1-11. doi:10.4102/hts.v73i1.4801
• Ferda, T. S. (2018). The Historical Jesus and the Law: The Form of His Activity and the Impact of Social Reputation. The Catholic Biblical Quarterly, 80(1), 62–80.         doi:10.1353/cbq.2018.0003
• Fincham, K. (2020). The King James Bible: Crown, church and people. Journal of Ecclesiastical History, 71(1), 77-97. https://doi.org/10.1017/S0022046918001318

Jewish Ethical Perspective on Physician Risk to Pandemic

Considering the current CPVID-19 pandemic, health workers and managers have been thrown into a series of ethical dilemmas on how to protect themselves from the risk of infection while still exercising their professional responsibility of caring for the patients (Solnica et al., 2020). Nurses, physicians and other healthcare practitioners have the professional and moral obligation to treat patients and face harm during the pandemic. However, the ethical question that arises is whether these health workers deserve the risk and whether their families and other patients deserve the risk too. But, the Jewish ethical perspectives, as well as various codes of ethics, give interesting insights into this issue.

First, the Jewish ethical perspectives opine that health practitioners have the obligation not to stand by and see their patients’ lives in danger (Solnica et al., 2020). Questions as to the obligation’s limits are also addressed. For instance, from a non-clinical approach to medical care, it is a Jewish tradition to show concern, empathize and care for patients even if they have communicable diseases – the art of medicine. Secondly, Jewish law requires that as a health professional, one is required to use their expertise to heal all patients including those with communicable diseases. This law correlates to the modern perspectives of ethical responsibilities that all medical practitioners bear to their patients.

Another Jewish perspective that relates to this issue is that societal needs mandate physicians to care for all patients including those with communicable diseases. Like soldiers who have the responsibility to protect society regardless of the eminent risks, so do the physicians who have the responsibility of caring for patients regardless of their communicable diseases (Iserson, 2020).

Finally, the Jews argue that physicians have the responsibility to endanger themselves because they earn a living from it. Health workers are not different from other high-risk workers such as construction workers who earn a living from risky jobs (McGuire et al, 2020). therefore, physicians are not obligated to care for patients with communicable diseases but are permitted to take the risks involved in it.

Ideally, these Jewish perspectives corroborate with the assertions by Hajar (2017) that any physician who accepts to bear all the responsibilities that come with the job cannot avoid the role of caring for patients with communicable diseases (Hajar, 2017). When one agrees to take up the job of a physician, they impliedly accept to take the risks associated with saving the patient’s life. Solnica et al. (2020) termed this a personal obligation that accompanies the oath of practice taken by medics as they enter the profession.

But, one of the ways the pandemic has changed the management aspects of practice as it relates to the risk of care is the level of protective care hospitals accord to their staff. The question open to debate is how much a physician is protected to mitigate or reduce the risk of harm. As such, hospital management is called upon to identify the risks of exposure and acquire all the necessary protective materials to enable physicians to safely deliver care to patients with communicable diseases.

To conclude, the COVID-19 pandemic has highlighted the subject of personal protective equipment (PPEs) and its role in addressing this ethical issue. It is unquestionable as to the role of healthcare professionals in providing care for all patients, including those with communicable diseases. But it is prudent to protect oneself from infection as they do so. Thus, PPEs have become one of the most essential ‘tools of work’ that healthcare managers could provide to employees.

References

• Hajar, R. (2017). The physician’s oath: historical perspectives. Heart Views: The Official Journal of the Gulf Heart Association, 18(4), 154. doi: 10.4103/HEARTVIEWS.HEARTVIEWS_131_17
• Iserson, K. V. (2020). Healthcare ethics during a pandemic. Western Journal of Emergency Medicine, 21(3), 477. doi: 10.5811/westjem.2020.4.47549
• McGuire, A. L., Aulisio, M. P., Davis, F. D., Erwin, C., Harter, T. D., Jagsi, R., Klitzman, R., Macauley, R., Racine, E., Wolf, S. M., Wynia, M., Wolpe, P. R. & The COVID-19 Task Force of the Association of Bioethics Program Directors (ABPD). (2020). Ethical challenges arising in the COVID-19 pandemic: an overview from the association of bioethics program directors (ABPD) Task force. The American Journal of Bioethics, 20(7), 15-27. https://doi.org/10.1080/15265161.2020.1764138
• Solnica, A., Barski, L., & Jotkowitz, A. (2020). The healthcare worker at risk during the COVID-19 pandemic: a Jewish ethical perspective. Journal of Medical Ethics, 46(7), 441-443. http://dx.doi.org/10.1136/medethics-2020-106294

Journal Entry Assignment PRAC 6675

Journal Entry Assignment PRAC 6675

Critical reflection on your growth and development during your practicum experience in a clinical setting helps you identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.

To Prepare

Refer to the Population-Focused Nurse Practitioner Competencies in the Learning Resources, and consider the quality measures or indicators advanced practice nurses must possess in your specialty.

Refer to your Clinical Skills Self-Assessment Form you submitted in Week 1 and consider your strengths and opportunities for improvement.

Refer to your Patient Log in Meditrek; consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

In 450-500 words, address the following:

Learning From Experiences

Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

Reflect on the 3 most challenging patients you encountered during the practicum experience. What was most challenging about each?

What did you learn from this experience?

What resources were available?

What evidence-based practice did you use for the patients?

What would you do differently?

How are you managing patient flow and volume? How can you apply your growing skillset to be a social change agent within your community?

Communicating and Feedback

Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

Answer these questions: How am I doing? What is missing?

Reflect on the formal and informal feedback you received from your Preceptor.

Population_focused_NP_competencies.pdf

PRAC 6665/6675 Clinical Skills 

Self-Assessment Form

Desired Clinical Skills for Students to AchieveConfident (Can complete independently)Mostly confident (Can complete with supervision)Beginning (Have performed with supervision or needs supervision to feel confident)New (Have never performed or does not apply)Comprehensive psychiatric evaluation skills in: Recognizing clinical signs and symptoms of psychiatric illness across the lifespanXDifferentiating between pathophysiological and psychopathological conditionsXPerforming and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)XPerforming and interpreting a mental status examinationXPerforming and interpreting a psychosocial assessment and family psychiatric historyXPerforming and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).XDiagnostic reasoning skill in: Developing and prioritizing a differential diagnoses listXFormulating diagnoses according to DSM 5 based on assessment dataXDifferentiating between normal/abnormal age-related physiological and psychological symptoms/changesXPharmacotherapeutic skills in: laboratory and diagnostic studies (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)XEvaluating patient response and modify plan as necessaryXDocumenting (e.g., adverse reaction, the patient response, changes to the plan of care)XPsychotherapeutic Treatment Planning: Recognizes concepts of therapeutic modalities across the lifespanXSelecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)XApplies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregiversXDevelop an age appropriate individualized plan of careXProvide psychoeducation to individuals and/or any caregiversXPromote health and disease prevention techniquesXSelf-assessment skill: Develop SMART goals for practicum experiencesXEvaluating outcomes of practicum goals and modify plan as necessaryXDocumenting and reflecting on learning experiencesXProfessional skills: Maintains professional boundaries and therapeutic relationship with clients and staffXCollaborate with multi-disciplinary teams to improve clinical practice in mental health settingsXIdentifies ethical and legal dilemmas with possible resolutionsXDemonstrates non-judgmental practice approach and empathyXPractices within scope of practiceXSelecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:Demonstrates selecting the correct screening instrument appropriate for the clinical situationXImplements the screening instrument efficiently and effectively with the clientsXInterprets results for screening instruments accuratelyXDevelops an appropriate plan of care based upon screening instruments responseXIdentifies the need to refer to another specialty provider when applicableXAccurately documents recommendations for psychiatric consultations when applicableX

Summary of strengths:

 

 

I believe my strengths lie in my professional skills. I’m able to work with many different personalities and maintain appropriate and respectful boundaries. I’m a team player and understand my duties as a APRN to advocate for my patients with a strong ethical compass.  I am able to collaborate with multi-disciplinary teams and stay within my scope of practice. I also believe I am able to be non-judgmental and show empathy toward my patients and their families.

Opportunities for growth:

Opportunities for growth in my skills that I found are:

·       differentiating between pathophysiological and psychopathological conditions.

·       selecting appropriate evidence based clinical practice guidelines for symptom management.

·       applying age-appropriate psychotherapeutic counseling techniques.

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

1.       Goal: To improve my skills in efficiently and effectively differentiating between pathophysiological and psychopathological conditions. I will practice these skills and read scholarly articles related to these skills in conjunction with oversight for the remainder of this 12-week course.a.       Objective: Efficiently and effectively differentiate between client’s pathophysiological and psychopathological conditions

b.      Objective: Practice and execute multiple times under supervision

c.       Objective: Complete enough times to become competent in the next 12 weeks.

 

2.       Goal: To improve my skills in selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan specifically for symptom management.

a.       Objective: Become more proficient in selecting appropriate evidence based clinical practice guidelines for symptom management.

b.       Objective: Practice how to select appropriate evidence based clinical practice guidelines for symptom management

c.       Objective: Look for opportunities to seek guidance and constructive improvements through preceptor oversight and instruction throughout the next 12-week practicum rotation.

 

3.       Goal: To master my skills in applying age-appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

a.       Objective: Continue to master development of my age-appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers.

b.       Objective: Implement age-appropriate counseling techniques with individuals and/or any caregivers at every psychotherapeutic session.

c.       Objective: Study, read and interpret course material and supplemental resources throughout this practicum 6675 Care across the Lifespan II.

 

 

 

Signature:

Date: 03/06/2022

Course/Section: PMHNP Care Across the Lifespan II Practicum

The Degree to Achieve Each Objective during the Practicum Experience Example

The first objective was to effectively differentiate between the client’s pathophysiological and psychopathological conditions. This will help ensure that I have enough information on the pathophysiological condition of the patient and how to treat the symptoms. Secondly, I was to learn how to build a therapeutic relationship with the patients and their families, ensuring effective communication.

Lastly, I was to learn how to remain professional and keep from getting attached to my patients. When patients are going through something difficult, I tend to get too attached to them, impacting my ability to remain objective and make the best decisions for my patients. I have resources that can help with patient interactions and how to make healthy connections as a therapist.

Most Challenging Patient Experiences

The most challenging patient experience I have had during the practicum experience was the case of a 16-year-old boy with ADHD. The case was challenging because the patient was sobbing throughout the interview, making it challenging to communicate. The patient did not want to take any medication for her condition.

Another experience I have had is the case of a Caucasian male patient 16 years old. He had personality changes and psychotic breaks. The case was challenging because the boy insisted he was fine, and his father did not want him to be given any medication. The final challenging patient had low self-esteem and hated himself. It was difficult to get him to speak about positive aspects of his life.

Lessons from the Experience

I learned how to handle and manage the feelings and expectations of family members regarding the mental health condition of their loved ones. It also allowed me to improve my use of patient-centered care since each patient was unique and had unique needs (Cao et al., 2018).

What Resources Were Available?

I had access to the hospital’s experienced psychiatrist, who would share the critical information on the patient’s development and highlight the critical signs to assess the patient. I also had access to previous patient records that I used to find out the patient’s history of mental illness. This information was useful in developing a suitable course of treatment for the patients.

Evidence-Based Practice Used for the Patients

For the three patients, the most effective evidence-based practice was to ensure the utilization of therapeutic communication (Duic?, 2019). Therapeutic communication allows the PHMNP to maintain professionalism in dealing with patients and their families and have a human aspect that allows patient-provider trust.

New Skills Learnt

I have learned to be an active listener and understand the patients’ needs. I have also learned the importance of individualized care for patients and how to make the course of action more effective. It has also allowed me to collaborate with other care providers.

What Would Have Been Done Differently?

I would have been more straightforward and firmer with insisting on the importance of medication for my patients. Supporting the families is just as important as supporting and treating the patient (Ozen et al., 2018).

References

Cao, B., Cho, R. Y., Chen, D., Xiu, M., Wang, L., Soares, J. C., & Zhang, X. Y. (2020). Treatment response prediction and individualized identification of first-episode drug-naive schizophrenia using brain functional connectivity. Molecular Psychiatry, 25(4), 906-913. https://doi.org/10.1038/s41380-018-0106-5

Duic?, L. (2019). Doctor-Patient Relationship-Focus In Psychiatry. Acta Medica Marisiensis, 65.

Ozen, M. E., Orum, M. H., & Kalenderoglu, A. (2018). Difficult patient in psychiatry practice: A case-control study. Ad?yaman Üniversitesi Sa?l?k Bilimleri Dergisi, 4(3), 1064-1073. https://doi.org/10.30569/adiyamansaglik.458680

LDR 612 Individual Development Plan Assignment

LDR 612 Individual Development Plan Assignment

Review your vision statement and short-term and long-term goals prior to developing your individual development plan outline for your mentee. Follow the outline prompts on the “Individual Development Plan Outline” resource to determine a plan to coach or mentor the mentee.

This outline should provide a clear vision for working with the mentee and meeting the preliminary short-term and long-term goals already established. The outline must include realistic activities you can and will implement with your mentee. In addition, research a minimum of three articles (3-5 pages each) that support two coaching and two mentoring techniques that would assist in meeting the desired outcome for the plan.

Once you have submitted the outline, you will be required to begin developing a timeline in order to implement a minimum of two activities with your mentee. The timeline is not required during submission, but it should provide a clear frame of reference for you and your mentee to achieve success.

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Implementing the activities with your mentee will not necessarily require an extensive time commitment, but it the time spent should provide the opportunity to use mentoring or coaching techniques to support the mentee.

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

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

Individual Development Plan Outline – LDR 612 Individual Development Plan Assignment

Mentee’s Name:

 

 

Mentor Value Proposition:

 

 

Mentee’s Vision:

 

 

Needs Assessment Results:

 

 

Short-Term Goals (0-6 months):

 

 

Long-Term Goals (6 months-2 years):

 

 

Activities to Meet Short-Term Goals:

 

 

Activities to Meet Long-Term Goals:

 

 

Mentoring Techniques (to support the predetermined activities):

 

Coaching Techniques (to support the predetermined activities):

 

 

Obstacles or Concerns:

 

 

Observations/Results (determined after implementation):

 

 

Modifications or Future Suggestions (determined after implementation):

 

Short-Term and Long-Term Goals

Short-Term GoalTimeframeReward or IncentiveDevelop a communication strategy that 90% of patients/patients’ families consider engaging and friendly.Three monthsImproved patient outcomes.Gain public speaking experiencing by delivering at least four presentations to peers.Four monthsImproved confidence.Reduce my stress and anxiety levels by 80% when working in traumatic situations.Four monthsImproved physiological and mental health.Improve my competence in dealing with new events by 20%.Six monthsPromotionIncrease the number of patients served by 5%.Six months.Pay raise.Reduce the time spent in serving each patient by 7.5%.Six monthsPay raiseLong-Term GoalTimeframeReward or IncentiveGain 100% efficiency in communicating with diverse patients.One year.Faster assessment, diagnosis, and treatment of patients. Overall improvement in patient outcomes.Reduce the chances of medical errors and misdiagnosis to below 5%.One and a half yearsPromotionIncrease the number of patients served by 25-30%.One and a half years.Pay raiseSuccessfully complete at least one training program.One year.Promotion/pay raise.

INDIVIDUAL DEVELOPMENT PLAN, VISION – LDR 612 Individual Development Plan Assignment

Contact: altman.luke@gmail.comMentee Name: Lucas AltmanMentorship Period: July and August 2019Current Position: Junior ParamedicValue proposition statementDeveloping skills and knowledge for providing high-quality emergency response for protecting the security and safety of our communities’ health. Facilitating acquisition and application of intellectual skills for emergency response.Vision statementAs a mentor, I will facilitate the acquisition of a broad range of knowledge for fast response in the emergency management field. The mentorship is focused on the development of intellectual skills, including elements such as knowledge, comprehension, analysis, and synthesis, and application (Sibson & Mursell, 2010). This program will help demonstrate the essence of learning through observation, teaching skills, and personal qualities related to the paramedic role (Sibson & Mursell, 2010).

It will help create an autonomy practitioner with the clinical expertise, knowledge, and skills to examine, diagnose and treat, supply and administer medication, manage, discharge, and refer patients in a wide range of emergency, urgent, critical or out of hospital settings. I will mentor a practitioner and equip them with the necessary skills and knowledge for:

· Responding quickly and effectively to emergency calls

· Examining patients, making diagnoses, and providing emergency healthcare

· Monitoring and offering medication, intravenous infusions, and pain relief

· Dressing wounds/injuries effectively and to prevent infections

· Using specialist equipment including defibrillators and ventilators

· Transporting patients to the hospital and providing continuous treatment while in transit

· Providing hospital personnel with patient information including condition and treatment

·.

LDR 612 Individual Development Plan Assignment References

Lane, M., Rouse, J., & Docking, R. (2016). Mentorship within the paramedic profession: a practice educator’s perspective. British Paramedic Journal, 1(1), 2-8.

Sibson, L., & Mursell, I. (2010). Mentorship for paramedic practice: a path to assessment. Journal of Paramedic Practice, 2(7), 321-328.

Needs assessment

My vision is to facilitate my mentee, a junior paramedic, to acquire a broad range of knowledge for fast response in the emergency management field. While the mentee shows high potential in the field, my observation revealed several needs that may need to be addressed in the course of developing his skills and knowledge.

One of the needs identified during the observation process is the limited competence in communication. The mentee may need to advance his communication skills and to differentiate the information that one can share with the patients and their families. As reported by Müller, Jürgens, Redaèlli, Klingberg, Hautz and Stock (2018), communication is one of the key determinants of the quality of services that emergency services professionals offer as it helps them in understanding the needs of the patient and establishing a collaborative environment.

In this case, information flow should be seamless. One of the goals that could help the junior paramedic to improve his competence is to improve his communication and ability to engage diverse patients and families. This would not only help in improving the effectiveness of the assessment, diagnosis, and treatment process, but it will also help in a reduction in the average time spent in serving each patient.

The paramedic also has issues with medical errors and limited experience in responding to the needs of the patient. As is common with many professionals in emergency services, the paramedic has expressed concern about the complexity of some cases and his limited experience in dealing with some of the cases. Some of these cases are also overwhelming due to the level of trauma that they cause, which could impair the ability of the paramedic to provide care or to offer the necessary services.

He is concerned that these limitations raise the chances of misdiagnosis and medical errors. This also impairs his ability to provide care to patients in transit. These personal factors also impair decision-making. The concerns raised by the paramedic are common among most of the professionals in this field.

While it is widely agreed that the prevalence of medical errors in emergency medical services is considerably higher than in other healthcare settings, as high as 60% of these errors have been associated to personal factors such as trauma, stress, anxiety, and inexperience (Guise, Hansen, O’Brien, Dickinson … Jui, 2017). This paramedic may thus need to set a goal that focuses on reducing the chances of committing errors and rising the quality of services.

The paramedic also needs to improve his skills and competence in working with specialist equipment. He is concerned that the diverse needs of patients demand the ability to work with a large number of specialist equipment, which is currently one of his major constraints due to limited experience. However, he is confident that this will improve in the long run.

He is also discontented with the low number of cases that he can handle and the duration taken to respond to an emergency call. The paramedic is convinced that he will reduce the time it takes to respond to emergency situations. Increased exposure and experience would also be helpful in improving the decision-making process and reducing the chances of medical errors. B

esides, it has been suggested that emergency medical services professionals should constantly update their knowledge to align with the changing needs of the patients and the rising number of health programs in the profession (Steeps, Wilfong, Hubble & Bercher, 2017).

This means that the paramedic may need to consider enrolling in training programs to augment his job experience. Additional training could also be beneficial in addressing the needs that have been identified in the paragraphs above such as the high chances of committing medical errors.

References

• Guise, J. M., Hansen, M., O’Brien, K., Dickinson, C., Meckler, G., Engle, P., … Jui, J. (2017). Emergency medical services responders’ perceptions of the effect of stress and anxiety on patient safety in the out-of-hospital emergency care of children: a qualitative study. BMJ open, 7(2), e014057.
• Mu?ller, M., Ju?rgens, J., Redae?lli, M., Klingberg, K., Hautz, W. E., & Stock, S. (August 01, 2018). Impact of the communication and patient hand-off tool SBAR on patient safety: a systematic review. Bmj Open, 8(8), e022202. doi: 10.1136/bmjopen-2018-022202
• Steeps, R. J., Wilfong, D. A., Hubble, M. W., & Bercher, D. L. (2017). Emergency Medical Services Professionals’ Attitudes About Community Paramedic Programs. The western journal of emergency medicine, 18(4), 630–639.

LEADERSHIP ANA MANAGEMENT Essay

LEADERSHIP ANA MANAGEMENT Essay

Today, you were assigned to provide total patient care for Mr. Dixon. He is a 73-year-old male who was admitted for a total knee replacement 2 days ago. Today, the bloody output from Mr. Dixon’s Jackson Pratt drains increased dramatically, and the incision site appears to be reddened, swollen, and hot.

He has required intravenous (IV) pain medication every 3 to 4 hours, which reduces his pain from a level 6 to 8 out of 10 to a group of 2 to 3. He refuses to use his continuous passive motion machine because he says it is too painful. He is also nauseated and refused his lunch today.

His bowel sounds are diminished. Mr. Dixon’s wife is at the bedside and shares with you that the patient does not usually complain, so she is worried that something might be wrong. Mr. Dixon’s surgeon is not expected to see this patient until later this evening, after the close of his private practice.

Directions: for the initial post use ISBAR to prepare your handoff report for the next shift and then share what you have prepared with a peer. Use the tool below.

The ISBAR tool leads to conscious, structured communication by …

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort, and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in, and make corrections as necessary. Often, having a friend proofread your paper for obvious errors is advantageous. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12-point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. Letting your essay run over the recommended number of pages is better than compressing it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted and double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

Leadership and economic models Assignment 11

Leadership and economic models Assignment 11

Students must submit weekly reflective narratives throughout the course, culminating in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Students should also explain how they met a course competency or course objective(s) each week.

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded submission, each area below should be addressed as part of the summary submission.

• New practice approaches
• Interprofessional collaboration
• Healthcare delivery and clinical systems
• Ethical Considerations in health care
• Practices of culturally sensitive care
• Ensuring the integrity of human dignity in the care of all patients
• Population health concerns
• The Role of Technology in improving health care outcomes
• Health policy
• Leadership and economic models
• Health disparities

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

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

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you may find it is easier to complete certain types of daily

that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.
Reflect on your results of the CliftonStrengths Assessment*

and accurate summary of the strategies used to address the organizational impact of the national healthcare issue/stressor. …Response accurately and thoroughly explains how the strategies may impact an organization both positively and negatively

Leadership Theories in Practice Discussion NURS 6053

Please be mindful of plagiarism and APA format, I have included the rubric as directed. Please use my course resources as one of my references as instructed. Please include Broome, M., & Marshall, E. S. (2021) in the references. Thank you

Discussion 1: Leadership Theories in Practice

A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.

However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.

Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.

To Prepare:

Review the Resources and examine the leadership theories and behaviors introduced.
Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.

Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.

Required Media
Walden University, LLC. (Producer). (2014). Leadership [Video file]. Baltimore, MD: Author.

Accessible player
Moore Foundation. (n.d.). Nurses share lessons in leadership. Retrieved from https://www.youtube.com/playlist?list=PLopRJPO6GaifsYPGP_jcWXZzU10H3AaX7

Also Read:

NURS 6053 Discussion: Organizational Policies and Practices to Support Healthcare Issues

NURS 6053 Assignment: Analysis of a Pertinent Healthcare Issue

NURS 6053 Assignment: Work Environment Assessment Example

NURS 6053 Assignment: Personal Leadership Philosophies

Leadership Theories in Practice Discussion NURS 6053 Example Solution 1

Nursing leadership is critical in daily nursing practice, research, and the nursing workforce among other aspects of healthcare delivery. there are various theories of nursing leadership in nursing. These include but are not limited to relationship, management, big bang, trait, great man, situational, authentic, servant, participative, behavioral, and breakthrough theories.

The leadership journey of an individual can be promoted by their lifetime habits (Broome & Marshall, 2021). Leadership has been the epitome of various systemic organizations and running of various public service sectors but has been a source of controversy and debate. In addition to this week’s reading resources, I have looked through other scholarly resources that evaluated the impact of leadership behavior on the workplace environment.

Key Points from the Resources

The resources reviewed were from journal articles of varying levels of research evidence. The first key insight derived from these resources is that nursing leadership styles derive their principles from specific nursing theories. The style of nursing leadership correlates with the nurse’s job satisfaction (Specchia et al., 2021). Job satisfaction is one of the recipes for good quality indicators of healthcare outcomes. The morale of the nurses as well as their satisfaction will improve their retention, lower turnover rates (Fennell, 2021), and reduce chances of medical errors. Therefore, the style of the leadership should strive to improve the quality of care.

Nursing leadership and allied behaviors are critical enablers in nursing research. the process of translation of research evidence into practice through evidence-based practice requires enabling nursing leadership (Gifford et al., 2018). Evidence-based practice is the epitome of current nursing practice. The health practice protocols and standards keep improving and the nursing needs to keep up to date with the latest practices that would benefit patient care outcomes. The relationships between a nurse leader and other nurses need to be stable and mutual to ensure the process of evidence-based practice.

Situations for Application of Leadership Behaviors

A new health facility has limited nursing staff and has been utilizing the services of agency nurses to manage the deficit. There has been a history of high nurse turnover in this facility since the start of its operation. The facility manager wanted to solve the issue thus the facility replaced the top nurse managers in the departments who would use various leadership styles of many types to retain the nursing workforces.

The last half-year has seen the least number of hirings of agency nurses. The nurse turnover rates have also been reduced. The change in nursing leadership at the unit levels has changed the nursing leadership behavior hence nursing job satisfaction. The navigation through these social systems has been much more complex (Belrhiti et al., 2018) but the change in leadership  would be associated with the outcomes

Nursing leadership is not only confined to nurse managers and unit leaders. A new nurse had just joined the unit and requires to confirm a diagnosis make a necessary nursing plan for her patient. the nurse unit manager decided to take the new nurse through the process of data retrieval and application to practice. In the process, the nurse would later base her plans on the latest state and national guidelines. The other nurses were also able to follow the same procedure develop future care plans.

Conclusion

Nursing leadership determines the success of nursing interactions in health care and consequently the quality of nursing care and patient care outcomes. The given situations illustrated how the various nursing leadership styles impacted the quality of nursing in workforce retention and utilization of evidence-based practice. The choice of leadership style is reliant on various factors including the personality of the leader as well as the goal of the nursing practice in the unit.   

Leadership Theories in Practice Discussion NURS 6053 References

Belrhiti, Z., Nebot Giralt, A., & Marchal, B. (2018). Complex leadership in healthcare: A scoping review. International Journal of Health Policy and Management, 7(12), 1073–1084. https://doi.org/10.15171/ijhpm.2018.75

Broome, M. E., & Marshall, E. S. (2020). Transformational leadership in nursing: From expert clinician to influential leader (M. E. Broome & E. S. Marshall, Eds.; 3rd ed.). Springer Publishing. https://doi.org/10.1891/9780826135056

Fennell, K. (2021). Conceptualizations of leadership and relevance to health and human service workforce development: A scoping review. Journal of Multidisciplinary Healthcare, 14, 3035–3051. https://doi.org/10.2147/JMDH.S329628

Gifford, W. A., Squires, J. E., Angus, D. E., Ashley, L. A., Brosseau, L., Craik, J. M., Domecq, M.-C., Egan, M., Holyoke, P., Juergensen, L., Wallin, L., Wazni, L., & Graham, I. D. (2018). Managerial leadership for research use in nursing and allied health care professions: a systematic review. Implementation Science: IS, 13(1), 127. https://doi.org/10.1186/s13012-018-0817-7

Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., & Damiani, G. (2021). Leadership styles and nurses’ job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https://doi.org/10.3390/ijerph18041552 

Leadership Theories in Practice Discussion NURS 6053 Example 2

Leadership Theories in Practice

Leadership theories are constructs that explain why certain people become leaders. The major focus of leadership theories is the behaviors and traits that individuals can adopt to increase their leadership abilities (Frasier, 2019). There are different formal and informal leadership theories. Formal leadership theories include the great man, transactional, situational, transformational, trait, and behavioral theories. This discussion examines formal leadership theories against behaviors I have observed in my organization and their effectiveness in impacting my organization.

Formal leadership theories propose that leaders should demonstrate behaviors and skills such as active listening, trustworthiness, inspiration, effective communication, and recognition of diverse perspectives from followers (Vidman & Strömberg, 2020). The two key insights drawn from the week’s reading and external scholarly resources on the impact of formal leadership behavior in creating healthy work environments are that leadership behavior impacts conflict resolution and problem-solving in the workplace (Cummings et al., 2021) and promotes employees’ morale and engagement. 

I have witnessed situations whereby a leader in my practice setting utilized these leadership behaviors and skills. For instance, there have been continuous multigenerational conflicts in the workplace. The nurse manager in my unit used active listening and effective communication to solve the problem and resolve the conflicts. In another situation where the unit had sub-performed, the leader used rewards and recognition to support the staff and promote their morale.

The application of these leadership skills was considerably effective and positively impacted practice in the workplace. The staff began respecting each other regardless of generational differences, thus preventing conflicts. More so, the staff became open to sharing their issues with the nurse manager, considering he demonstrated active listening and effective problem-solving in resolving conflicts. In addition, the practice of motivating staff and encouraging them based on their performance enhanced active engagement and empowered staff to perform better.

Leadership theories promote different behaviors and traits that individuals can cultivate to become effective leaders. These behaviors include active listening and effective communication. The key insights on leadership behaviors from this week’s reading were leadership behaviors and skills that promote conflict resolution and employee morale. These behaviors have been applied in my work setting in the two situations mentioned above. The application of leadership behavior and skills positively impacts practice in a workplace setting.

References

Cummings, G. G., Lee, S., Tate, K., Penconek, T., Micaroni, S. P. M., Paananen, T., & Chatterjee, G. E. (2021). The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies, 115, 103842. https://doi.org/10.1016/j.ijnurstu.2020.103842

Frasier N. (2019). Preparing Nurse Managers for Authentic Leadership: A Pilot Leadership Development Program. The Journal of Nursing Administration, 49(2), 79–85. https://doi.org/10.1097/NNA.0000000000000714

Vidman, Å., & Strömberg, A. (2020). Leadership for a healthy work environment – a question about who, what, and how. Leadership in Health Services (Bradford, England), 34(1), 1–15. https://doi.org/10.1108/LHS-06-2020-0041

NURS 6053 Module 1 Assignment – ANALYSIS OF A PERTINENT HEALTHCARE ISSUE

The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.

Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.

In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

Required Readings

• Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.
  • Chapter 2, “Transformational Leadership: Complexity, Change, and Strategic Planning” (pp. 34–62)
  • Chapter 3, “Current Challenges in Complex Health Care Organizations and the Quadruple Aim” (pp. 66–97)

Read any TWO of the following (plus TWO additional readings on your selected issue):

• Auerbach, D. I., Staiger, D. O., & Buerhaus, P. I. (2018). Growing ranks of advanced practice clinicians—Implications for the physician workforce Links to an external site.. New England Journal of Medicine, 378(25), 2358–2360.
• Gerardi, T., Farmer, P., & Hoffman, B. (2018). Moving closer to the 2020 BSN-prepared workforce goal. Links to an external site.American Journal of Nursing, 118(2), 43–45.
• Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the Triple Aim to the Quadruple Aim Links to an external site.. Nursing Administration Quarterly, 42(3), 231–245.
• Norful, A. A., de Jacq, K., Carlino, R., & Poghosyan, L. (2018). Nurse practitioner–physician comanagement: A theoretical model to alleviate primary care strain Links to an external site.. Annals of Family Medicine, 16(3), 250–256.
• Palumbo, M., Rambur, B., & Hart, V. (2017). Is health care payment reform impacting nurses’ work settings, roles, and education preparation? Links to an external site.Journal of Professional Nursing, 33(6), 400–404.
• Park, B., Gold, S. B., Bazemore, A., & Liaw, W. (2018). How evolving United States payment models influence primary care and its impact on the Quadruple Aim Links to an external site.. Journal of the American Board of Family Medicine, 31(4), 588–604.
• Pittman, P., & Scully-Russ, E. (2016). Workforce planning and development in times of delivery system transformation Links to an external site.. Human Resources for Health, 14(56), 1–15. doi:10.1186/s12960-016-0154-3. Retrieved from

https://human-resources-health.biomedcentral.com/track/pdf/10.1186/s12960-016-0154-3

• Poghosyan, L., Norful, A., & Laugesen, M. (2018). Removing restrictions on nurse practitioners’ scope of practice in New York state: Physicians’ and nurse practitioners’ perspectives Links to an external site.. Journal of the American Association of Nurse Practitioners, 30(6), 354–360.
• Ricketts, T., & Fraher, E. (2013). Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected Links to an external site.. Health Affairs, 32(11), 1874–1880.

Required Media

• Walden University, LLC. (Producer). (2015). Leading in Healthcare Organizations of the Future [Video file]. Baltimore, MD: Author.

Transcript Below:

DR. BRENDA FRESHMAN: The issues,

the challenges in health care are only going to

get more extreme. So we’re going to

need to be informed as to what’s going

on in the industry as well as what’s going

on in our organization. NARRATOR: What can individuals

working in health care do to prepare themselves

for the future? Dr. Louis Rubino, Dr. Cecelia

Wooden, Dr. Brenda Freshman, and Kevin Smith

share their views on how individuals can further

their professional development and maintain their energy

and enthusiasm for this work. DR. LOUIS RUBINO: In

order to make sure that somebody’s successful on

our health care industry today and to be able to adapt to the

changes that are occurring, I think the number one

step is to be aware. It’s so important

to keep apprised as to what’s happening in

regards to the politics in health care

reform, the industry trends, the successes

outside of our industry, and how they’re making

those successes. We can all learn

from each other. Finding meaningfulness is so

important for people today. We’re not in the stages of the

early 20th century where people went to work and just were

there to produce an income and to do what they

were told to do and then to go home and

come back the next day. The ways that organizations

are truly successful and are superior

are organizations that have employees

that are committed, committed to the mission and to

the values of the organization. And in order to do that,

we need to, as leaders, serve the needs of our people in

a better way than ever before. The other thing is

just the networking that is needed to be

done by these people in order to find out who are the

significant players out there, who are the stakeholders that

are going to make a difference and not stay within

your own particular area of your discipline

or your influence. DR. BRENDA FRESHMAN: I think

the most important thing that individuals

and leaders can do to address the

challenges of the future is develop cultural

competency, develop the ability to take multiple

perspectives, develop greater understanding

of the whole system of the organization. And even though I focus

on emotional intelligence and organizational behavior and

what’s called the softer side, it’s very important

to understand the economics and the accounting

and the financial and survival side of the organization. I think there will be

advances in theory– organizational theory–

and practice, organization development, based on the

increasing complexities. We talk about now this

concentric circle design of organizational

design that we had not talked about previously. I’m hoping that as we

move into the future, we’ll get more creative in

an adaptive, functional way to think of things that we

had never thought of before. Technology has a role in this. Probably, even

within my lifetime, there will be

advances in technology that will help people

collaborate better, and I’m hoping be more

compassionate and also more aware of the system

that they’re working in. The issues, the

challenges in health care, are only going to

get more extreme, so we’re going to need to be

informed as to what’s going on in the industry

as well as what’s going on in our organization. So seek opportunities to

learn and educate yourself along the lines of

what motivates you. This is where the skill of self

awareness and self motivation come in. DR. CECELIA WOODEN: An

important fundamental belief is that you are in

control of your career. Nobody’s going to be in

control of your career like you’re going to be

in control of your career, or should be. Like riding a bicycle. You can put all kinds of

energy into the pedals, but it’s those handlebars

that are going to get you where you want to go. So at any level in

a career, you want to ask yourself two questions. Right now, where

I am in my career, how much technical

knowledge should I have, and how much of this

leadership management stuff should I be learning. And I always call this

leadership mathematics, and what the usual rule of thumb

is, early on in your career as an early careerist, 80%

of your skills and your skill building ought to be

in a technical field. But don’t let that

20% go by the wayside. Start to think about leadership,

start to read about leadership, start to watch leaders in your

organization that you admire. How do they make decisions? What’s the behavior that makes

me drawn to them as a leader? So start your

leadership tool kit by sharpening up your

powers of observation. Read to engage you in the

thinking about leadership and the models of leadership

that are available. What’s your theory

of leadership? How are you going to

let that evolve over the course of your career? As you progress through your

career to perhaps mid-level, those percentages will change. By mid-level you normally will

see about 50% of your skills in the technical area

and the other 50% in the leadership

and management area. By the time you get to

be senior executive, the numbers have

dramatically shifted. Most executives will

freely admit that only 10% of their skill is in

the technical area and 90% of their skill is in the

leadership and people business. The understanding of motivation

and inspiration, and that’s at the leadership levels. All right, so I’m

a leader wanna be, and I’ve done all

the things right, I’ve collected data on

myself, I’ve sought feedback, I participated in a 360-degree

evaluation for my development. I’ve got all this

stuff in my toolkit, and now I’ve got

to build a house. What order do I use this stuff? How do I integrate

everything I’ve learned and everything that I

will continue to learn in a meaningful way for me? What kind of risk taker am I? Am I willing to seek

help when necessary? Am I willing to find a

mentor with whom I can learn where the land mines are? Am I willing to extend

myself and put myself in the place of most opportunity

even though I may not know what the outcome’s going to be? But it will give me a chance

to deploy and practice some of those leadership skills. Don’t try to deploy

them all at once. Work on one at a time. Right now, in your

life, in your position, what would be the one leadership

skill that you want to work on? Don’t try to do more

than that right now until you get that one down pat. Decide if it’s listening, decide

if it’s been a good questioner, decide if it’s being

a good diagnostician and figuring out what

leadership style would be appropriate for this situation. So start with baby steps. Pick one leadership skill

that you want to work on and then put yourself in the

place of most opportunity. DR. LOUIS RUBINO: You need to

really reach out– all students and early careerists– to the

industry leaders of today. We’re so afraid sometimes

to approach people, and people that are at the

end stages of their career that have accomplished

a lot recognize that they have a lot to give

and would like to do it, but sometimes are hesitant to

do it, because they’re not asked or because they feel it

might be pushing onto people certain aspects

that– it’s almost like an ego trip for them. And that’s not the case at all. DR. BRENDA FRESHMAN: I would

not be where I am today without the mentors in my life. So mentorship has

been a valuable part of my own professional

development. I think that individuals

should– no matter what level they are–

should look for people that they can learn

from and develop good relationships with. DR. CECELIA WOODEN: Oftentimes

when we think about leadership and people in leadership

roles, the question comes up, is there work-life balance? How do they deal

with the demands of work, the stress of

work, avoiding burnout in a complex environment

like health care? We used to use the

terms work-life balance, and now we’re using the

terms vitality and velocity. The velocity means, what’s

the pace of your work? Are you in your

everyday life avoiding burnout and managing stress

by actually scheduling time into your appointments,

into your day, that are just for you. Schedule it just like

a regular meeting. This is the hour that I

protect for myself, because I’m going to write my

journal, or I’m going to go for a walk

around the hospital campus, or I’m going to have a

conversation with my life partner. So in terms of

velocity, a good leader will take a measure

of themselves– what’s my capacity for stress–

and they’ll balance that out with vitality,

but when you think of the energy that is demanded

of a health care leader, there’s likely no

other profession that is 24/7 and dealing with

issues as life and death as health care is. So the stress that that

very profession causes must require somebody to

have exceptional vitality, and we’re finding more and

more that in health care organizations, at

hospitals, in clinics, that there are far more

employee wellness programs that are springing up. And so as a leader

and wanna be leader, I want you to think

about, what’s my velocity? How much am I working? How do I check my stress level? And then second of all,

on the vitality end, what is my organization

offering that I might be able to take advantage of? Am I eating healthy

in the cafeteria? Does the cafeteria have a

heart healthy selection? Am I doing that? Am I taking advantage of the

smoking cessation program that my organization

may be sponsoring? Do we have a center–

a gym, if you will, that has equipment that

I could work out in? KEVIN SMITH: The balance

is important in life that family, good physical and

emotional health is important, and you can’t get that by

pouring 100% of yourself into work, and I think that’s

especially important in health care, because of what

we ask, in particular, of direct caregivers. They’ve chosen a profession

in which they show up for work every day and

put incredible amounts of themselves, their

emotional goodwill, into people that in

many cases they’ve never laid eyes on before. I don’t believe you can

do that without having a source of replenishment

someplace else in your life. So we try to talk about

that in our organization, but I also think in

organizations people need to see that you act in a manner

that’s consistent with the way that you talk and

the words to speak. So I think what we try to do

is to behave that way, to role model it.

To Prepare:

• Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.
• Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.
• Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.

The Assignment (2-3 Pages):

Analysis of a Pertinent Healthcare Issue

Develop a 2 to 3 page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:

• Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
• Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
• Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples.

Looking Ahead

The paper you develop in Module 1 will be revisited and revised in Module 2. Review the Assignment instructions for Module 2 to prepare for your revised paper.

NURS_6053_Module01_Week02_Assignment_Rubric

NURS_6053_Module01_Week02_Assignment_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDevelop a 2-3 page paper, written to your organization’s leadership team, addressing the selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following: · Describe the national healthcare issue/stressor you selected and its impact on your organization. · Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).25 to >22.0 pts Excellent The response accurately and thoroughly describes the national healthcare issue/stressor selected and its impact on an organization. …The response includes accurate, clear, and detailed evidence/data to quantify the impact of the national healthcare issue/stressor selected. 22 to >19.0 pts Good The response describes the national healthcare issue/stressor selected and its impact on an organization. …The response includes accurate data to quantify the impact of the national healthcare issue/stressor selected. 19 to >17.0 pts Fair The response inaccurately or vaguely describes the national healthcare issue/stressor selected and its impact on an organization. …The response includes vague or inaccurate data to quantify the impact of the national healthc