Uncategorized

Showing 1–12 of 90 results

  • Placeholder

    Leadership Presentation

    $25.00
    Leadership Presentation

    Create a 12-15 slide PowerPoint presentation and record an elevator pitch (a short description of an
    idea, product, or company that explains the concept in a way such that any listener can understand it in
    a short period of time) for the management team of CapraTek about the importance of, and
    components of, business planning.

    Introduction

    One of the most important tasks of business leaders is effective organizational planning. For this
    assessment, you will look at the importance of planning and best practices for success. You will address
    effective planning techniques that link departmental plans to the overall strategic plan and business
    operations goals, while considering key performance indicators that managers need to consider when
    developing a plan.

    Preparation

    For this assessment, you will be acting as a consultant to the fictitious company, CapraTek. To begin,
    read the following information about the company.

    ABOUT CAPRATEK

    CapraTek has a long history as a leader in the design and manufacture of computer server components
    and continues to provide innovative solutions to industry needs. Now, CapraTek is leveraging this
    culture of innovation to expand into emerging wireless technologies. As part of that diversification,
    CapraTek is developing advanced smart-home technology. CapraTek recently announced that it will
    begin the development of an integrated wireless system that will provide seamless integration of
    virtually all home electronics and appliances, all controlled through a single wireless device and a simple
    web-based interface.

    Vision

    CapraTek will provide excellence in everything we do as we define and deliver technology solutions for
    tomorrow’s problems.

    Mission

    To measurably contribute to the goals of our customers—both direct consumers and resellers—by
    providing extraordinary products at a fair and competitive price. CapraTek will focus on enhancing the
    success of its partners, employees, and investors by enacting the values of teamwork, respect,
    accountability, integrity, and innovation.

    For business customers, we will create value through efficiency, reliability, and flexibility both in
    our products and our customer service.

    For resellers, we will offer unique products that create sales and profit opportunities, including
    valuable vendor relationships, sales programs, access to credit, and training and development.

    Values

    These are the values that should shape every decision made at CapraTek from the board room to the
    assembly line.

    Teamwork: We work together as a unified team to meet our goals.

    Respect: We strive to bring the highest degree of dignity, equality, and trust to every interaction
    with our co-workers, our customers, our shareowners, our manufacturers, and our community.

    Accountability: We take responsibility for our actions, decisions, and products. We accept our
    individual, team, and corporate responsibilities, and we meet our commitments.

    Integrity: We employ the highest ethical standards, demonstrating honesty and fair-mindedness
    in all our interactions.

    Innovation: We consider innovation crucial to our mission and to our ability to continually live
    our values. We welcome change and the many opportunities that change brings.

    Instructions

    PowerPoint Presentation

    As a business consultant hired by senior organizational leadership at CapraTek, a fictional design and
    manufacturing company, prepare a 12-15 slide PowerPoint presentation with speaker notes that will be
    presented to the General Manager, Manager of Information Technology, and Marketing Manager at the
    kickoff meeting for an organizational efficiency planning session. Highlight areas where various leaders
    will need to coordinate to ensure their plans are aligned with the same organizational goals and
    objectives that you develop.

    Start the presentation with a 3-minute elevator pitch (a short description of an idea, product, or
    company that explains the concept in a way such that any listener can understand it in a short period of
    time). In this pitch, you want to send a clear message about the importance of business planning. You
    should explain the importance of organizational goals and objectives to grow a business and include key
    performance indicator (KPI) targets that should be considered by corporate leaders when developing
    their strategic plans. The script for your elevator pitch should be in the speaker notes of the first slide
    after your cover slide.

    The remainder of the presentation should address the following:

    The business planning process.

    Key components for a business plan, technology plan, and marketing plan.

    Best practices for creation of a business plan that aligns to organizational goals.

    Inclusion of a business planning model and an illustration of the model.

    How the planning process applies to key business support functions for leadership, information
    technology, and marketing management.

    Technology Planning, Knowledge Management Systems, Technology Adoption
    In the information and knowledge age, publicly traded organizations have more value aligned to
    intangible assets, such as information and knowledge, than to physical assets. Organizations that
    understand and appreciate this dynamic hold a competitive position in the marketplace. Read the
    following to learn more about this process. While reading, notice the mind map that illustrates the
    logical relationships of knowledge management processes, information systems, and research methods.

    Al-Emran, M., Mezhuyev, V., Kamaludin, A., & Shaalan K. (2018).
    The impact of knowledge
    management processes on information systems: A systematic review.
    International Journal of
    Information Management, 43, 173–187.

    Not everyone is ready to adopt new technology, which is applied to leaders, employees, customers, and
    suppliers. It takes a while to adapt to any change, including adapting to changes in technology. Read the
    following to examine barriers precluding emerging technologies from being adopted. As you read, think
    about your reaction to change. Do you easily accept change or tend to resist it?

    Duval, D. (2019, January 28).
    Today’s companies have a technology adoption problem, not an
    innovation
    problem.
    Forbes. https://www.forbes.com/sites/forbesnonprofitcouncil/2019/01/28/todays-
    companies-have-a-technology-adoption-problem-not-an-innovation-problem/#34e3e2441f66

    Marketing Mix, Marketing and Advertising Goals, Key Performance Indicators (KPIs)

    Another critical support function for every business is marketing, which involves business activities such
    as market research and advertising to promote the selling of products and services. Marketing is like
    many business disciplines in that it has evolved a great deal, and in today’s complex business
    environment, it relies on key performance indicators used to measure success.

    The fundamental building blocks of marketing, known as the marketing mix, are the Four Ps:
    Product, Price, Promotion, and Place. View the following to learn more:

    o Four Ps of Marketing
    .
    One of the biggest mistakes a new company can make is to assume that every person is a
    potential customer. Market research allows you to target your efforts to find and attract those
    who are most likely to be your customers. View the following to learn how research can help
    you determine your markets and customers:

    o Analyzing Markets and Customers
    .
    Test your marketing research knowledge by working through the following scenario:

    o Zippy Toys: Marketing Research
    .
    Organizations use key performance indicators to drive growth and performance. Read the
    following to learn about KPIs used to track the effectiveness of a marketing efforts:

    o Getman, C. (n.d.).
    The 16 marketing KPIs you should be measuring (but probably
    aren’t).
    https://vtldesign.com/digital-marketing/16-marketing-kpis-to-measure/

    Academic Writer
    You will be using the Publication Manual of the American Psychological Association (commonly referred
    to as the APA manual) style in your papers and citations for this course. Reference the
    Academic
    Writer
    for more information.
    One of the critical functions of management is business planning, which is an essential aspect of
    effectively leading organizations. Benjamin Franklin said, “If you fail to plan, you are planning to fail.”
    This is absolutely the case for businesses. Planning is not just a function of starting a business, it is an
    ongoing process in managing a business.

    Review the following from the U.S. Small Business Administration to learn about different types
    of business plans and how to write them:

    o U.S. Small Business Administration. (n.d.).
    Write your business
    plan.
    https://www.sba.gov/business-guide/plan-your-business/write-your-business-plan
    Read the following for a detailed process for information technology planning that is applicable
    to IT plans in any industry. Pay particular attention to the sections listed below.

    o LeadingAge. (n.d.).
    Strategic planning and strategic IT planning for long-term and post-
    acute care (LTPAC) providers: A “how to” workbook.
    https://www.leadingage.org/case-
    studies/strategic-planning-and-strategic-it-planning-long-term-and-post-acute-care-
    ltpac

    o Introduction and Executive Summary.

    o Overview of Strategic Planning and Strategic IT Planning.

    o Strategic and Operational IT Planning Steps.

    Every business should have a marketing plan in place, where the business identifies their ideal customer
    and the plan to organize, execute, and measure the organizations’ marketing efforts.

    This article provides a definition and examples of a marketing plan, how a marketing plan works,
    and links to other helpful resources:

    o Lake, L. (2020).
    What is a marketing plan? https://www.thebalancesmb.com/what-is-a-
    marketing-plan-2295831

    Read the following to learn what can be included in the marketing plan section of the business
    plan:

    o Ward, S. (2020).
    The marketing plan section of the business
    plan.
    https://www.thebalancesmb.com/writing-the-business-plan-section-5-2947030
    In the rapidly changing business environment, leaders must adapt. With many
    leaders, the ability to thrive depends on their level of agility. Being an agile leader
    means being open to new ideas and being able to make changes quickly. You
    can work to be more agile by learning, developing interpersonal skills, and

    focusing on your ability to execute. Use the following resources to learn more
    about agile leadership.

    Agility Consulting and Training. (n.d.).
    The agile
    model.
    http://agilityconsulting.com/the-agile-model/
    Rigby, D., Elk, S., & Berez, S. (2020).
    The agile c-suite: A new approach to leadership
    for the team at the top.
    Harvard Business Review, 98(3), 64–73.
    Agile Leadership Self-Assessment
    .

  • Placeholder

    Assessing the Problem: Leadership, Collaboration

    $20.00

    Assessment 1 Instructions: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

    Top of Form

    Bottom of Form

    • PRINT
    • In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change  management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

    Introduction

    Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.

    Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.

    This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:

      • Develop a problem statement for a patient, family, or population that’s relevant to your practice.
      • Begin building a body of evidence that will inform your approach to your practicum.
      • Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem.

    Preparation

    In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).

    To prepare for the assessment, complete the following:

      • Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.
      • Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.

    In addition, you may wish to complete the following:

      • Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.
      • Review the Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.

    Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    Instructions

    Complete this assessment in two parts.

    Part 1

    Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.

    Part 2

    Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

    CORE ELMS

    Complete the NURS-FPX4900 Volunteer Experience Form in CORE ELMS. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field.

    Requirements

    The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

      • Define a patient, family, or population health problem that’s relevant to your practice.
        • Summarize the problem you’ll explore.
        • Identify the patient, family, or group you intend to work with during your practicum.
        • Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.
        • Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.
      • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.
        • Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.
        • Explain how you would know if the data are unreliable.
        • Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.
        • Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.
        • Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
        • Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum.
      • Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.
        • Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.
        • Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
        • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.
      • Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.
        • Discuss research on the effectiveness of leadership strategies.
        • Define the role that you anticipate leadership must play in addressing the problem.
        • Describe collaboration and communication strategies that you anticipate will be needed to address the problem.
        • Describe the change management strategies that you anticipate will be required to address the problem.
        • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
      • Organize content so ideas flow logically with smooth transitions.
      • Apply APA style and formatting to scholarly writing.

    Additional Requirements

      • Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
        • A title page and reference page. An abstract is not required.
        • Appropriate section headings.
      • Length: Your paper should be approximately 5-7 pages in length, not including the reference page.
      • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
      • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

    Competencies Measured

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

      • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
        • Define a patient, family, or population health problem that’s relevant to personal and professional practice.
      • Competency 2: Make clinical and operational decisions based upon the best available evidence.
        • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.
      • Competency 5: Analyze the impact of health policy on quality and cost of care.
        • Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.
      • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
        • Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
      • Competency 8: Integrate professional standards and values into practice.
        • Organize content so ideas flow logically with smooth transitions.
        • Apply APA style and formatting to scholarly writing.
  • Placeholder

    PM007 Solution – PEPSI REFRESH PROJECT

    $35.00

     

     

     

     

    Project Risk Management

    (Project Name)

     

     

     

     

    Student Name

    Walden University

    Date

     

    Table of Contents

    Project Risk Management Purpose. 1

    Project Risk Management Approach and Process. 1

    Project Risk Identification. 1

    Project Risk Assessment (Qualitative) 1

    Project Risk Assessment (Quantitative) 2

    Project Risk Response. 2

    Risk Register. 3

     

     

     

    Project Risk Management Purpose

    Project risk management planning involves deciding how risk management activities will be conducted over the life of a project. The output of project risk management planning is the project risk management plan. Risk management is an iterative process. The risk management plan should be updated when any substantial changes to the project are made and/or when a risk event occurs.

     

    • Describe the purpose of a project risk management plan. (2–3 paragraphs)
    • Describe the components of a risk management plan. Your description should include at least four components. (4–5 paragraphs)

    Project Risk Management Approach and Process

    The project risk management process is designed to provide proactive and continuous focus on the uncertainty that exists in all projects. It is critically important to first identify and analyze potential risks to a project using a well-defined and structured approach to ensure accuracy and completeness. It is also important to avoid under- or over-estimating project risks. Under-estimated risks may jeopardize project success. When risks are over-estimated, opportunities may be lost.

     

    • Describe at least four steps in the project risk management process that will be used to identify, analyze, and respond to risks for the Pepsi Refresh project. (4–5 paragraphs)
    • Explain how risk management will be approached for the Pepsi Refresh project. (3–4 paragraphs)

    Project Risk Identification

    Once the approach and process for managing project risks have been determined, it is time to identify potential project risks and document them in a risk register. It is helpful to think about possible sources or categories of project risks as a way to organize the risk list. It may not be possible to identify every risk that could occur during the project but risk management is an iterative process. Over the life of the project you will review risks often, and you will update the risk register as needed.

     

    • Describe the process you will use to identify risks for the Pepsi Refresh project. (3–4 paragraphs)
    • Describe three types of risks you will identify for the Pepsi Refresh project, such as operational, technical, regulatory, etc. (3–4 paragraphs)
    • Describe three sources of project risks you will identify for the Pepsi Refresh project, such as weather, vendor, staffing, technology, etc. (3–4 paragraphs)
    • Document the project risks identified for the Pepsi Refresh project in the risk register in columns A–F.

     

    Project Risk Assessment (Qualitative)

    Once project risks have been identified, the project team must analyze them to try to determine the likelihood (probability) of occurrence and the effect to the project (impact) should a given risk event occur. All risk analysis begins with qualitative analysis. To ensure accuracy and completeness, the project team should study both the risk event itself and the interactions between risk events.

     

    • Explain how risk measurement scales will be developed for the Pepsi Refresh project. Will you use a standard organizational set of measurements or define your own? (3–4 paragraphs)
    • Explain how risks will be prioritized for the Pepsi Refresh project based on the defined qualitative measurement scales. (3–4 paragraphs)
    • Document the risk measurement scales and their meaning in the project risk register in columns H–J. For example:
      • What does a “2” mean for probability? Is that 20% or 20–40%?
      • What does a “4” mean for impact? Is that “project fails to meet one objective” or “project exceeds budget or timeline by 20%”?

     

    Project Risk Assessment (Quantitative)

    Once project risks have been qualitatively assessed, the project team must review those with the highest risk factor scores (probability x impact) and further analyze them using quantitative risk analysis methods.

     

    For this project, use expected monetary value (EMV) as your quantitative method.

    • Explain how risks will be prioritized for the Pepsi Refresh project based on the EMV method. (3–4 paragraphs)
    • Document the EMV risk measurement information in the project risk register in column K.

     

    Project Risk Response

    Risk responses and action steps are defined during the risk response planning phase. Here the project team must plan the actions that will be taken should any identified risk actually materialize. This is typically done for some subset of the total population of risk issues identified—most likely those that are of the highest probability and/or impact. Risks can be both negative (threats) and positive (opportunities). The possible strategies for responding to negative risks include: avoid, transfer, mitigate, and accept. The possible strategies for responding to positive risks include: exploit, enhance, share, and accept.

     

    • Summarize the approach for developing risk response strategies. For example, which risks will you first attempt to avoid? Will you do it based on the risk factor score (P*I) or EMV? (3–4 paragraphs)
    • Describe the process you will use to determine risk triggers (the event that tells you that the risk event is imminent). (3–4 paragraphs)
    • Document the risk triggers in the project risk register in column G.
    • Document risk response strategies (plans) for each risk in the project risk register in columns L–M. The risk response strategies should be derived from the eight strategies in the PMBOK® Guide.

     

    Risk Register

     

    Note: The first line is an example. Delete it when creating your own risk register.

     

    A B C D E F G H I J K L M
    Risk No. Risk Name Risk Event Description Risk Impact Description Risk Type Risk Source Risk Trigger Impact Score

    1 to 5

    Prob. Score

    1 to 5

    Risk Factor

    P*I

    EMV* Response Type

     

    Response
    X Rain Rain on the day of the picnic reduces the number of attendees. Results in a less festive event, reduced employee morale, and costs that can’t be reimbursed. Other Weather Chance of rain of ≥30% is forecasted 7 days prior to picnic. 4 2 8 $20,000 Mitigate Set up enough large tents to house all scheduled attendees. In addition to outdoor activities, plan indoor events or activities in tents. Encourage everyone to come rain or shine.
    1                        
    2                        
    3                        
    4                        
    5                        
    6                        
    7                        
    8                        
    9                        
    10                        

     

     

     

    *EMV = probability of risk event * cost/impact if it does occur.
    Example: If it rains and we do nothing, people will not show up and we will lose the $100,000 that is due to caterers, event planners, etc. With a 20% chance of it raining, the EMV can be calculated as follows: $100,000 * 20% = $20,000. If we can mitigate the impact for less than $20,000 by implementing the response plan, it may be considered a good investment to do so.

  • Placeholder

    SP005 Organization-wide Issues

    $30.00

    Part I: Diagnosing Organization-Wide Performance Issues

    1. Read the three documents included with this Assessment as follows:
      • Read the entire The Goal: A Process of Ongoing Improvementtext and make detailed notes.
      • Read the “Applying Process Tools & Frameworks to Improve Organizational Performance: A TOC Primer” document, as you read through The Goal text, to help you focus on fundamental concepts.
      • Read the “Three-Questions Accounting” document after reading The Goal text.
    2. After reading and note taking, complete the following:
      1. Choose an organization with which you are very familiar with. It could be where you work now or have worked in the past. Provide some basic details about the organization. At minimum, the basic details should include: the industry and products/services the organization offers, the overall operational and financial health of the organization, and a qualitative or systems diagram summary of how the organization operates to fulfill its commitments to customers. (approximately 200 words)
        Note: If you have chosen a private organization you must disguise the names of the organization and the people associated with it.
      2. Choose a minimum of six specific passages from the book The Goal: A Process of Ongoing Improvementthat contain an essential idea or concept that you found compelling and that offer insights related to systemic problems in your organization. Provide these passages making sure to quote and use citations for each. Construct a well-reasoned argument for why you chose each passage and how each selected passage relates to your organization in terms of helping you diagnose organization-wide performance issues. Be specific and be sure to support your response with appropriate concepts from performance management and/or systems thinking. (approximately 400 words)
    3. Respond to the following questions. Remember to make specific reference to concepts from the documents and other relevant resources to support your reasoning.
      1. In your own organization what do you believe are the fundamental physical, policy, or market constraints that are preventing your organization from moving to the next level of performance? Be sure to clearly identify each primary constraint and provide a detailed argument and evidence for why you think each is a primary constraint to organizational performance. Be sure to support your response with appropriate concepts from performance management and/or systems thinking. (minimum of 400 words).
      2. What do you believe are the root causes of these primary constraints? Why? Be sure to support your response with appropriate concepts from performance management and/or systems thinking. (approximately 200–300 words)

    Part II: Developing Solutions to Organization-Wide Performance Issues

    1. Review your responses to Part 1.
    2. Refer to all the three documents included with this Assessment, and to other relevant organizational-improvement knowledge as needed and complete the following.
      1. For each of the minimum of six specific passages from the book The Goal: A Process of Ongoing Improvementthat you chose in Part 1, provide an argument for how the passage helps you in developing potential solutions to organization-wide performance issues? What are potential solutions relative to the concepts you identified? Be specific. (approximately 400 words).
      2. Respond to the following prompts. Remember to make specific reference to concepts from the document resources and other relevant resources to support your reasoning.
        1. For each of the fundamental physical, policy, or market constraints that you identified as preventing your organization from moving to the next level of performance, provide a specific recommendation for how to elevate, support, and potentially eliminate the constraint. (approximately 400 words).
        2. Provide an overall argument as to how and why your recommendations address the root causes of the organization-wide performance issues you identified. (approximately 300 words).
        3. Using concepts from the Corbett document, “Three-Questions Accounting,” and associated resources related to metrics and TOC accounting measurements for each of your recommendations, show how the primary metrics of T, I, and OE would be affected and why the recommendations would make sense from a performance measurement perspective.

     

  • Placeholder

    SP004 Cases Solutions

    $35.00

    This assessment has four-parts. Click each of the items below to complete this assessment.

    Part I: Laws of the Fifth Discipline and the Value of Systems Thinking

    Read the scenario as well as the Introduction and Chapter 1 of the Meadows text, the Cathon article on the Learning Organization, the Zemke article on Systems Thinking, and the other material required, and then respond to the prompts that follow.

    Scenario

    As an expert in systems analysis, you’ve received an e-mail from the chief financial officer (CFO) of XYZ Manufacturers to discuss a potential consulting project. The CFO is vaguely familiar with the concept of systems thinking but isn’t sure it could be successfully applied to her fast-paced, global business.

    • Based on your knowledge of systems thinking and the learning organization, reply to the CFO’s enquiry by explaining at least three challenges of managing complex organizations and how and why effective systems thinking can help improve their performance. Support your response and reasoning with explicit and appropriate references to the readings and with at least two other theoretical frameworks or academic references about systems thinking and practice. (2 -3 paragraphs)
    • Having learned about systems thinking and the learning organization, and reviewed at least one other theoretical framework or academic reference about general systems thinking and practice, give at least two examples, from your experiences in organizations, in which the application of systems thinking could have helped the organization become more effective. Be clear in explaining which specific principles and concepts from systems thinking could have helped in the examples you choose, and explain how and why. (4 – 5 paragraphs)

    Part II: Gap Analysis Using the 5-Whys

    Read the “Opportunity Consultants, Inc., Case Study” and then respond to the following prompts:

    • Using a systems approach, analyze the performance of Opportunity Consultants, Inc. and develop a case-specific “effect-cause-effect logic” tree diagram using the 5-Whys analytic tool. See the Rubric for details on what this diagram should contain.
    • Write a summary description of your diagram with specific recommendations for improving the club’s performance that are linked to your diagram analysis. (1–2 pages)

    Part III: Gap Analysis With Causal Loop Modeling

    Read the “Baria Planning Solutions Case Study” and “Facilitating Systemic Thinking in Business Classes” documents, and then respond to the following prompts:

    • Using a formal systems diagramming approach, analyze Baria’s performance and develop a robust “effect-cause-effect logic” tree diagram using the 5-Whys tool, as in Part One.
    • Create an appropriate, simple causal loop diagram (CLD) that incorporates relevant and logical feedback loops to capture the fundamental system behaviors, outcomes, and causes in the “Baria Planning Solutions Case Study.” See the Rubric for details on what this diagram should contain.
    • Write a summary description, including specific recommendations, that links directly to your 5-Whys and CLD analyses for improving Baria’s sales support operations and organization as a whole. (1–2 pages)

    Part IV: Robust Causal Loop Modeling

    Read the “Bayonne Packaging, Inc., Case Study” and “The System Archetypes” documents, and then respond to the following prompts:

    • Using a formal systems diagramming approach, analyze Bayonne’s organizational performance and develop a robust “effect-cause-effect logic” tree diagram using the 5-Whys tool, as in Part One.
    • Create a robust causal loop diagram (CLD) that incorporates appropriate causal loop logic in the analysis and that also identifies common system archetype patterns within the diagram. This diagram should describe fundamental system behaviors and outcomes.
    • Write a summary description, including specific recommendations, that links directly to your CLD analysis (which includes embedded archetype relationships) for improving the packaging company’s operations and the organization as a whole. (1–2 pages)

     

  • Placeholder

    Apply the Normal Distribution

    $15.00

    For this week’s assignment, you will present your answers to the following questions in a formal paper format. Please separate each question with a short heading, e.g., normal curve, bell curve, etc.

    Begin with a brief introduction in which you explain the importance of normal distribution.

    Next, address the following questions in order:

    Describe the characteristics of the normal curve and explain why the curve, in sample distributions, never perfectly matches the normal curve.
    Why is the bell curve used to represent the normal distribution? Why not a different shape?
    Why is the central limit theorem important in statistics?
    What does the central limit theorem inform us about the sampling distribution of the sample means?
    Imagine that you recently took an exam for certification in your field. The certifying agency has published the results of the exam and 75% of the test takers in your group scored below the average. In a normal distribution, half of the scores would fall above the mean and the other half below. How can what the certifying agency published be true?
    Why do researchers use z-scores to determine probabilities? What are the advantages to using z-scores?
    Conclude with a brief discussion of how the concept of probability might affect research that you might undertake in your dissertation project. In other words, how would a basic understanding of probability concepts aid you in analyzing and interpreting data?

    Length: 4 to 6 pages not including title page and reference page.

    References: Include a minimum of 3 scholarly resources.

    Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards

  • Placeholder

    Interactive Learning Module: Write Introductory Paragraphs

    $15.00

    Interactive Learning Module: Write Introductory Paragraphs

     

    Analyze the readings and activities from the course so far and synthesize them into a well-organized and cohesive 4-6 page paper.

    As a new doctoral learner, you will be asked to learn and apply many concepts that are new to you. To do this, you must be able to assess your own ability to admit, understand, acknowledge, and recognize your weaknesses, your strengths, what you know, what you do not know, and ways to fill these gaps. After doing this, you must be able to synthesize new information, incorporating it into your professional understanding and practice. In this assessment, you will analyze the readings and activities presented in this course and synthesize them into a well-organized and cohesive paper. You will articulate your understanding of the terms cognitive differentiation and cognitive integration. You will explore the relationship between organizational redesign and business model innovation. Finally, you will examine the concept of ontological humility and the effects of assumptions and biases on decision making.

    In this assessment, you will analyze the readings and activities from this course and synthesize them into a well-organized and cohesive paper. Use the APA Paper Template [DOCX] to complete this assessment.

    This assessment is made up of multiple parts and should be completed in multiple sittings. It is recommended that you complete the following things in the prescribed order. Your paper should contain the following sections.

    1. Introduction

    Write a solid introduction which explains to the reader the different parts of the assessment. Your introduction should include a hook, background information, and an overarching thesis sentence.

    1. Cognition

    In the Egfjord and Sund (2020) articles, discussions of business model innovation (BMI) occur along with the ideas of cognitive differentiation and cognitive integration. For the first section of your paper, describe your best definition of these two concepts. Note that the 2020 “Do You See” article includes these two concepts in its abstract, but the concept terminology does not appear in either article. Thus, you might need to do more research on the terminology and consider how each article describes what the authors mean by cognition to help provide a solid pair of definitions. Cite any other source you use. This section should be no more than three paragraphs but should also include a solid explanation of what cognition means, on its own, and as used by these authors.

    1. Business Model Innovation

    On page 7 of the “Do You See” version of their articles, the authors ask these questions:

    • “…design changes seem to be the inevitable outcome of adding business models to the organization. If this is the case, should organizational redesign actually precede BMI?”
    • “Is an organization already designed to accommodate a future BMI more likely to be successful at implementing radical BMI ideas emerging from an innovation department?”
    • Did you feel that either or both of their articles provided you with a solid answer to either of these questions? If yes, answer one or both of the questions and provide support to your answer.
    • If no, what other information might you want or need to know to answer the questions?

    In your paper, respond to the following questions.

    1. What assumptions do you feel you might need to make in order to answer the questions above? Would those be necessary, sufficient, or flawed assumptions? Explain your answer.
    2. Should organizational redesign precede BMI?
    3. Is an organization already designed to accommodate a future BMI more likely to be successful at implementing radical BMI ideas?

    This section should be about 4–6 paragraphs. Organize it in a way that you feel best provides the information logically to your reader. Use headings.

    1. Ontological Humility

    Review the guidelines provided by Academic Writer (Learn > Tutorials > Writing > Publishing Your Journal Article > Ethical, Legal, and Policy Requirements), about publishing the same study in two different journals. In this case, the authors have done so. Provide your opinion, based on your interpretation of the APA guidelines, as to whether the APA would feel that these authors have appropriately followed these guidelines for multiple publications of the same data. How has this double-publication lent credence to the authors’ ontological humility? Would you have considered double-publishing in this same say? If yes, why? If no, why not?

    Your answer to this question should be about 1–2 pages.

    In the Ontological Humility media, think back to your thoughts on the Dueling Managers scenario. In that assessment, you were asked to consider three assumptions and journal about your reactions to the scenario and assumptions. In this section of your paper, answer the following questions:

    1. Did you feel that the way the scenario was structured was designed to create false assumptions? Or, do you feel that the falsity of the assumptions was simply a result of the facts and how they were presented? In other words, would the same assumptions have been accurate if different facts had existed? Why or why not?
    2. Explicit bias is a bias that is an open and obvious prejudice. For example, a person who has allergic reactions to dogs may have a bias against going to people’s homes with dogs. In fact, that person may allow that bias to become implicit, where they consider homes where dogs live to be dirtier than non-dog homes, or may even decide not to be friends with dog owners so that they can avoid potential allergic reactions.

    Less obvious biases can be more difficult to recognize in oneself. Think about some ways that you could start to recognize your own explicit or implicit biases. You do not need to list the biases here. Instead, provide at least two ways that you could start to identify and reflect on those biases. In what way might doing so lead to better decision-making as a businessperson in the future?

    Your answer to these questions should be at least 3–4 pages.

    Headings

    Use the following headings and sub-headings in your paper, following APA formatting guidelines:

    • Ontological Humility Introduction
    • Cognition
      • Cognition Differentiation and Integration
    • Business Model Innovation
      • Assumptions Needed to Answer the BMI Questions
      • Should Organizational Redesign Precede BMI?
      • Implementing BMI
    • Ontological Humility
      • Double-Publishing APA
      • Personal View on Double-Publishing
      • False Assumptions
    • Conclusion

    Second or Third Submission Attempts

    The second and third submission attempts require the use of the Track Changes feature in MS Word to track revisions. Make any revisions to your assessment based on feedback from your instructor. You will find an overview of the resources on the DBA Submissions Requirements page. For additional information and resources, including how to use Track Changes, see the DBA Course Submissions resource in the DBA Skills Lab.

    Additional Requirements

    As you complete your assessment, be sure it meets the following guidelines:

    • Written communication: Use error-free doctoral-level writing, with original (non-plagiarized) content, logical phrasing, and accurate word choices.
    • Scholarship: Use at least six professionally reputable sources to support your main points and analysis. Be sure to include scholarly sources. Course readings may be included among the required sources. You should do research in the Capella library or by using Google Scholar (mapping it back to the Capella Library) on topics which did not have readings associated with them (such as bias or assumptions).
    • APA formatting: Use APA style, solid grammar, format, and structure, and organize with logical flow and APA headings. Include a title page with your name on the front and page numbers on the pages. All resources and citations should be formatted according to current APA style and formatting guidelines.
    • Length: 4–6 (not more than 7) double-spaced pages, in addition to the cover page and reference page.
    • Font and font size: Consistent, APA-compliant font, 12 point.
    • Before submitting your assessment, you are required to use Recite to check that your in-text citations match the reference list at the end of your assessment. Recite also checks for stylistic errors related to referencing. Make any corrections to your assessment based on the Recite report.
    • For this assessment, you are required to follow the Standard Naming Convention requirements for any files you upload. You will find the requirements in the resources page. Be sure to use the naming convention in the link provided here. You can ignore the naming convention in the submission area.

    Competencies Measured

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

    • Competency 1: Demonstrate written and technical communication practices geared toward professional interactions with others.
      • Write an introduction that includes a hook, background, and thesis sentence.
      • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
      • Integrate appropriate use of scholarly sources, evidence, and APA citation style.
    • Competency 2: Appraise library resources to acquire information literacy skills, including finding published business- and research-based information.
      • Define cognitive differentiation and cognitive integration including at least one outside reference.
    • Competency 3: Analyze the components of a business problem.
      • Analyze whether organizational redesign should precede Business Model Innovation using examples to support your analysis.
      • Analyze whether an organization designed to accommodate Business Model Innovation is more likely to be successful at implementing BMI ideas using examples to support your analysis.
    • Competency 4: Identify critical thinking models and practices, including the role of assumptions, in personal and business problem scenarios.
      • Describe an assumption needed to answer the Business Model Innovation questions from the article including whether the assumption is necessary, sufficient, or flawed.
      • Analyze the double-publishing problem aligned with APA guidelines.
      • Explain why you would, or would not, consider double-publishing from the same research study.
      • Analyze false assumptions from a scenario including how the scenario did or did not create false assumptions and the impact different facts may have had on those assumptions.
    • Competency 6: Interpret levels of emotional intelligence, self awareness, and independence of thought through the use of reflective tools.
      • Describe techniques supported by the literature to identify and reflect on personal explicit or implicit biases and tie identifying biases to better decision-making.

     

  • Placeholder

    Assessment 4: Health Promotion Plan Presentation

    $15.00

    Assessment 4 Instructions: Health Promotion Plan Presentation

    Top of Form

    Bottom of Form

    Content

    • Print
    • Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

    As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

    Professional Context

    Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

    Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

    This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

    Demonstration of Proficiency

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

      • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
        • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
      • Competency 4: Integrate principles of social justice in community health interventions.
        • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
      • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
        • Present a health promotion plan to an individual or group within a community.
        • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
        • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

    References

    Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 5558.

    U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

    Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

    Preparation

    For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

    Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

    Please review the assessment scoring guide for more information.

    To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

    Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    Instructions

    Complete the following:

      • Prepare a 10-12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
      • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
      • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

    Presentation Format and Length

    You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

    The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

      • Title slide:
        • Health promotion plan title.
        • Your name.
        • Date.
        • Course number and title.
      • References (at the end of your presentation).
        • Be sure to apply correct APA formatting to your references.

    The following resources will help you create and deliver an effective presentation:

    Supporting Evidence

    Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Graded Requirements

    The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

      • Present your health promotion plan to your hypothetical audience.
        • Tailor the presentation to the needs of your hypothetical audience.
        • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
      • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
        • Which aspects of the session would you change?
        • How might those changes improve future outcomes?
      • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
        • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
      • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
      • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

     

  • Placeholder

    Assessment 3: Disaster Recovery Plan

    $35.00

    Assessment 3 Instructions: Disaster Recovery Plan

    • Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

    As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

    Professional Context

    Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

    Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

    To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

    Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

    An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

    This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.

    Demonstration of Proficiency

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

      • Competency 1: Analyze health risks and health care needs among distinct populations.
        • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
      • Competency 2: Propose health promotion strategies to improve the health of populations.
        • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
      • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
        • Explain how health and governmental policy affect disaster recovery efforts.
      • Competency 4: Integrate principles of social justice in community health interventions.
        • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
      • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
        • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
        • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

    Note: Complete the assessments in this course in the order in which they are presented.

    Preparation

    When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

    In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.

    To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

    In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

    Begin thinking about:

      • Community needs.
      • Resources, personnel, budget, and community makeup.
      • People accountable for implementation of the disaster recovery plan.
      • Healthy People 2020 goals and 2030 objectives.
      • A timeline for the recovery effort.

    You may also wish to:

      • Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
        • Mobilize collaborative partners.
        • Assess community needs.
        • Plan to lessen health disparities and improve access to services.
        • Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
        • Track community progress.
      • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

    Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    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.

    Instructions

    Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.

    Complete the following:

      1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
        • Assess community needs.
        • Consider resources, personnel, budget, and community makeup.
        • Identify the people accountable for implementation of the plan and describe their roles.
        • Focus on specific Healthy People 2020 goals and 2030 objectives.
        • Include a timeline for the recovery effort.
      2. Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
        • Mobilize collaborative partners.
        • Assess community needs.
          • Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
          • Include in your plan the equitable allocation of services for the diverse community.
          • Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
          • Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
        • Plan to lessen health disparities and improve access to services.
        • Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
        • Track and trace-map community progress.
      3. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.

    Presentation Format and Length

    You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

    Be sure that your slide deck includes the following slides:

      • Title slide.
        • Recovery plan title.
        • Your name.
        • Date.
        • Course number and title.
      • References (at the end of your presentation).

    Your slide deck should consist of 10-12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.

    The following resources will help you create and deliver an effective presentation:

    Supporting Evidence

    Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.

    Graded Requirements

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

      • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
        • Consider the interrelationships among these factors.
      • Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
        • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
      • Explain how health and governmental policy impact disaster recovery efforts.
        • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
      • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
        • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
        • Include evidence to support your strategies.
      • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
      • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
        • Develop your presentation with a specific purpose and audience in mind.
        • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

     

  • Placeholder

    Assessment 2 Community Resources

    $25.00

    Assessment 2 Instructions: Community Resources

    Top of Form

    Bottom of Form

    Content

    • Print
    • Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

    As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

    Professional Context

    Many organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

    This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization.

    Demonstration of Proficiency

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

      • Competency 1: Analyze health risks and health care needs among distinct populations.
        • Explain how an organization’s work impacts the health and/or safety needs of a local community.
      • Competency 2: Propose health promotion strategies to improve the health of populations.
        • Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
      • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
        • Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.
      • Competency 4: Integrate principles of social justice in community health interventions.
        • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.
      • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
        • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
        • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    Preparation

    You are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about its contributions to public health and safety improvements. You would like to report the results of your research in a scholarly paper that you could submit for publication.

    Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

    As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

    Choose the organization or agency you are most interested in researching:

    Note: Remember that you can submit all, or a portion of, your draft research paper to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    Instructions

    Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

    As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. After completing this activity, choose an organization or agency from the list that you are most interested in researching.

    Document Format and Length

    Format your paper using APA style.

      • Refer to the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include:
        • A title page and references page. An abstract is not required.
        • Appropriate section headings.
      • Your paper should comprise 3-5 pages of content plus title and references pages.

    Supporting Evidence

    Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

    Graded Requirements

    The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.

      • Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.
        • Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
      • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.
        • Consider the effects of social, cultural, economic, and physical barriers.
      • Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.
        • Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
      • Explain how an organization’s work impacts the health and/or safety needs of a local community.
        • Consider how nurses might become involved with the organization.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
      • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
        • Write with a specific purpose and audience in mind.
        • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    `          

  • Placeholder

    Assessment 1 Health Promotion Plan

    $20.00

    Assessment 1 Instructions: Health Promotion Plan

    Top of Form

    Bottom of Form

    Content

    • Print
    • Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.
      • Bullying.
      • Teen Pregnancy.
      • LGBTQIA + Health.
      • Sudden Infant Death (SID).
      • Immunization.
      • Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

    Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).

    As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).

    It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.

    What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.

    What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.

    References

    Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html

    U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

    Demonstration of Proficiency

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

      • Competency 1: Analyze health risks and health care needs among distinct populations.
        • Analyze a community health concern that is the focus of a health promotion plan.
      • Competency 2: Propose health promotion strategies to improve the health of populations.
        • Explain why a health concern is important for health promotion within a specific population.
        • Establish agreed-upon health goals in collaboration with participants.
      • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
        • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
        • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    Your Online ePortfolio

    Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

    Using ePortfolio to Build Your Career

    As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.

    Privacy Statement

    Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

    Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

    Preparation

    The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).

    You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).

    To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.

    As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

    For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues or need from the list provided in the instructions.

    In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

    Please choose one of the topics below:

      • Bullying.
      • Teen Pregnancy.
      • LGBTQIA + Health.
      • Sudden Infant Death (SID).
      • Immunizations.
      • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).

    In addition, you are encouraged to:

    Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    Instructions

    Health Promotion Plan

      • Choose a specific health concern or health need as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
        • Bullying.
        • Teen Pregnancy.
        • LGBTQIA + Health.
        • Sudden Infant Death (SID).
        • Immunizations.
        • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
      • Create a scenario as if this project was being completed face-to-face.
      • Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).
      • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.
      • Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.
      • Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
      • Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).
      • Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.
      • Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

    Document Format and Length

    Your health promotion plan should be 3-4 pages in length.

    Supporting Evidence

    Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

    Graded Requirements

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

      • Analyze the health concern that is the focus of your health promotion plan.
        • Consider underlying assumptions and points of uncertainty in your analysis.
      • Explain why a health concern is important for health promotion within a specific population.
        • Examine current population health data.
        • Consider the factors that contribute to health, health disparities, and access to services.
      • Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
      • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
        • Write with a specific purpose and audience in mind.
        • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

     

  • Placeholder

    Final Care Coordination Plan

    $25.00

    Assessment 4 Instructions: Final Care Coordination Plan

    Content

    For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

    Introduction

    NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.

    Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

    This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.

    You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

    Preparation

    In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

    To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.

    Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    Instructions

    Note: You are required to complete Assessment 1 before this assessment.

    For this assessment:

    • Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
    Document Format and Length

    Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5-7 pages in length, not including title page and reference list.

    Supporting Evidence

    Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

    Grading Requirements

    The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    • Design patient-centered health interventions and timelines for a selected health care problem.
      • Address three health care issues.
      • Design an intervention for each health issue.
      • Identify three community resources for each health intervention.
    • Consider ethical decisions in designing patient-centered health interventions.
      • Consider the practical effects of specific decisions.
      • Include the ethical questions that generate uncertainty about the decisions you have made.
    • Identify relevant health policy implications for the coordination and continuum of care.
      • Cite specific health policy provisions.
    • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
      • Clearly explain the need for changes to the plan.
    • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
      • Use the literature on evaluation as guide to compare learning session content with best practices.
      • Align teaching sessions to the Healthy People 2030 document.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    Additional Requirements

    Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

    Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

    Competencies Measured

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

    • Competency 1: Adapt care based on patient-centered and person-focused factors.
      • Design patient-centered health interventions and timelines for a selected health care problem.
    • Competency 2: Collaborate with patients and family to achieve desired outcomes.
      • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
    • Competency 3: Create a satisfying patient experience.
      • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
    • Competency 4: Defend decisions based on the code of ethics for nursing.
      • Consider ethical decisions in designing patient-centered health interventions.
    • Competency 5: Explain how health care policies affect patient-centered care.
      • Identify relevant health policy implications for the coordination and continuum of care.
    • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
      • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
      • Provide, for example, drug-specific educational interventions, cultural competence strategies.
      • Include evidence that you have to support your selected strategies.
    • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
    • Explain the rationale for coordinated care plans based on ethical decision making.
      • Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
    • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
      • What are the logical implications and consequences of relevant policy provisions?
      • What evidence do you have to support your conclusions?
    • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
      • Fine tune the presentation to your audience.
      • Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
      • Adhere to presentation best practices.
    Additional Requirements

    Submit both your presentation video and script. The script should include a reference page. See Using Kaltura for more information about uploading multimedia files. You may submit the assessment only once, so be sure that both assessment deliverables are included.

    Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

    Competencies Measured

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

    • Competency 2: Collaborate with patients and family to achieve desired outcomes.
      • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
    • Competency 3: Create a satisfying patient experience.
      • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
    • Competency 4: Defend decisions based on the code of ethics for nursing.
      • Explain the rationale for coordinated care plans based on ethical decision making.
    • Competency 5: Explain how health care policies affect patient-centered care.
      • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
    • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
      • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.

     

Showing 1–12 of 90 results