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Description In this activity, you will work on the second part of the reflection section of your project. You should consider the feedback from your instructor on the previous activities to inform this assignment. Include diverse perspectives from varied sources to support your points. Look to the SNHU Shapiro Library for assistance and consider the sources you have used thus far to support your research. First, you will explain how the analysis of your topic in wellness may have been different if you had used one of the other general education lenses. Then you will explain how critically analyzing wellness affects your interactions with various people. You are not required to address each item below the rubric criteria, but you may use them to better understand the criteria and guide your thinking and writing. Specifically, you must address the following rubric criteria: Integrate reliable evidence from varied sources throughout your paper to support your analysis. It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion. Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a reference list at the end of your work. You will be evaluated on both criteria. Explain at least one way in which your analysis might have been different if you had used one of the other general education lenses to analyze your topic. This should be a brief (3–5 sentences) reflection about how using the language and perspective from a different lens would shift your view of your topic. Explain how analyzing wellness can help interactions with people with a different viewpoints, cultures, or perspectives. Think about ways in which a greater awareness of wellness strengthens individual conversations. Consider including an example from your life. What to Submit Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Description Please complete the following steps for your discussion post and response. Watch this video: Nursing simulation scenario: Managing incivility Then, Review this document, which explains the DESC Communication Model Download DESC Communication Model. Discuss ways to share this communication model with nursing staff at Herzing Hospital. How will you ensure the model is used properly? The nurses who are causing incivility may be the least likely to apply the DESC model to their professional interactions. How can you identify these individuals, and support their development? Discuss why new/novice nurses might be hesitant to use the DESC model. How can you (or other leaders within Herzing Hospital) address this hesitancy? Please be sure to validate your opinions and ideas with citations and references in APA format.

Description This assignment is to be completed in APA format. The reference must be cited in APA style Identify and select an article from a nursing journal that you plan to use for the Annotated Bibliography paper. Be certain that you select an article from a Journal that is less than 5 years old. The article should also be 3-7 pages long

Description Please read carefully each part and complete each one as is requested. Stick strictly to the instructions and don't use any AI, be honest! Give a professional presentation without errors and plagiarism. based on the ethical dilemma I attached. The word document The word Document should be the Ethical Dilemma we are addressing for the PowerPoint presentation. Essentially addressing mental Health as our topic and basing it around the information you already provided about autonomy etc. Purpose The purpose of this assignment is to identify and respond to ethical dilemmas in the healthcare setting. This assignment will allow for the discovery of ethical principles and supports the professional formation of the nurse practitioner practice role. Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. General Instructions Complete the Addressing Ethical Dilemmas Assignment by following the steps below. Download the Week 6 Addressing Ethical Dilemmas PowerPoint templateLinks to an external site.. Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Submit the presentation as a .ppt or .pptx file to the Week 6 Dropbox. PDF files are not allowed, as speaker notes are not visible. Follow current APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing. Include speaker notes for all slides except the title and reference slides. Use the Notes Page view feature in PowerPoint to include speaker notes. One strong paragraph for each speaker note Use at least 3 scholarly sources to substantiate the information presented. Correctly cite and reference information from scholarly sources. Abide by Chamberlain University's academic integrity policy. Include the following sections (detailed criteria listed below and in the grading rubric) Title Slide Include your name and session. Introduction (1 slide) Identify the purpose of the presentation. Advanced Nursing Role (1-2 slides) Explain three ways advanced practice nurses can contribute to the resolution of ethical dilemmas in healthcare. Provide an in-text citation from one scholarly source to support your writing. Description of an Ethical Dilemma (2-4 slides) Describe an ethical dilemma from the literature or your nursing practice. You may reuse the information you wrote for this week’s Collaboration Café. Identify the stakeholders. Describe how the situation impacts stakeholders. Ethical Analysis (2-4 slides) Analyze the ethical principles in the conflict. Discuss which provisions of the American Nurses Association Code of Ethics apply. Provide an in-text citation from one scholarly source to support your writing. Recommendations (1-3 slides) Provide at least three recommendations for resolving the ethical dilemma. Provide an in-text citation from one scholarly source to support your writing. Conclusion (1 slide) Summarize the key points of the presentation. References Create references in APA format. You may use bullets. Hanging indents are not required. Use at least 3 scholarly sources. Ensure each reference has a matching citation. Presentation The slides are professional in appearance and tone. Slide information is succinct and presented with bulleted points. A minimum of 18-point font is used and appropriate for audience reading. ?The presentation has 10-15 slides (excluding title and reference slides). Title and Reference slides are included.

Description This assignment supports the following unit learning outcomes:  Analyze current situations in human resource management for problems and solutions in healthcare organizations. Consider the following scenario as the basis of this week’s assignment: Dr. Doe has been a reconstructive plastic surgeon with Herzing Hospital for 8 years. He is the only reconstructive specialist employed by Herzing Hospital, and one of only three plastic surgeons. Dr. Doe has a track record of unprofessionalism with medical staff but has an exceptional rapport with patients. The following complaints have been made against Dr. Doe. Informal – you heard about these from conversations, they were not formally documented or approved for report by the individuals involved: Verbal abuse in the OR directed at a surgical technician, January 20, 2020 Snide comment about nurses not being qualified caregivers, March 5, 2020 Multiple instances of dismissing casual conversation with administrative staff, April 2018 – present. Multiple instances of raising voice and using degrading comments toward non-physician staff. June 2017 – present. Formal – these complaints were formally documented and approved to be filed as an official complaint against Dr. Doe: Surgical technician filed a complaint for verbal abuse for an incident that occurred on May 10, 2021. The technician stated that Dr. Doe yelled at her for not following sterile protocol and yelled at her to leave the OR. No investigation or follow-up was completed for either party. Raised voice and use of profanity against administrative assistant. Incident occurred at the admin. Assistant's desk, in the administration office on June 8, 2019. Dr. Doe was counseled by the department chief and apologized to his assistant the next day. OR nurse felt her abilities were questioned when Dr. Doe made a sarcastic remark about the simplicity of the task she was asked to do. The nurse did not return comment to Dr. Doe’s remark but filed the complaint the same day. Incident date September 15, 2018 Document 1) Prepare a formal piece of documentation for Dr. Doe’s HR file. This documentation should include a synopsis of performance issues, actions taken, and next steps for disciplinary action. The type, format, and duration of disciplinary action and/or remediation should be clearly stated. Be sure to address if and how Dr. Doe’s clinical duties would be impacted by any disciplinary action.  Document 2) Prepare a statement for supervisors of staff with whom Dr. Doe works. This statement should summarize your handling of Dr. Doe’s performance issues and provide guidance for supervisors to report any future occurrences (from Dr. Doe or others). Be mindful not to disclose confidential information related to specific incidents or people. 

Description Peer Response: Unit 6, Due Sunday by 11:59 pm CT Managing Incivility  Instructions: IN THE RESPONSE POST, INCLUDE THE FOLLOWING:  Review your classmate’s ideas and suggestions for implementing the DESC model. Are their suggestions realistic? Offer alternatives or support for their approach.  Discuss your classmate’s plan for addressing hesitancy among new/novice nurses. Ensure a logical approach is developed for this staff group.  Please be sure to validate your opinions and ideas with citations and references in APA format.             Oct 8 4:12pm Reply from Ashley Green Hello Class, Conflict is a reality in any workplace, but it can be managed effectively. The DESC Communication Model, as shown in the video, is a valuable tool for de-escalating conflicts between colleagues. It's important to remember that management is there to support and guide the process if the individuals involved are unable to resolve their issues.   Introducing the DESC Communication Model concept during new hires' onboarding and training is vital because this is where the new hire receives knowledge, attitudes, and behaviors about their new role.  (Frögéli et al., 2023). The earlier this is introduced, the easier it is for new employees to embrace it and understand that it is part of Herzing Hospital's culture in handling conflict. Educational training will be conducted for the current nursing staff, informing them of the new process. Nursing leads will be asked to monitor role-playing between employees to make sure the DESC Communication Model is used appropriately. Employees will also sign documentation stating that they understand the communication model and will adhere to the strategy.  To ensure a fair and supportive transition, we are committed to providing additional support to those nurses using the DESC Communication Model. These employees will be placed on a performance evaluation plan, not as a punitive measure, but as a means to ensure they are following the recommended steps. This support isour commitment to your professional development and succes a testament to s (Hill et al., 2018). New employees may be hesitant to use a DESC Communication Model because they are unfamiliar with this process and their previous employer did not handle conflict in this manner. Fear of repercussions may be another reason new employees are not inclined to participate in this process. Lastly, employees may think this strategy will be ineffective, and this communication style may cause more harm. Hospital leaders can address these concerns by informing the new employees of data showing how this strategy provides healthier work environments. Real-life examples from employees in the organization showing how this concept has transformed their work environments can also give the new employees a positive outlook on embracing the idea.  References Frögéli, E., Jenner, B., & Gustavsson, P. (2023). Effectiveness of formal onboarding for facilitating organizational socialization: A systematic review. PLOS ONE, 18(2), e0281823. https://doi.org/10.1371/journal.pone.0281823Links to an external site. Hill, M., Gluyas, H., Sandy, M., & Wingate, A. (2018). Healthcare managers’ perceptions of managing poor performance. Journal of Health Organization and Management, 32(3), 416–427. https://doi.org/10.1108/JHOM-09-2017-0241.                Tremone Joyner HA 635 Our goal is to enhance communication at Herzing Hospital, and the DESC model can be a powerful tool in achieving this. The DESC model, which stands for Describe, Explain, State, and Consequences, can be introduced in our nursing meetings, in-services, and educational learning. It provides a structured approach to addressing incivility, creating a more open and understanding environment. Additionally, engaging the staff in various behavioral scenarios can further reinforce the importance of effective communication. Individuals who display incivility behaviors sometimes do not realize that they are causing incivility in the workplace. Sometimes, it is as simple as bringing the behavior to their attention by describing it and explaining how it affects others and the patients. I would present the DES and allow them to show their consequences. Their consequences may be just acknowledging the behavior and expressing the will to change the incivility. From there, I would encourage them to attend education, no training, or DES C. I would also let them know that the behavior can be a form of bullying and violence. Two others, including the patients and others, have recognized the behaviors. I would also make sure that they understood that Herzing Hospital has zero tolerance for incivility (Green, 2019). New or novice nurses might hesitate to use the DESC model because they fear retaliation or want to avoid conflicts. They may lack self-confidence. Education and support programs can help improve nurses' professional confidence (Najafi, et al, 2023).

Description Hell, I will need help with test selection discussion board post for physiology of exercise lab class. The name of this module is testing batteries. Please when considering "career" relate everything to PHYSICAL THERAPY! Complete all the steps and follow every instruction. It is a discussion board post so it does not need to be long, it is not an essay! Make it simple but follow all the steps please. In many settings testing batteries are completed to inform decision making, such as the target/goal of a training program or whether an athlete is ready to return to their sport. Up until now we have generally investigated assessments one at a time, but in reality these assessments are completed over the course of a day (or couple of days). Even still, in some instances assessments may be combined (integrated) to provide even more meaningful data for the sport and exercise science professional. In this discussion board you will consider your ideal target population you would like to work with and then create a testing battery for that population. You may also consider integrated assessments that are purported to promote more accurate or reliable measurements as opposed to a conventional (or predictive) assessment. Initial Post: Consider your future/current career and identify a target population of interest. This could be a general population client, specific sport or sport position, specific clinical population, injury, etc... Consider what qualities would be of benefit for this target population, and which should be assessed. This could include general fitness components (body composition, cardiorespiratory fitness, muscular strength, muscular endurance, flexibility) or skill-related components (agility, speed, balance, coordination, power). Pick at least three components that you could assess that are specific to your target population. Next, identify assessments that could be used to assess the fitness (health) or skill-related components. You should identify at least three assessments per component that could be utilized in this population. To do this, you may need to refer to the literature using the Cameron Library databases. Discuss these assessments, comparing and contrasting and then select one assessment you would implement. Provide your reasoning for selecting a specific test and complete this for each of the three chosen components. To facilitate this portion, you should utilize current research. Identify the common assessment(s) utilized and make notes on the utility of the assessment, equipment necessary, experience required, time required, etc... Throughout your search you may find some articles that combine an assessment with additional measurements, or assessments that are considered "gold-standard". When this is the case include one of these assessments in your post. For example, gas analysis and lactate measurements during a VO2max assessment is common in aerobic athletes. Finally, assume you will need to complete all measurements on the same day. Provide your proposed testing sequencing along with discussion as to why you sequenced the assessments this way. At least two peer-reviewed journal articles are required for your initial post. These may be original articles or reviews pertaining your target population. Be sure to cite using APA formatting and obtain accessible links of pdf attachments of the articles. See the rubric attached.

Description Given the limited number of statistical calculations required by some public health positions, explain why it is important for you to know how to utilize appropriate software to analyze public health data. Support your ideas with reasons, facts, and examples.

Description Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims?? Review the information related to developing objectives provided in this week’s Learning Resources.?Your practicum?learning objectives that you want to achieve during your practicum experience must be: Specific? Measurable? Attainable? Results-focused? Time-bound Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)? Note: Please make sure your objectives are individualized and outlined in your Practicum Experience Plan (PEP).?While you may add previous objectives to continue to work toward. You must have 3 new objectives for each class, each quarter. Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature. Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements. Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) practicum learning objectives you will use to facilitate your learning during the practicum experience. PRAC_6635_Week2_Assignment2_Rubric PRAC_6635_Week2_Assignment2_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeRecord the required information in each area of the Practicum Experience Plan (PEP), including three (3) individualized Practicum Learning Objectives you will use to facilitate your learning during the Practicum experience.Part 1: Quarter/Term/Year and Contact Information: ? Identify Quarter/Term/Year:? Identify Student Contact Information, including: Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email ? Identify Preceptor Contact Information, including: Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email. 5 to >4.0 ptsExcellentThe response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information. 4 to >3.5 ptsGoodThe response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information. 3.5 to >3.0 ptsFairThe response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information. 3 to >0 ptsPoorThe response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or less than 80% of Student Contact Information, and Preceptor Contact Information. 5 pts This criterion is linked to a Learning OutcomePart 2: Individualized Practicum Learning Objectives: Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment. Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice, explaining these 2 chosen theories with supporting evidenced-based literature. 75 to >68.0 ptsExcellentThe response clearly, accurately, and thoroughly explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. ... For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. ... Clearly, accurately, and thoroughly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature. 68 to >59.0 ptsGoodThe response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. ... For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. ... Response accurately but briefly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature. 59 to >52.0 ptsFairThe response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. ... For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. ... Response vaguely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or one theory is missing in discussion to guide clinical practice with supporting literature. 52 to >0 ptsPoorThe response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. ... For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. ... Response inaccurately or incompletely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or no theories are discussed to guide clinical practice with supporting literature. 75 pts This criterion is linked to a Learning OutcomePart 3: Projected Timeline/Schedule: Describe your Practicum timeline/schedule, including: ? Number of weekly hours projected to work on your Practicum ? Number of weekly hours for Professional Development ? Number of weekly hours for Practicum Project Per the Practicum guidelines, you may use no more than one-third of your hours for your Practicum Project. 15 to >13.0 ptsExcellentThe response includes a clear, accurate, and thorough description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours. 13 to >11.0 ptsGoodThe response includes an accurate description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours. 11 to >10.0 ptsFairThe response includes a somewhat vague description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours. 10 to >0 ptsPoorThe response includes a vague, incomplete and/or inaccurate or missing description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours. 15 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. 5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors. 4 to >3.5 ptsGoodContains a few (1–2) grammar, spelling, and punctuation errors. 3.5 to >3.0 ptsFairContains several (3–4) grammar, spelling, and punctuation errors. 3 to >0 ptsPoorContains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. 5 pts Total Points: 100 PreviousNext

Description Summarize the original continuum of care plan submitted in Week 2, as well as the healthcare settings that you identified. Summarize the feedback that was provided to you for each week from your colleagues. Incorporating your peer-review feedback, propose at least one improvement for each of the following value-based care elements and IOM Aims. Week 5: Systems integration Week 5: Be efficient Week 5: Geography of care Week 5: Be timely Week 6: Information technology Week 6: Be equitable Compare your community’s model of healthcare delivery to the delivery model of other countries that closely align with the following value-based care elements, including an explanation of what lessons—positive or negative—your community could learn from the other countries: Week 5: Systems integration Week 5: Geography of care Week 6: Information technology Provide a summary and conclusion for your paper.