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Consider the healthcare initiatives in Saudi Vision 2030. What are the most important factors to consider in creating a safety culture for Saudi Arabian healthcare organizations, medical employees, and patients?  Briefly summarize the safety culture in your current or former healthcare organization or in one with which you are familiar. Analyze how the organizational culture influences quality and safety initiatives. Discuss the role of effective communication and how it impacts quality improvement and patient safety.

For this assessment, you will craft a quantitative research question based on the hospital-acquired condition you selected for the Research Problem and Purpose Statements, as well as examine quantitative methodologies and data collection strategies that would enable you to answer your research question. There is no length requirement for this assessment. Most submissions that fully address all scoring guide criteria will be two to five pages in length. Expand All Introduction Note: The assessments in this course build upon each other. Therefore, you are strongly encouraged to complete them in the order in which they are presented. The quantitative method is the original scientific method. Quantitative research methods can be subdivided by various designs that researchers use to answer their research questions. In fact, the wording of the research question must match the methodology and may contain the words that indicate the design. Quantitative research identifies what happened, but not why it happened. It identifies causation or relationships. The relationships in a quantitative research study are similar to those used for a qualitative design. There is still a relationship between the theory, problem, purpose and, now, the research questions, hypotheses, and design. This week, you will continue to expand your understanding of this framework by analyzing and evaluating research questions and hypotheses in quantitative studies. You will also learn about various quantitative research designs that researchers use to answer their research questions. In addition, you will continue to analyze the interrelated elements of a research study, making the connection among theory, problem, and purpose, and research questions, hypotheses, and design. Instructions For this assessment it is suggested that you build upon the work that you did in the Research Problem and Purpose Statements assessment. The assessment has two distinct parts: Part 1: Quantitative Research Question Relevant Scoring Guide Criteria: Formulate a quantitative research question and associated hypothesis. Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals. For this section, you will formulate a research question that is appropriate for a research project that will use quantitative methodologies. Remember the HAC that you used in your Research Problem and Purpose Statements assessment. Additionally, your research question should align to the problem and purpose statements that you developed at that time. Keep in mind that a well-written research question should be a single statement. When examining or creating quantitative research questions, the following checklist may be useful: Quantitative Research Question Checklist Does the purpose statement fit logically with the problem statement? Are there similar words, or does it seem to address a different topic? Based on the problem statement, do the research questions align with the method and design of the study? Do questions seek to describe responses to the variables described in the study? Do the questions include words like compare, correlate, or other words that indicate a quantitative study? Do the questions include identification of the independent and dependent variables? Does the hypothesis fit with the research questions? Do the questions and hypothesis identify the participants for the research study? Do the questions and hypothesis specify the participants and the research site? Part 2: Quantitative Methods and Data Collection Relevant Scoring Guide Criteria: Identify relevant quantitative methodologies that will support answering a research question. Describe quantitative data collection tools or strategies that are appropriate for answering a research question. Explain the importance of methodologically relevant data collection to a research plan as a whole. Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals. For this section, you will draw upon your readings about quantitative methods and data collection to first identify specific quantitative methodologies that will enable you to answer your research questions. You will also discuss specific quantitative data collection tools or strategies that are appropriate for this purpose. Questions to consider when looking for strategies and tools include: What is your research question specifically trying to answer? How does the specific HAC impact the types of tools and strategies that would work best? How does the health care setting that the research project will be occurring in impact the types of tools and strategies that would work best? Lastly, this section should include a review of why it is important to a potential research plan as a whole to ensure that your data collection plan is relevant to your chosen methodology. This section should be 2–5 pages in length, depending on the level of detail required to fully present your methodologies and data collection tools and strategies. Additional Submission Requirements Structure: Include a title page, table of contents, and reference page. Length: There is not length requirement for this assessment. Most submissions that fully address all scoring guide criteria will be 2–5 pages in length. References: Cite at least five current scholarly or professional resources. You may find the Search by Methodology guide helpful. Format: Use APA style for references and citations. You may wish to refer to the following APA resources to help with your structure, formatting, and style: Evidence and APA. APA Style Paper Tutorial [DOCX]. Font: Times New Roman font, 12 point, double-spaced for narrative portions only. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: Competency 1: Explain the different types of health care research methodologies. Identify relevant quantitative methodologies that will support answering a research question. Describe quantitative data collection tools or strategies that are appropriate for answering a research question. Explain the importance of methodologically relevant data collection to a research plan as a whole. Competency 2: Develop a research question based on a hospital-acquired condition. Formulate a quantitative research question and associated hypothesis. Competency 3: Develop a HAC research project. Explain contextual measurement reliability and validity. Align the separate parts of a research plan into a unified whole. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations of health care professionals. Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals. Scoring Guide Use the scoring guide to understand how your assessment will be evaluated. Expand All Criterion 1 Formulate a quantitative research question and associated hypothesis. Distinguished Formulates a quantitative research question and associated hypothesis, providing specific examples. Proficient Formulates a quantitative research question and associated hypothesis. Basic Describes a quantitative research question and associated hypothesis. Non Performance Does not describe a quantitative research question and associated hypothesis. Criterion 2 Identify relevant quantitative methodologies that will support answering a research question. Distinguished Identifies relevant quantitative methodologies that will support answering a research question and offers a brief rationale for why the identified quantitative methodologies are relevant. Proficient Identifies relevant quantitative methodologies that will support answering a research question. Basic Lists quantitative research methodologies, but their relevance to a specific research question is incorrect or unclear. Non Performance Does not list quantitative research methodologies. Criterion 3 Describe quantitative data collection tools or strategies that are appropriate for answering a research question. Distinguished Describes quantitative data collection tools or strategies that are appropriate for answering a research question and offers a brief rationale for why the data collection tools or strategies are appropriate. Proficient Describes quantitative data collection tools or strategies that are appropriate for answering a research question. Basic Identifies quantitative data collection tools or strategies, but their relevance for answering a research question is unclear or inappropriate. Non Performance Does not identify quantitative data collection tools or strategies. Criterion 4 Explain the importance of methodologically relevant data collection to a research plan as a whole. Distinguished Explains the importance of targeted data collection to a research plan as a whole. Notes areas related to a research question where targeted data collection will be valuable or potentially challenging. Proficient Explains the importance of targeted data collection to a research plan as a whole. Basic Describes targeted data collection, but does not offer a full or clear explanation as to its importance to a research plan as a whole. Non Performance Does not describe targeted data collection. Criterion 5 Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals. Distinguished Communicates with exceptional clarity in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals. Proficient Communicates in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals. Basic Communicates in a manner that is consistent with expectations for the health care profession. Non Performance Does not communicate in a manner that is consistent with expectations for the health care profession.

In a minimum of seven pages, discuss the role of emotional intelligence in the situation described in the Vila Health: Emotional Intelligence media activity. Then, evaluate your own emotional intelligence and examine the role of emotional intelligence in the work of health care leaders and in health care organizations. Expand All Introduction This assessment is dedicated to examining emotional intelligence (EQ). The concept of emotional intelligence was developed by Daniel Goleman and has four main components: self-awareness, social awareness, self-management, and relationship management (Daft, 2023). Emotional intelligence is loosely defined as an individual's ability to "perceive, identify, understand and manage emotions in self and others" (Daft, 2023, p. 146). Experts argue that emotional intelligence is a better predictor of successful decision making and interpersonal relationships than cognitive intelligence, or IQ (Daft, 2023). Additionally, emotional intelligence is now recognized as a critical factor in leadership development. Your work on this assessment will build on the personal leadership assessment you completed in the first assessment. That leadership assessment examined five critical domains from a high level. In this assessment you will look specifically at emotional intelligence. By completing this assessment, you will evaluate your EQ and explore the role that EQ plays in successful leadership. REFERENCE Daft, R. L. (2023). The leadership experience (8th ed.). Cengage. Preparation Emotional intelligence is now recognized as a critical factor in leadership development. For the first assessment, you completed a personal leadership assessment to examine five critical domains from a high level. Now, you will dig a little deeper to look specifically at emotional intelligence. Complete the Emotional Intelligence media activity that introduces the following four dimensions of emotional intelligence: Self-awareness Social awareness Self-management Relationship management Complete the Vila Health: Emotional Intelligence simulation that examines interactions between a respiratory therapist and two nurses. Emotional Intelligence Video Player07:18 / 07:22 None English Hide TranscriptSuccess in leadership is far more dependent on emotional skills than on traditional IQ. Literature in Emotional Intelligence, or “EQ”, confirms that many of the issues we confront as managers and leaders are not skill-based issues, but instead are EQ-based issues. We all know people who have talent but no tact, people who have little awareness of their impact on members of their team, those who speak before thinking, and those unaware of how often they talk instead of listening. Our “EQ”, our awareness of the impact we have on others, and our own ‘internal chatter’ are critical to any effectiveness we will have when we engage in our coaching role. We must have a sense of how we are perceived by others, how well we listen, how often we judge before hearing, how often we speak before someone has finished talking, how often we are driven by our own agenda, how often we allow our anger to drive a conversation, et cetera. Our awareness of emotions, ability to self regulate, and ’people smarts’ are essential in coaching. Prominent EQ scholar Daniel Goleman defines emotional intelligence as “the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well.” Goleman developed a four square approach to the dimensions of emotional intelligence. The four dimensions are self awareness, social awareness, self management, and relationship management. Self awareness involves: Emotional Self-Awareness: recognizing one’s emotions and impact. Accurate Self-Assessment: knowing one’s own inner resources, abilities, and limits. Self-Confidence: a sense of one’s self-worth and capabilities. Social awareness involves: Empathy: sensing others’ feelings and perspectives. Organizational Awareness: reading a group’s culture and power relationships. Service Orientation: having an interest and focus on meeting individual needs. Once we have built self and social awareness, we are able to manage ourselves and relationships. Self Management involves: Emotional self-control: Keeping disruptive emotions and impulses under control. Transparency: Displaying honesty, integrity, and trustworthiness. Adaptability: Adapting to changing situations or overcoming obstacles. Achievement Orientation: striving to improve and excel. Initiative: showing a readiness to act on opportunities. Optimism: having a positive point of view and seeing opportunities. Relationship Management involves: Developing Others: mentoring and developing talent in others. Inspirational Leadership: inspiring and guiding people to work toward shared goals. Change Catalyst : initiating and managing change. Communication: sending clear messages. Influence: having impact on others. Conflict Management: negotiating and handling difficult situations. Building Bonds: developing and maintaining good relationships with others. Teamwork and Collaboration: working cooperatively with others. Each of the four quadrants comes into play in each coaching conversation. The heart of coaching is to help individuals become more aware of themselves and their impact on other people. Before we can help others become self aware; we must begin with our own self awareness and management of our emotions. We also need to be able to recognize and empathize with the emotions of others and manage our relationships to ensure effective and successful coaching relationships and conversations. Reuven Bar On, another EQ scholar, sums up emotional intelligence as “our ability to recognize, understand, and effectively use emotions to cope with ourselves, others and the environment. This implies that we have the ability to effectively use emotions to work for us and not against us.” He provides a framework of five core competencies to help us assess and develop our emotional intelligence. They are: Intrapersonal – Our awareness and management of self. Interpersonal – Our ability to get along with others. Adaptability – Our ability to be flexible and realistic in an effort to solve problems. Stress Management – Our ability to manage stress and control impulses, and General Mood – Our ability to exercise optimism and to feel satisfied with life. Scan this list of competencies. When do you successfully use these competencies and when are you are challenged? For most of us, when things are going well – project deliverables are coming in on time, direct reports are performing well, workload is manageable – these competencies come naturally. It’s only when we are under pressure, stressed, feeling defensive that issues of EQ become more apparent and the competencies more difficult – deadlines slip, coworkers argue, and projects pile up. When we are put in stressful positions – which is often the case in our fast paced, ever changing work environment – we encounter what Daniel Goleman calls the Amygdala Hijacking. Our amygdala is that part of the brain wired for three options when we encounter unknown and stressful situations – flight, fright or freeze. These are the default behaviors we summon when under stress. Goleman captures the intensity of this by coining the term “Amygdala Hiacking”. We seem to lose control of our behavior, defaulting to primitive reactions. Think about this situation – You’ve been working on a high stakes assignment for months now and you are rolling out the communication plan starting with executive leadership. You have your conference room reserved, your virtual conference set up, and your PowerPoint slides ready. You get a call at the last minute from the President’s assistant announcing that an emergency meeting has been called and you’ll have to move your presentation to the end of the month. Chances are great that your amygdala would be hijacked – your blood pressure would rise, you may feel constrained breath, maybe the hairs on the back of your neck would rise. In that moment, you have a choice – become aware of what is happening, take a couple of deep breaths, and react calmly to the situation, or let your amygdala be hijacked and fly off the handle. As managers and leaders, this is territory that we find ourselves again and again. The extent to which we have awareness of what is happening and have strategies ready to help us self regulate helps to determine how well we will demonstrate our emotional intelligence when we need it most. We all will have times when we are able to successfully manage our way through difficult situations, and others when the right buttons will be pushed and we cannot hold on if our life depended on it. As we develop our coaching skills, we will have times when we are able to put aside our agendas and facilitate successful conversations, and others when we react swiftly and emotionally to individuals’ issues. We just need to remember that emotional intelligence is a journey and not a destination. To help you start your journey, you will have an opportunity to reflect on your own emotional intelligence and identify your strengths and growing edges needed to successfully coach in the unit activity. References Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description, and summary of psychometric properties. In Glenn Geher (Ed.), Measuring emotional intelligence: Common ground and controversy. Hauppauge, NY: Nova Science Publishers, pp. 111-42. Goleman, D. (1997). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Dell Books. Instructions This assessment has three main parts: Use the APA Paper Template [DOCX] to write a 7–10 page paper that responds to the following: Part 1: Dimensions of Emotional Intelligence Discuss the scene and what happened between Christina Robledo and the two nurses in the Vila Health simulation. Do you feel the nurses demonstrated strong emotional intelligence in their communications with Christina Robledo? Why or why not? What are the key elements of emotional intelligence that were demonstrated in this scenario? Which key elements of emotional intelligence were lacking from the scenario? How might the scenario have turned out differently if these elements had been demonstrated? Part 2: Emotional Intelligence Self-Evaluation Assess your own emotional intelligence. Reflect on your own interactions with others. Do you feel you are able to identify and understand others' emotions? Are you able to control your own emotions when dealing with others? Which specific elements of emotional intelligence do you feel are the strongest in you? Which elements of emotional intelligence would you like to improve? Provide examples that illustrate your self-assessment. Part 3: Impact of Emotional Intelligence for Health Care Leaders Analyze reasons for health care leaders to develop their emotional intelligence skills in all dimensions: Describe each dimension of emotional intelligence and explain why it is important for health care leaders to develop their skills in each area. Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations: If you were one of the nurses in the Vila Health simulation, how could you have communicated differently with Christina Robledo to acknowledge her concerns and her emotions? What are your overall impressions of the organizational culture of the hospital in the simulation? How does emotional intelligence impact relationships and communication effectiveness in health care organizations in general? Analyze the impact of emotional intelligence on cultural competence in health care organizations: How could emotional intelligence be used to improve cultural competence? Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations: Do you feel teamwork and collaboration are valued at the organization portrayed in the Vila Health simulation? How could emotional intelligence be used to improve teamwork and collaboration between Christina Robledo and the nurses? Additional Requirements Length: A minimum of seven double-spaced pages, not including title and reference pages. Font and font size: Arial, 12 point. References: Cite at least three references from peer-reviewed journals, in addition to your textbook. Format: Use the APA Paper Template [DOCX] to write your paper using current APA style and formatting for the paper as well as for references and citations. Refer to Evidence and APA on Campus for more information. You may use first person for the portions of this paper where it is appropriate to do so. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: Competency 1: Assess one's leadership style in a professional health care setting. Discuss the different elements of emotional intelligence. Analyze the reasons for health care leaders to develop their emotional intelligence skills. Competency 2: Explain cultural competence and its relevance to health care management. Analyze the impact of emotional intelligence on cultural competence in health care organizations. Competency 3: Analyze communication styles and their impact on teamwork and collaboration. Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations for health care professionals. Adhere to the rules of grammar, usage, and mechanics. Apply APA style and formatting to scholarly writing. Scoring Guide Use the scoring guide to understand how your assessment will be evaluated. Expand All Criterion 1 Discuss the different elements of emotional intelligence. Distinguished Discusses the different elements of emotional intelligence and provides examples. Proficient Discusses the different elements of emotional intelligence. Basic Lists the different elements of emotional intelligence. Non Performance Does not list the different elements of emotional intelligence. Criterion 2 Analyze the reasons for health care leaders to develop their emotional intelligence skills. Distinguished Analyzes the reasons for health care leaders to develop their skills in each dimension of emotional intelligence. Proficient Analyzes the reasons for health care leaders to develop their emotional intelligence skills. Basic Describes the reasons for health care leaders to develop their emotional intelligence skills. Non Performance Does not describe the reasons for health care leaders to develop their emotional intelligence skills. Criterion 3 Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Distinguished Explains the impact of emotional intelligence on relationships and communication effectiveness in health care organizations and provides examples. Proficient Explains the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Basic Identifies the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Non Performance Does not identify the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Criterion 4 Analyze the impact of emotional intelligence on cultural competence in health care organizations. Distinguished Analyzes the impact of emotional intelligence on cultural competence in health care organizations and provides examples. Proficient Analyzes the impact of emotional intelligence on cultural competence in health care organizations. Basic Describes the impact of emotional intelligence on cultural competence in health care organizations. Non Performance Does not describe the impact of emotional intelligence on cultural competence in health care organizations. Criterion 5 Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Distinguished Discusses how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations and provides examples. Proficient Discusses how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Basic Identifies but does not discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Non Performance Does not discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Criterion 6 Adhere to the rules of grammar, usage, and mechanics. Distinguished Exhibits strict and nearly flawless adherence to the rules of grammar, usage, and mechanics. Proficient Adheres to the rules of grammar, usage, and mechanics. Basic Errors in grammar, usage, and mechanics inhibit readability and comprehension and detract from good scholarship. Non Performance Does not adhere to the rules of grammar, usage, and mechanics. Criterion 7 Apply APA style and formatting to scholarly writing. Distinguished Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions. Proficient Applies APA style and formatting to scholarly writing. Basic Applies APA style and formatting to scholarly writing incorrectly and/or inconsistently, detracting noticeably from good scholarship. Non Performance Does not apply APA style and formatting to scholarly writing.

In a minimum of seven pages, discuss the five leadership domains assessed by the ACHE assessment tool. Then, reflect on your own leadership strengths and weaknesses and the qualities of a leader you have and those you have an opportunity to develop. Create a personal development plan with a timeline for developing your leadership skills. Expand All Introduction Before one can begin to lead other people, one must first understand oneself, especially one's strengths and weaknesses. For this assessment, you will have an opportunity to explore the concept of competency-based reflection. The ACHE Healthcare Executive 2021 Competencies Assessment Tool [PDF] will be a key component towards completing your assessment. This tool was developed from job analysis surveys conducted by the Healthcare Leadership Alliance (HLA), which is comprised of six member organizations, including the American College of Healthcare Executives (ACHE), a professional organization of healthcare leaders. The ACHE competencies, along with your strengths and weaknesses, will be the foundation of this assessment. Preparation Before you can begin to lead others, you must first understand yourself. You must understand your strengths so you can further develop those talents, and you must also understand your weaknesses so you can identify areas to improve. Both strengths and weaknesses should be included in a personal development plan. The ACHE healthcare executive 2021 competencies assessment tool [PDF] is particularly important for this assessment. Complete the assessment tool if you haven't completed it already, review the results, then analyze the results, and develop a personal leadership plan to set goals for the future. The assessment tool is broken into five domains: Communication and relationship management Leadership Professionalism Knowledge of the healthcare environment Business skills and knowledge Instructions This assessment has two parts: Use the APA Paper Template [DOCX] to write a 7–10 page paper that responds to the following: Part 1: Leadership Self-Reflection Discuss the five leadership domains assessed by the ACHE assessment tool. Determine strategies to develop your identified strengths and weaknesses for each of the five domains. For each of the five domains, summarize both your strengths and your weaknesses. For each domain, identify at least one resource you can use immediately to further develop your skills, for a total of five resources. Describe qualities needed by leaders. Analyze the qualities of a leader you have and the ones you need to develop. From your readings and research, define the primary qualities needed by leaders and apply those qualities to your personal assessment. Describe which qualities you possess and which qualities present opportunities for improvement. Part 2: Personal Development Plan Create a 1-year personal development plan. This plan should synthesize your assessment results with research you have completed. Identify at least three things you would like to work on over the next year. Develop a timeline for your personal development plan with specific metrics to measure your progress. One potential way to approach this part is to create a table to break the three goals into actionable steps after you have identified three things that you would like to work on. Your table should have the following four columns. First column: Overall goals. Second column: All the steps necessary to reach each goal. Third column: How you will measure the progress toward each step. Fourth column: The deadline for completing the steps. An example of this table could be like this (your table will include three goals and each goal can have more than two steps): Goal Steps Measure Deadline Work-life balance. Leave work by 5 p.m. daily. Time left daily. 1-1-20XX Do not check email from home. Number of times email is checked from home. 3-1-20XX Additional Requirements Length: A minimum of seven double-spaced pages, not including title and reference pages. Font and font size: Arial, 12 point. References: Cite at least three references from peer-reviewed journals, in addition to your textbook. Format: Use the APA Paper Template [DOCX] to write your paper using current APA style and formatting for the paper as well as for references and citations. Refer to Evidence and APA on Campus for more information. You may use first person for the portions of this paper where it is appropriate to do so. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: Competency 1: Assess one's leadership style in a professional health care setting. Discuss the five leadership domains assessed by the ACHE assessment tool. Determine strategies to develop the identified strengths and weaknesses for each of the five leadership domains. Describe qualities needed by leaders. Analyze personal leadership qualities and the ones that need development. Create a one-year personal development plan. Develop a timeline for a personal development plan. Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations for health care professionals. Adhere to the rules of grammar, usage, and mechanics. Apply APA style and formatting to scholarly writing. Scoring Guide Use the scoring guide to understand how your assessment will be evaluated. Expand All Criterion 1 Discuss the five leadership domains assessed by the ACHE assessment tool. Distinguished Discusses the five leadership domains assessed by the ACHE instrument, summarizing both strengths and weaknesses. Proficient Discusses the five leadership domains assessed by the ACHE instrument. Basic Lists the five leadership domains assessed by the ACHE instrument. Non Performance Does not list the five leadership domains assessed by the ACHE instrument. Criterion 2 Determine strategies to develop the identified strengths and weaknesses for each of the five leadership domains. Distinguished Explains strategies to develop the identified strengths and weaknesses for each of the five leadership domains. Proficient Determines strategies to develop the identified strengths and weaknesses for each of the five leadership domains. Basic Identifies strategies to develop the identified strengths and weaknesses for each of the five leadership domains, but the strategies are somehow flawed. Non Performance Does not identify strategies to develop the identified strengths and weaknesses for each of the five leadership domains. Criterion 3 Describe qualities needed by leaders. Distinguished Describes qualities needed by leaders and provides examples. Proficient Describes qualities needed by leaders. Basic Identifies qualities needed by leaders. Non Performance Does not identify qualities needed by leaders. Criterion 4 Analyze personal leadership qualities and the ones that need development. Distinguished Analyzes personal leadership qualities and the ones that need development, explaining in what way those qualities need development. Proficient Analyzes personal leadership qualities and the ones that need development. Basic Determines personal leadership qualities and the ones that need development. Non Performance Does not determine personal leadership qualities or the ones that need development. Criterion 5 Create a one-year personal development plan. Distinguished Creates a one-year personal development plan, identifying at least three goals that need to be achieved. Proficient Creates a one-year personal development plan. Basic Creates a one-year personal development plan, but the plan is missing key elements or is otherwise flawed. Non Performance Does not create a one-year personal development plan. Criterion 6 Develop a timeline for a personal development plan. Distinguished Develops a timeline for a personal development plan, including specific metrics to measure progress. Proficient Develops a timeline for a personal development plan. Basic Outlines a timeline for a personal development plan, but the timeline is incomplete or otherwise flawed. Non Performance Does not outline a timeline for a personal development plan. Criterion 7 Adhere to the rules of grammar, usage, and mechanics. Distinguished Exhibits strict and nearly flawless adherence to the rules of grammar, usage, and mechanics. Proficient Adheres to the rules of grammar, usage, and mechanics. Basic Errors in grammar, usage, and mechanics inhibit readability and comprehension and detract from good scholarship. Non Performance Does not adhere to the rules of grammar, usage, and mechanics. Criterion 8 Apply APA style and formatting to scholarly writing. Distinguished Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions. Proficient Applies APA style and formatting to scholarly writing. Basic Applies APA style and formatting to scholarly writing incorrectly and/or inconsistently, detracting noticeably from good scholarship. Non Performance Does not apply APA style and formatting to scholarly writing.

Write a paper addressing the following prompts. Each prompt does not need to be answered separately, just as long as they are addressed within the body of your paper. Briefly describe and differentiate between "Traditional" Medicare and Medicare Advantage (MA)? Which of these two types of Medicare insurance are more highly associated with the use of prior authorizations (PA)? Explain what are PAs? What is the purpose of PAs? Why do insurers believe PAs are necessary? What concerns with delays and barriers are associated with the use of PAs? In your opinion, discuss 2-3 potential implications of the use of PAs on medical decision-making and health outcomes? Provide examples.

Consider how neurocognitive impairments may have similar presentations to other psychological disorders. Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment. Select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. Identify at least three possible differential diagnoses for the patient Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.Incorporate the following into your responses in the template: Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? Objective: What observations did you make during the psychiatric assessment?? Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. Reflection notes: What would you do differently with this client if you could conduct the session over??Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.) VIDEOS https://video-alexanderstreet-com.eu1.proxy.openat... https://video-alexanderstreet-com.eu1.proxy.openat... .NRNP_6635_Week10_Assignment_Rubric NRNP_6635_Week10_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeCreate documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. In the Subjective section, provide: • Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS 20 to >17.0 ptsExcellentThe response throughly and accurately describes the patient's subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. 17 to >15.0 ptsGoodThe response accurately describes the patient's subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. 15 to >13.0 ptsFairThe response describes the patient's subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies. 13 to >0 ptsPoorThe response provides an incomplete or inaccurate description of the patient's subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing. 20 pts This criterion is linked to a Learning OutcomeIn the Objective section, provide:• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses. 20 to >17.0 ptsExcellentThe response thoroughly and accurately documents the patient's physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented. 17 to >15.0 ptsGoodThe response accurately documents the patient's physical exam for pertinent systems. Diagnostic tests and their results are accurately documented. 15 to >13.0 ptsFairDocumentation of the patient's physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies. 13 to >0 ptsPoorThe response provides incomplete or inaccurate documentation of the patient's physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing. 20 pts This criterion is linked to a Learning OutcomeIn the Assessment section, provide: • Results of the mental status examination, presented in paragraph form. • At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. 25 to >22.0 ptsExcellentThe response thoroughly and accurately documents the results of the mental status exam.... Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected. 22 to >19.0 ptsGoodThe response accurately documents the results of the mental status exam.... Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected. 19 to >17.0 ptsFairThe response documents the results of the mental status exam with some vagueness or innacuracy.... Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy. 17 to >0 ptsPoorThe response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing. 25 pts This criterion is linked to a Learning OutcomeReflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). 10 to >8.0 ptsExcellentReflections are thorough, thoughtful, and demonstrate critical thinking. 8 to >7.0 ptsGoodReflections demonstrate critical thinking. 7 to >6.0 ptsFairReflections are somewhat general or do not demonstrate critical thinking. 6 to >0 ptsPoorReflections are incomplete, inaccurate, or missing. 10 pts This criterion is linked to a Learning OutcomeProvide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old). 15 to >13.0 ptsExcellentThe response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making. 13 to >11.0 ptsGoodThe response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. 11 to >10.0 ptsFairThree evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification. 10 to >0 ptsPoorTwo or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based. 15 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph development and organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. ... A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 to >3.5 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. ... Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. 3.5 to >3.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. ... Purpose, introduction, and conclusion of the assignment is vague or off topic. 3 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. ... No purpose statement, introduction, or conclusion were provided. 5 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and punctuation 5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors 4 to >3.0 ptsGoodContains a few (one or two) grammar, spelling, and punctuation errors 3 to >2.0 ptsFairContains several (three or four) grammar, spelling, and punctuation errors 2 to >0 ptsPoorContains many (? five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding 5 pts Total Points: 100

Write 1-2-page(s) essay not less than 200 words and maximum of 500 words excluding references with a font of Times New Roman and size of 12. The line spacing should be 1.5. Heading should be Bold and text color should be Black Avoid Plagiarism Assignments must be submitted with the filled Cover Page (Students information should be filled on the first page of the document) Assignments must carry at least two up to date references using APA style. Please see below web link about how to cite APA reference style. Click or tap to follow the link: https://guides.libraries.psu.edu/apaquickguide/intext. This assignment must be submitted on time by the end of Week-12, i.e., Saturday, 23 November 2024 at 11:59 pm.

Top-down (brain-based/psychotherapeutic) therapies and bottom-up (body-based) interventions are used for treatment of various psychiatric mental health conditions. For this discussion you have an opportunity to compare and contrast top-down and bottom-up approaches for the treatment of trauma and substance use disorders. Complete this discussion by addressing the following questions: What is the difference between top-down and bottom-up therapeutic approaches? What top-down therapies are used for trauma. What top-down therapies are used for substance use disorders? What bottom-up interventions are used for trauma? What bottom-up approaches are used for substance use disorders? Why is it important to include both approaches for the treatment of trauma and substance use disorders?

Complete the concept map below, differentiating the pathophysiology, clinical manifestations, and diagnostics for right and left-sided heart failure on the diagram provided. FOR A PEDIATRIC As the RN caring for a pediatric with heart failure, how would you evaluate the client’s physical assessment findings to determine if the client was experiencing left-sided heart failure, right-sided heart failure, or bi-ventricular failure? What key features of the assessment would be the nurse’s priority? Once you have completed the concept map, utilize it to answer one (1) of the following discussion questions based on your assigned group. Be sure to upload your concept map to your discussion post.

Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. General Instructions This week, you will discuss how the Merit-Based Incentive Payment System (MIPS) impacts quality and safety. Include the following sections: Application?of?Course?Knowledge: Answer all questions/criteria with explanations and detail. Describe one practice area in which MIPS could be used to improve the quality of care related to your anticipated future practice setting. Do not discuss your current practice setting. Discuss two ways MIPS could positively impact the practice area. Describe the role of MIPS in supporting the financial viability of healthcare providers and organizations and client health outcomes. Examine how advanced practice nurses can contribute to the development and refinement of MIPS quality measures to ensure that they are valid, reliable, and meaningful for clients and providers. Integration of Evidence: Integrate relevant scholarly sources as defined by program expectationsLinks to an external site.: Cite a scholarly source in the initial post. Cite a scholarly source in one faculty response post. Cite a scholarly source in one peer post. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.