HLT 515 Week 8 Assignment Establishing My Academic and Career Path
HLT 515 Week 8 Assignment Establishing My Academic and Career Path
HLT 515 Social Behavior and Cultural Factor in Public Health
As you begin the transition from academic courses to career opportunities, reflect on how the strategies already discussed can help to guide you through the process. Consider the degree path you have chosen and what additional skills or activities you should engage in beyond the academic learning in your courses to be successful. What initiatives and goals do you have for this career? Begin and continue to establish your academic journey and career goals.
Individual courses within the program will offer opportunities through assignments that develop particular skills pertinent to specific career requirements and transfer of acquired knowledge. Other courses and specific assignments such as interview, practicum, and capstone projects provide opportunities for students to be exposed to relevant problems and creative activities in health care. These opportunities will require students to apply techniques acquired from the classroom to active investigation with experienced mentors in the field.
Research where to find career openings in your chosen field, select a position you might be interested in, and identify the qualifications and experience required. Identify these requirements as you progress through the coursework provided in your program. Take initiative to inquire and explore as you make connections with your coursework and career goals. Some items to consider further are membership in a professional association, the use of Internet job boards for research into future trends, licensure compliance throughout the country/world, and occupational conditions such as location, shifts worked, required equipment, or safety standards.
Listed below are some suggestions related to the types of information that you may want to include in this section of the document:
1) Who? Who would make up my network (e.g., peers, instructors, professionals, colleagues) essential to success in my chosen field in relation to this particular course?
2) What?What are my findings from researching competencies and/or certification requirements for my specific job role in relation to this course?
3) When?When should I begin to make the connection between my course of study and my career goals?
4) Where? Where does this course fit in my career goals? Where could I schedule an interview or internship to bridge the theory in my course with the practice of a job in the field?
5) Why?Why are peer-reviewed articles important and what is the significance of them in a career in health care?
6) How? How does this course relate to the requirements of my career goals? How can I make a link between the course and career experience that I need?
Focus on the concepts and skills learned from this course and spend time reflecting on Who, What, When, Where, Why or How, in establishing your academic and career path. Examples are provided below. The table will continue to expand as you progress through the course.
Date Category
(Who, What, When, Where, Why or How) Comment Required Follow-Up
1/21/2011
Who EXAMPLE:Donald Duck – Current manager of the T& D department at ABC hospital.He has agreed to act as a professional mentor as I complete this program.We discussed the capstone project deliverable and steps required for approval.
Who
Who
1/29/2011
What EXAMPLE:Read an article entitled, “Health Care Delivery Dynamics.” This may be my target topic for project:<name of topic>
What
2/10/2011
When EXAMPLE:Obtain evidence research project approval from ABC hospital. (5/31/2010)
2/17/2011
Where EXAMPLE:Professional health care association – ACHE (American College Health Care Executives) Made contact and inquiries.
Where
2/24/2011
Why EXAMPLE:Based on recent readings, identify five reasons the project would be beneficial to my organization (improve patient care, enhance hospital efficiency, save money, make money, improve quality).
Why
03/02/2011
How EXAMPLE:
Tour health care setting (hospital, nursing home, home health agencies or insurance company) facility and interview IT security officer to gain understanding in the field (04/12/2010)
Name: Assignment Rubric
| Excellent | Good | Fair | Poor | |||
| Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. | 32 (32%) – 35 (35%)
The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described. |
28 (28%) – 31 (31%)
The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described. |
25 (25%) – 27 (27%)
The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described. |
0 (0%) – 24 (24%)
The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing. |
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| Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. | 45 (45%) – 50 (50%)
The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
40 (40%) – 44 (44%)
The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
35 (35%) – 39 (39%)
The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data. |
0 (0%) – 34 (34%)
The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing. |
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| Written 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 is provided which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. |
3 (3%) – 3 (3%)
Paragraphs 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. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. |
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| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
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| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
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| Total Points: 100 | ||||||
Name: Assignment Rubric
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