Manufacturing History

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Manufacturing History

The impact of globalization in relation the manufacturing companies have continued to widen across the globe.  Raw materials are available all over the world.  Innovations and technology have continued to impact the growth of small SMEs organizations due to the availability of raw materials (KURSAD OZEKIN, 2019).  However, the need for knowledge of developing long-lasting organizations is still lacking in the manufacturing industry.  Most organizations are starting up and closing within a few years.  However, this blog aims at providing a platform that guides organizations on how to establish long-lasting organizations about the Quantigration Inc. manufacturing company.

The world categorizes its population into two.  Those who live in the industrialized world depend on manufactured products.  The evolution of manufacturing has evolved since 1790.  Technology and innovations have promoted the globalization of products and cultural diversity among our manufacturer’s plants.  The United States, over the years, has acquired the title of being a superpower due to the numerous products it produces and exports around the world.  Thus, the manufacturing era has given organizations the opportunities to produce products and sell them globally.

However, due to globalization, and the numerous vast innovations in the world, start-up organizations, may lack the ability to establish the foundations of starting an organization (KURSAD OZEKIN, 2019).  Writing blogs about historical organizations that have stood the test of time will give organizations the approaches and strategies that help organizations manage risks, threats, and opportunities in the manufacturing industry.

Another reference for the manufacturing history would be the Ford Company.  The Ford Company, since its establishment, has continued to manufacture automobiles and earned a household name in the automotive industry (González-Crespo & Vazquez, 2017). The manufactures blog can highlight the organization’s growth process to inspire upcoming companies.  Despite being an organization founded in the 1990s has developed to be an outstanding organization due to the leadership skills and the management strategies and approaches applied by Henry Ford in the establishment of the organization. When reflecting on the approaches to adapt in establishing an organization, manufacturers should evaluate the Quantigration Inc. organization and the Henry Ford. Both organizations were established before the innovations era but in a world that was in constant change, both established structures, and systems that allowed them to become part and parcel of the innovative world.  An organization must be aware of the developing world and establish itself through online platforms.

References

González-Crespo, S., & Vazquez, J. (2017). Ford Motor Company in Cadiz 1929–1923. Procedia Manufacturing, 13, 1397–1404. https://doi.org/10.1016/j.promfg.2017.09.150

KURSAD OZEKIN, M. (2019).  GLOBALIZATION AND ITS IMPACTS ON INTERNATIONAL DEVELOPMENT: A LONG-TERM HISTORICAL PERSPECTIVE.  Globalization and Business, 4(7), 49–58.  https://doi.org/10.35945/gb.2019.07.006

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Manufacturing History

You work for Quantigration, Inc., a semiconductor manufacturing plant headquartered in the United States. Capitalizing on advancements in its product, Quantigration has aggressively expanded and acquired fabrication plants and workers around the world.

In an effort to be more of a thought leader (an organization that is viewed as authoritative and influential in its industry), the company is starting a new public blog, and the organizers are currently taking proposals for regular columns.

Your manager, Gregory Russo, wants to propose a regular history column that focuses specifically on manufacturing. As a bit of a history buff, he wants to share his passion with others and thinks it could distinguish the company’s voice from that of its peers.

Gregory has already started a proposal and gathered lots of research on some potential topics for an accompanying sample article. Unfortunately, he just got assigned to an important project with a tight deadline and doesn’t have time to put it all together. He’s given you access to his notes and asked you to finish his proposal and write a sample article to be submitted to the organizers.

 

Directions

Part 1: Column Proposal

Gregory has already started a proposal but has asked you to finish it because he doesn’t have enough time. Using the partially completed draft in the Deliverables section, fill out the areas that he has marked. He’s specifically asked you to:

  • Using your understanding of historiography, explain how a company perspective like Quantigration’s can affect the study of the history of manufacturing. In other words, how might historians examine these blog posts in 20-30 years?
  • Outline a research process for future bloggers to follow

Part 2: Sample Article

In addition to the proposal, Gregory wants to submit a sample article to the company blog to be used as the first in a series. He’s already gathered some research on two topics and would like you to write a sample article on one of the topics he’s chosen.

  1. Start by looking over Gregory’s research and choosing the topic that interests you most. You can review the primary and secondary sources he has gathered in the Gregory’s Research document in the Deliverables section. He has gathered information on:
    • The Triangle Shirtwaist Company
    • The Ford Assembly Line
  2. Read through all of the sources on your chosen topic and start to consider information or ideas that stand out to you so that you can develop a research question. Gregory has asked you to develop a research question that is “appropriately sized,” meaning:
    • It is more complex than a yes-or-no question, or something that can be answered with a fact (For example, “Who founded the Ford Motor Company” would be too small. “What was the impact of [factor] on [outcome]” would require further interpretation of the evidence.)
    • It provokes discussion and leads to more questions
    • It can be explored using the sources he’s provided
  3. Choose at least four sources from your chosen topic to support your article. Gregory has asked you to include authoritative sources of information, and to use a balance of primary and secondary sources.
  4. Write a 4- to 6-page (1,000- to 1,500-word) article on your chosen topic. Your article should synthesize perspectives from your sources, both primary and secondary, to form a cohesive historical narrative. It should also effectively communicate this narrative in a way that is supported by evidence from your research. Gregory recommended using the following outline to structure your article:
    • State your research question.
    • Write a brief description of each source and its author, identifying it as primary or secondary.
    • Write a narrative description of the events supported by evidence from your research. (This will be the largest part of your article.)
    • Finish with a conclusion in which you restate your research question and offer a tentative answer.

What to Submit

Every project has a deliverable or deliverables, which are the files that must be submitted before your project can be assessed. For this project, you must submit the following:

  1. Part 1: Column Proposal Word Document (Short responses, based on Gregory’s draft)Finish Gregory’s email to the blog organizer using his draft letter as a basis.

Please see assignment from order # 5057

 

School login information:

Username: juanita.toefield@snhu.edu

Password: Starwood@03

Supporting Materials

The following resource(s) may help support your work on the project:

Citation Help Need help citing your sources? Use the CfA Citation Guide and Citation Maker.

 

 

Rubric Name: HIS-20023 Project Rubric

Print Rubric

This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table. Rubric Criteria

Mastered

Not Yet

Criterion Score

Column Proposal: Explains how company’s perspective can affect the study of this historical topic

1 point

0 points

Score of Column Proposal: Explains how company’s perspective can affect the study of this historical topic, / 1

Column Proposal: Outlines a research process using historical methods for future bloggers to follow

1 point

0 points

Score of Column Proposal: Outlines a research process using historical methods for future bloggers to follow, / 1

Sample Article: Develops an appropriately sized research question

1 point

0 points

Score of Sample Article: Develops an appropriately sized research question, / 1

Sample Article: Synthesizes perspectives from multiple authoritative sources, both primary and secondary, to form a cohesive historical narrative

1 point

0 points

Score of Sample Article: Synthesizes perspectives from multiple authoritative sources, both primary and secondary, to form a cohesive historical narrative, / 1

Sample Article: Effectively communicates historical narrative that is supported by evidence from research

1 point

0 points

Score of Sample Article: Effectively communicates historical narrative that is supported by evidence from research, / 1

Written answers are clear; use correct grammar, sentence structure, and spelling; and show an understanding of audience and purpose

1 point

0 points

Score of Written answers are clear; use correct grammar, sentence structure, and spelling; and show an understanding of audience and purpose, / 1

Lists sources where applicable using citation methods with no major errors

1 point

0 points

Score of Lists sources where applicable using citation methods with no major errors, / 1

Rubric Total Score Total

Score of HIS-20023 Project Rubric,/ 7Criterion score has been overridden

Indigenous Legal Traditions in Canada

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Indigenous Legal Traditions in Canada

Indigenous legal traditions in Canada

Aboriginal communities in Canada can be regarded as Canada’s early law practitioners. These individuals lived in communities and nations throughout the country, developing standards and rules governing their social interactions, regulating trade, and settling disputes among communities (Justice, 2006, p. 1). The various traditions among the communities became highly developed systems of law, which governed aboriginal cultures in community management, the environment, and human relations.

There is an urgent need for individuals to comprehend that the first Europeans to establish their feet in Canada understood the legal traditions of the people and often complied with indigenous rules (Justice, 2006, p. 1). Business transactions, for example, were often carried out following local traditions. For example, donations, credit extension, and trade regulations were typically based on indigenous legal notions. Alternatively, Indigenous women and European men were celebrated in the personal realm according to indigenous legal customs. However, persons must know that aboriginal legislation has been less influential in the face of expanding colonization in Europe. For example, a collaboration that existed before the arrival of Europeans was replaced by assimilation strategies. The Indigenous legal traditions of the 1800s were primarily disregarded, and many traditional activities and ceremonies were forbidden. Children from Aboriginal communities were removed from their homes and forced to attend residential schools where it was forbidden to use their indigenous languages (Justice, 2006, p. 2).  This article examines the history of indigenous legal traditions in Canada, the advantages and challenges of integrating indigenous law components into Canada’s legal system.

The European settlement in Canada was profound and disastrous for Aboriginal laws, customs, and communities. Many Aboriginal groups in contemporary Canadian society are struggling with extreme poverty (Justice, 2006, p. 2). Their cultural identity and their communities have been broken down as a result of decades of assimilationist practices. However, it is essential to emphasize that most aboriginal communities maintain and develop their laws and continue to be directed in governance and resolution of disputes. Alternatively, several of the communities have begun reassuring and revitalizing their traditions and beliefs. Enabling Aboriginal people to develop indigenous laws according to their traditions can be crucial in helping the health of Aboriginal communities and reconciling Canada and aboriginal peoples.

Civil law traditions have their roots in Roman law in Canada. The law was initially codified in the Corpus Juris Civilis of Justinian. In mainland Europe, the law was initially formed before it extended to other parts of the world. Civil law in Canada originally stemmed from King Louis XIV’s Decree that New France would be by the custom of Paris, the body of law that ruled Paris’s region. Since Britain reintroduced the civil law into the Quebec Act of 1774, civil law has lasted in Canada (Borrows, 2006, p. 216). It realized that the best way to ensure order and a degree of loyalty was to make people closer to their customs and beliefs. The civil law interpretative tradition stresses the significance of broad concepts and expresses deeper social commitments. Thus, civil law in Canada has a solid legal tradition because of its historical use and its interaction with the society in which it applies.

Before the arrival of Europeans, the common law legal tradition was widespread. One can realize that the origin of the law has developed from the traditions of the people. The common law started as a custom and was the product of many cultures throughout medieval England (Borrows, 2005, p. 196). It emerged from a society in which a wide range of civilizations enforced a variety of laws. When the English Governors arrived and enforced their application at their new home, the common law was exported to Canada (Glenn, 2014, p. 362). In contemporary Canada, the common law heritage functions through stare decisions and court hierarchy. The law plays a crucial role in ensuring uniformity in law and tries to prevent arbitrariness in decision-making. The common law in contemporary Canadian culture is a hierarchy of courts. The highest level in this hierarchy is the Supreme Court of Canada, which has provincial appeals courts and trial courts below. Hierarchy plays an important part in removing arbitrariness from the legal system of Canada.

Indigenous customary laws

People need to know that legislation can arise wherever human interaction creates expectations of good behavior. Customary laws are inductive and are distinguished by studying certain behavioral routines and procedures in the community. Individuals and notably Aboriginal communities in medieval Canada have developed different spiritual, political, and social practices and norms to inform their connections (Coyle, 2017, p. 6). Current Canadian legislation on indigenous peoples originates in and is drawn from these systems of law. Indigenous legal traditions often also rely on elders or sanctioned wisdom guardians to determine and transmit law. It is consequently necessary for individuals to understand how indigenous peoples can engage in their traditions in the process of interpretation.

The inherent right to self-government, including the federal government, has been chiefly acknowledged as being covered in Aboriginal rights and treaty rights protected under Section 35(1) of the Constitution Act, 1982 (Justice, 2006, p. 2). Aboriginal communities have moved to create governing systems and dispute resolution procedures reflecting their values and traditions.

Why incorporate indigenous law into the Canadian legal system

The need to revitalize indigenous legal traditions is critical in the context of current Canadian law. Studies suggest that establishing prosperous Aboriginal communities is intimately tied to genuine Aboriginal control over decision-making, including law enforcement decisions (Justice, 2006, p. 8). Practical autonomy and good governance based on culturally relevant institutions were considered crucial to Aboriginal communities’ economic, social, and political success. The authority to enact culturally relevant legislation and to develop fair dispute resolution systems are vital parts of good governance.

Cultural matches are required for legal systems and governing structures to be acceptable and legitimate. A high level of cultural compatibility fosters the support of the community members. Conversely, legislation and governance institutions that do not reflect the culture and values lack legitimacy (Borrows, 2006, p. 215). Laws based on traditions and beliefs would be more relevant and meaningful to its members and improve the community’s rule of law.

Because indigenous legal traditions are rooted in the distinct cultures of aboriginal groups and nations, the restoration of indigenous cultures can play an essential role in encouraging indigenous ways of thinking and acting (Justice, 2006, p. 8). The influence of colonization is notwithstanding, and indigenous cultures remain distinct. Native cultures are viewed as crucial to the health of Aboriginal communities as their expression and progress.

Challenges

One of the major obstacles that people have while integrating indigenous law into the Canadian legal system is the bad relations between Canada and the indigenous communities. Sadly, the disputes between indigenous people and the Canadian legal system are far too many, in particular in criminal law. According to Schmeiser, almost 90 percent of Saskatchewan’s female prison population is constituted of indigenous women. Can indigenous people just commit more crimes? Such a conclusion is short-sighted and ignorant. In his investigation, Schmeiser found that indigenous people were involved in far less serious offenses than other criminals, like violation of provincial registration rules on liquor and vehicles (Morse, 1976, p. 513). The implications of this experience with the judiciary go beyond than the conventional effects, social stigma or trouble in finding employment.

The confrontation between indigenous people and the law does not occur just in the criminal justice system. This also occurs much too often under legislation on child welfare. According to the Laing Survey, there are numerous Indian children in foster care which is a matter of concern (Morse, 1976, p. 515). One can therefore conclude that the indigenous peoples are notably the victims of jurisdictional disputes between the federal and provincial administrations, adding to ‘their bewilderment and dissatisfaction.

Conclusively, a considerable acknowledgment of indigenous legal systems can provide numerous potential benefits for indigenous peoples and the broader society. Creating a favorable environment for developing and flourishing indigenous legal traditions could be vital to enable indigenous peoples to promote their social, economic, and political development in a way that reflects their values and traditions and helps to regenerate indigenous cultures (Borrows, 2005, p. 220). More culturally appropriate legislation and legal institutions can gain more respect from Aboriginal groups and increase the rule of law in their communities.

 

References

Borrows, J. (2005). Indigenous legal traditions in Canada. Wash. UJL & Pol’y, 19, 167.

Borrows, J. (2006). Indigenous legal traditions in Canada. Law Commission of Canada.

Coyle, M. (2017). Indigenous Legal Orders in Canada-a literature review.

Glenn, H. P. (2014). Legal traditions of the world: Sustainable diversity in law. Oxford University Press, USA, 1-387.

Justice , W. (2006). Indigenous Legal Traditions. LAW COMMISSION OF CANADA.

Morse, B. W. (1976). Native people and legal services in Canada. McGill LJ, 22, 504.

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Description

1.     The concept of “law of the people” is known by many terms.  In the Ruthven text and the Qatar article by Nizar Hamzeh, it is referred to as “tribal” law.  In Glendon, et al, it is termed “custom” in relation to locally developed legal systems in England, Scotland and other countries.  In Canada it is frequently called “indigenous law”. Despite the term used, however, there is a range of legal systems world-wide that have incorporated such customary law into their legal systems. Identify the history of some indigenous legal systems in Canada and the opportunities to incorporate more aspects of indigenous law into Canada’s legal system. Discuss some of the benefits and challenges of increasing the inclusion of indigenous law into the Canadian legal system in the future. You may bring some comparative cases to support your argument.

Students should also refer to at least three sources that were not provided in the course reading, in order to provide a more robust response to the question.  References made to open-source websites such as WIKIPEDIA, blogs or like resources will NOT be given credit, nor references to forums in the course, instructor presentations or other postings by students. In other words, these kinds of references are not to be used for this exam.  Where applicable, be sure to use concrete examples in your answer. Do not refer to moodle course notes or discussion as source.

Please ensure that you provide appropriate references, including page numbers, to APA standards for material where ideas are referenced or short quotations are used.

THESIS and CONTENT

The essay has a clear thesis statement and well-supported thesis. The central idea is developed in the essay through well-chosen, appropriate, concrete details that show depth of understanding. Generalizations are avoided and assertions are defended. The essay is written in a style and tone appropriate to the audience, topic and purpose.

ORGANIZATION

The essay is organized and well structured (there is a beginning, a body, and a conclusion).  It exhibits a clear strategy for persuasion and pattern of development (chronological order, comparison/contrast, etc.).  The organization works with the thesis so that the thesis and the organization contribute to serving the purpose of the essay. Essay does not digress from central point.

RESEARCH AND CRITICAL ANALYSIS

Research selected is relevant to the argument, is presented accurately and completely –implications are all clearly presented; relationship between research and theory is clearly articulated and accurate. Student skillfully evaluates information gathered and can analyze strengths and weaknesses of competing claims. Student show a clear understanding of the concepts studied.

REFERENCES, BIBLIOGRAPHY

Consistently follows appropriate citation style and lists a sufficient amount of relevant sources (academic and non-academic). Does not refer to the study guide/Canvas content as a source.

FORMATTING AND ENGLISH

Clear writing style, with sound spelling and respect of grammatical and essay writing rules. Applies required formatting.

WORD LIMIT (Points will be deducted for going over the word limit)

Over the word limit.

Sources Required:

Please use the following sources PLUS USE 3 MORE OUTSIDE PEER-REVIEWED SOURCES

Borrows, J. (2005). Indigenous Legal Traditions in Canada. Washington University journal of law & policy, 19(1), 166-223.

Law Commission of Canada. (2006). Justice Within: Indigenous Legal Traditions.

Quinn, J. R. (2014). Tradition?! Traditional Cultural Institutions on Customary Practices in Uganda. Africa Spectrum 49. 3, 29-54.

Vieille, S. (2012). Mãori Customary Law: A Relational Approach to Justice. The International Indigenous Policy Journal, 3(1), 1-18.

NSG4055 Week3 Discussion

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NSG4055 Week3 Discussion

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NSG4055 Week3 Discussion

Assignment: NSG4055 Week3 Discussion

NSG 4055 Week 3 Discussion

Discussion Question

Respond to one of the following questions:

Review Healthy People 2020 Global Health Initiatives.Choose one disease process and discuss the disease process, the goal of Healthy People 2020, and how the CDC plays a role in meeting the goal.

Search the South University Online Library for caregiver role strain.What is the most important factor that causes caregiver role strain? What can be done to prevent it?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

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

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NSG6440 Week7 Assignment

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NSG6440 Week7 Assignment

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NSG6440 Week7 Assignment

NSG6440 Week7 Assignment-1 Discussion

NSG 6440 Week 7 Assignment 1 Discussion
This week’s content addressed common techniques and testing that can be prescribed by the Nurse Practitioner.  Review ONE of the following videos and post for the class what you have learned this week:

Watch the following video on suturing

Suture Skills Course – Learn Best Suture Techniques

Watch the following video on EKG rhythms

Skillstat

Submission Details:
Post your response to the Discussion Area by the due date assigned. Respond to atleast two posts by the end of the week.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

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

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NURS-FPX4025 Assessment 4

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NURS-FPX4025 Assessment 4

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NURS-FPX4025 Assessment 4

Create a 5–10 minute video of yourself, as a presenter, in which you propose an evidence-based plan to improve the outcomes for your diagnosis.

Introduction

As part of the critical role that EBP plays in nursing, professional nurses share their findings with their peers and others. A big part of research is sharing knowledge so that others can also learn. Professional nurses attend seminars and read journals specific to their practice, and they also publish and present what they have learned. This assessment prepares you to share your knowledge with others.

Instructions

For this assessment, you are a presenter! You will create a 5–10 minute video using Kaltura or similar software. In the video and written narrative:

  • Review your findings from Assessment 3.
  • Create a poster presentation based on your findings from Assessment 3 (see the samples in the Assessment 4: Poster Template Examples reading list). Include:
    • An explanation of the diagnosis.
    • The research question you developed using PICO(T).
    • A summary of your sources.
    • The answer to your PICO(T) question based on your analysis of evidence.
  • Describe the key steps of care you are recommending based on your evidence.
  • Give a professional presentation to your peers, showing your poster with your voice narration using Kaltura or similar software.
  • Include your written narrative/script of the presentation in a Word document. Add the link to your video at the end of your written narrative.

Refer to Using Kaltura Campus resource as needed to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

Additional Requirements

Your assessment should also meet the following requirements:

  • Length of video: 5–10 minutes.
  • References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
  • APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style.
  • Video and narrative: You must submit a written narrative of all of your video content. Add the link to your video at the end of your written narrative.

Competencies Measured

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

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Explain a diagnosis in terms of outcomes, risks, and complications.
    • Summarize the content of at least three sources of evidence, including the credibility and relevance of the articles to a specific diagnosis issue.
  • Competency 4: Plan care based on the best available evidence.
    • Describe a research question developed using the PICO(T) process to address a chosen issue related to a diagnosis.
    • Explain the answer to a PICO(T) question based on an analysis of the evidence.
    • Describe key steps of care based on the evidence.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Organize content in a poster presentation and written narrative so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Communicate effectively in a professional audiovisual presentation with clear light and sound.
    • Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

NURS-FPX4005: Interdisciplinary Plan Proposal

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NURS-FPX4005: Interdisciplinary Plan Proposal

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NURS-FPX4005: Interdisciplinary Plan Proposal

Create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue identified in the second assessment.

Introduction

When creating a project plan, it is important to be cognizant of the significant role that nurses play in strategizing about use of organizational human and financial resources within the organization.

Communication is the key component to beginning and finishing projects, such as a plan proposal. The ability to effectively communicate involves reaching a state of consciousness regarding how others think and feel about something—an awareness of human differences. In addition, being knowledgeable about what type technological advancements exist can greatly enhance a positive project outcome (Harris et al., 2023).

As you work on your assessment, consider the following: How do organizational leaders impact project successes, sustain practice change, and share evidence-based findings? Which technology might help you evaluate the project’s impact within a health care system?

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this activity will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Reference

Harris, J. L., Roussel, L. A., Dearman, C., & Thomas, P. (2023). Project planning and management: A guide for nurses and interprofessional teams (4th ed.) (pp. 9–10). Jones & Bartlett Learning.

Professional Context

This assessment will enable you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources, including financial considerations, which can be used to solve the problem identified in the healthcare professional interview you conducted.

Overview

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present a plan for an interdisciplinary intervention to address the issue. While you will not be expected to implement the plan during this course, the plan should be evidence based and realistic within the context of the issue and your interviewee’s organization.

The goal of this assessment is to clearly lay out the improvement objective for your interdisciplinary intervention. Be sure to build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be used to generate buy-in for the plan or improve the implementation of the plan.

Instructions

Use the context of the organization from your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific organizational or patient outcome based on the information gathered in your interview.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as to the reference list at the end. (Because you’re using a template, a title page is optional.)

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the rubric carefully so you understand what is needed for a distinguished score.

  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Explain organizational resources, including financial, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Additional Requirements

  • Length of submission: Use the template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2–4 pages in length. Be sure to include a reference page at the end of the plan.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. See the Bachelor of Nursing (BSN) Program Library Guide.
  • APA formatting: Make sure that in-text citations and reference list follow current APA style. See the APA Module.

Competencies Measured

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

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

NURS-FPX4025 Assessment 2: Applying an EBP Model

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NURS-FPX4025 Assessment 2: Applying an EBP Model

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NURS-FPX4025 Assessment 2: Applying an EBP Model

Develop a 3–5 page scholarly paper in which you explain the diagnosis you researched for Assessment 1, and then apply the steps of an EBP model to your search for evidence to address your diagnosis issue.

Introduction

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in healthcare transformation, baccalaureate-prepared nurses are expanding, taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria that make a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into healthcare settings. The nurse will need to incorporate the use of EBP models.

EBP models are designed to assist the nurse in developing a plan to gather evidence to answer a practice problem or question. It is a systematic approach to direct the user to incorporate scholarly findings into current practice. These EBP models lead the nurse through the decision-making process of evaluating the literature to determine the best practice evidence for the practice issue or question.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, healthcare systems, and nursing practice outcomes are positively impacted.

Preparation

Review all resources for this assessment, as well as the scoring guide for details of how this assessment will be graded. You will use the specific diagnosis or health issue you selected for Assessment 1. You can refer to the overview of common EBP models in the Evidence-Based Practice Models media for help in choosing the most appropriate EBP model for your issue.

Instructions

Complete the following:

  • Consider your diagnosis from Assessment 1.
  • Explain an issue associated with this diagnosis that could benefit from an EBP approach.
  • Choose the EBP model you wish to implement.
  • Describe each step of the EBP model of your choice.
  • Apply the steps of the model to your search for evidence for your diagnosis issue, and describe how you applied them.
  • Locate at least three separate resources of evidence to assist with your diagnosis issue.
  • Analyze the credibility and relevance of each resource as it relates to your diagnosis.

This is a paper and should be 3–5 pages, not including the title page or reference page. The paper must be in APA format.

Competencies Measured

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

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Analyze the credibility and relevance of each resource as it relates to a diagnosis.
  • Competency 3: Apply an evidence-based practice model to address a practice issue.
    • Explain an issue associated with a chosen diagnosis that could benefit from an EBP approach.
    • Describe each step of a chosen EBP model.
    • Describe how the steps of a chosen EPB model were applied to search for evidence for a diagnosis issue.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

Childbirth

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Childbirth

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Yes, I do concur that a significant amount of effort should be made to bring the C-section rate in the United States in line with the recommendations of the World Health Organisation and the United States Department of Health and Human Services, both of which have consistently advocated for a C-section rate of less than 15%. According to the study’s findings in 2020, the high rate of C-sections was 31.8% (Tontus & Nebioglu, 2020).

An increased rate of cesarean sections can lead to unneeded medical treatments and expenditures associated with those interventions. Although a cesarean section may be necessary in some circumstances, it is still a serious surgical procedure that carries the potential for complications for both the mother and the child (Tontus & Nebioglu, 2020). When the operation is performed when there is no apparent need for it from a medical standpoint, it can automatically result in excessive medical expenses and an increased risk of complications.

The rate at which women undergo c-sections under unplanned circumstances feel inferior, sad, and disappointed is alarming. In most cases, these emotions are brought up by society and a number of unrealistic expectations about natural birth, i.e., vaginal birth. According to society, vaginal birth is regarded as the superior and the right way to give birth. In most cases, this has resulted in mothers feeling inferior who, under unavoidable circumstances, give birth through C-section(Sega et al., 2021). Therefore, it is necessary to deal with this stigmatization and support those who give birth in all experiences, whether vaginal, c-section or any other way.

Regarding scheduling cesarean procedures, because some women believe they are more superficial than giving birth through the vaginal route, it is essential to note that every individual’s experiences and decisions should be respected. Women should be allowed to choose how to give birth, provided they are given accurate information regarding each option’s potential hazards and advantages (Sega et al., 2021). Nevertheless, elective cesarean sections should not be carried out unless it is under established medical protocols and serves the mother and the child’s best interests (Sega et al., 2021).

There are various ways to give birth, and each can be a valid choice depending on the specific circumstances and preferences of the expecting mother. According to Vedam et al. (2019), these choices include giving birth at home, having a midwife present, having natural childbirth, having a C-section, taking pain medication, and giving birth in a water bath. There are no times when a particular encounter is better than another. What matters most is that both the mother and baby stay healthy during the process. These choices should only be made after talking to medical professionals since they are the best ones to give advice based on a woman’s medical background, health, and personal preferences (Vedam et al., 2019).

Conclusively, the United States should take action to lower the number of cesarean sections. It is essential to provide women with the information they need to make well-informed choices about the birthing methods they choose, get rid of the negative ideas people have about C-sections, and put the health and safety of mothers and babies above all else. There should also be no bad feelings about C-sections in society. It is essential to give women the information they need to make well-informed choices about the birthing methods they choose.

 

 

 

 

References

Sega, A., Cozart, A., Cruz, A. O., & Reyes‐Foster, B. (2021). “I felt like I was left on my own”: A mixed‐methods analysis of maternal experiences of cesarean birth and mental distress in the United States. Birth, 48(3), 319–327. https://doi.org/10.1111/birt.12541

Tontus, H. O., & Nebioglu, S. (2020). Improving the cesarean decision by Robson classification: A population-based study by 5,323,500 Livebirth data. Annals of Global Health, 86(1). https://doi.org/10.5334/aogh.2615

Vedam, S., Stoll, K., Taiwo, T. K., Rubashkin, N., Cheyney, M., Strauss, N., McLemore, M., Cadena, M., Nethery, E., Rushton, E., Schummers, L., & Declercq, E. (2019). The Giving Voice to Mothers study: Inequity and mistreatment during pregnancy and childbirth in the United States. Reproductive Health, 16(1). https://doi.org/10.1186/s12978-019-0729-2

Childbirth

Paper details

 Rationale:    Instructions: Both the World Health Organization (WHO) and the U.S. Department of Health and Human Services (HHS) have recommended a Caesarean rate of no more than 15% in American hospitals. As of 2020, the C-section rate in the United States is 31.8%. With those facts in mind, write a response addressing the prompts below.     Should there be an imposed limit (in line with WHO and HHS recommendations) on the number of C-sections performed? Why or why not?  Many women who experienced unplanned Caesarean section births have expressed disappointment, sadness, and feelings that they were somehow inferior because they had not been able to deliver vaginally. Where do you think these feelings stem from?  How do you feel about women scheduling a C-section birth because they believe they are easier than a vaginal birth? Should women be allowed to have a choice in their birthing method? If so, under what circumstances?  How do you feel about different birthing experiences, including home births, the presence of a midwife, natural childbirth, and the use of medications to ease the pain of delivery? Is one experience necessarily better than another?  Once you\’ve made your own original post, read and respond to two of your classmates\’ posts. In your responses to your classmates, you should discuss statements you agree or disagree with (and why), other perspectives you think need to be considered, and or other pertinent information. 

Benchmark – Outcome and Process Measures

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Benchmark – Outcome and Process Measures

Outcome and Processes

The CQI (Continuous Quality Improvement) in healthcare is a systematic method of developing a culture of continuous improvements that lead to high-quality care. For this purpose, the healthcare organizations use outcome indicators (measures) for judging either higher level clinical or financial outcomes. Process measures, however, denote process steps within a process which lead either good or bad outcomes (Kampstra et al., 2018). This essay will focus on two process measures and one outcome measure that CQI initiatives routinely implement. It will explore why these measures were chosen, the techniques of collecting and evaluating data, the criteria for assessing success, and data-driven, cost-effective strategies used to deal with the problems related to these measures.
Process Measures for Continuous Quality Improvement

Under the umbrella of Continuous Quality Improvement (CQI) in healthcare, the patient discharge process is evaluated using two important process measures. One of the measures is the Length of Stay (LOS) which is the period of hospitalization of patient from the admission to discharge. An area for improvement in LOS process metrics might concentrate on lessening the interval of time between a medical professional issuing a discharge order and the actual release of the patient. Another important process metric is the time between when the home medication order is started and when the medication gets delivered to the patient on the nursing unit. The delay in dispatch  of the medications by pharmacy to the floor can slow down the discharge procedure, thus indicating a clear avenue for healthcare processes improvement (Kampstra et al., 2018). Such metrics, being essentially process- and outcome-based, furnish important data on healthcare effectiveness. They are meant to just check whether the healthcare teams comply with the standard processes in delivering quality care (Hill et al., 2020). Furthermore, process measures are the means to determine outcome measures, and facilitate assessing the effectiveness of process steps with the goal of sustaining or improving patient care.
Outcome Measures for Continuous Quality Improvement

Outcome measures (OMs) or metrics, like those developed by the Centers for Medicare and Medicaid Services (CMS), work as benchmarks for patient outcomes, they quantify healthcare processes and are reported to government and commercial payers on a regular basis. These indicators include mortality rates, readmission rates, and surgical site infections (Kampstra et al., 2018). For example, CQI is concerned with the measure of surgical site infection rates which are directly related to the mortality rates, higher reimbursements and treatment expenses and may lead to loss of reimbursements. Such measures define a paramount role in the evaluation of the procedures or outcomes by the impact and the results achieved (Liss et al., 2020). Despite this, a number of outcome measures are influenced by various factors, some of which lay outside the purview of healthcare providers. Through analyzing outcome rates in different groups of patients, the healthcare institutions can improve the use of these measures.  Whenever the desired outcomes are not obtained due to the inadequate health care performance, the lack of relevant outcomes indicators tends to be reflected.
Justification for Choosing Each Measure

Monitoring surgical site infection rates is crucial as these infections are associated with such adverse outcomes as the prolongation of the hospital stay, increase in mortality rates, and treatment expenses which sometimes cannot be compensated (Storey et al., 2021). Targeting risk factors for these infections like hospital Length of Stay, which is a modifiable factor, would be essential to prevent their incidence. Regular surveillance of surgical site infections in healthcare systems aids in continuous assessment of the efficiency of the quality processes and patient outcomes. Hence, healthcare institutions can identify the areas in need of improvement and ensure the provision of high-quality care (Pandolfi et al., 2022).
Data Collection

The cornerstone of Continuous Quality Improvement (CQI) initiatives is primary data sources that are used in order to assess process performance and improvements. Collected systematically from patient’s medical records, this data focuses on key parameters like patient Length of Stay (LOS) and more details about surgical procedures. LOS data covers both preoperative and postoperative time periods. The first method for data collection is manual extraction of patient information, which is considered the traditional method supplemented with automated extraction from electronic medical records via customized reports (Storey et al., 2021).
Success Determination

Measuring and benchmarking are factors that matter in  ensuring the sustainability of healthcare facilities that implement  Continuous Improvement practices (CQI). Benchmarking consists in checking the results of the tested work processes against those of the same types of facilities to see how well they are doing. Information for patient safety benchmarks and quality performance can be taken from facility databases, from governmental agencies like CMS, or national databases that evaluate the healthcare sector. The  quality of benchmarking performance allows facilities to assess and to compare process and outcome performance indicators such as surgical site infection rates or LOS (Willmington et al., 2022). CQI benchmarks are geared towards identifying areas for quality improvement and assisting organizations in achieving the triple aim goals of healthcare: delivering high-quality patient care, improving community health, and lowering healthcare costs (Hill et al., 2020).
Data-Driven Cost-Effective Solution

Utilization of outcome performance metrics enables management team to make an accurate decision and identify cost effective solutions. In order to decrease patient length of stay (LOS) and surgical site infections among the operating patients, an integrated care model helps smooth the process from admission to surgery, inpatient care, and recovery. Through the adoption of transition points in patient care, health care continuity is promoted, making the delivery of care faster and thereby reducing the cost burden for patients (Borsky et al., 2018). Interoperability of diverse healthcare system databases is key to the process and outcomes measurement, as it provides access to the various organizations and entities involved in patient care including physician offices, hospital-affiliated clinics, and other core components of care. This intergration makes it possible for all care providers involved in the treatment of a patient to access electronic medical records and, thus, develop an individualized care plan based on the patient’s condition. If we want to hit the targets we’ve set for ourselves and deliver high-quality care, data exchange throughout the healthcare system is critically important.
Conclusion

CQI in health care means incorporating both outcome and process measures and driving the continuous improvements of care delivery. The process measures are aimed at removing any variability and inefficiencies from the healthcare process by finding the source of the problem and developing solutions to improve the quality and cost effectiveness (Kampstra et al., 2018). Effective data collection and evaluation intended for benchmarking, along with the evaluation of performance metrics, are all practices that are essential for ensuring the success of quality improvement efforts (Hill et al., 2020). The healthcare organizations proficient in the use of CQI, integrating both the process and the outcome measures into patient’s treatment, can smoothen operations, can meet regulatory standards and enhance customer service. Apart from the heightened patient experience, the adoption of CQI for reviewing care processes also leads in the provision of excellent patient care.

References

Borsky, A., Zhan, C., Miller, T., Ngo-Metzger, Q., Bierman, A. S., & Meyers, D. (2018). Few americans receive all high-priority, appropriate clinical preventive services. Health Affairs, 37(6), 925–928. https://www.healthaffairs.org/doi/10.1377/hlthaff.2017.1248

Hill, J. E., Stephani, A. M., Sapple, P., & Clegg, A. J. (2020). The effectiveness of continuous quality improvement for developing professional practice and improving health care outcomes: a systematic review. Implementation Science, 15, 1-14. https://doi.org/10.1186/s13012-020-0975-2

Kampstra, N. A., Zipfel, N., van der Nat, P. B., Westert, G. P., van der Wees, P. J., & Groenewoud, A. S. (2018). Health outcomes measurement and organizational readiness support quality improvement: a systematic review. BMC health services research, 18, 1-14. https://doi.org/10.1186/s12913-018-3828-9

Liss, D. T., Peprah, Y. A., Brown, T., Ciolino, J. D., Jackson, K., Kho, A. N., … & Persell, S. D. (2020). Using electronic health records to measure quality improvement efforts: findings from a large practice facilitation initiative. The Joint Commission Journal on Quality and Patient Safety, 46(1), 11-17. https://doi.org/10.1016/j.jcjq.2019.09.006

Storey, A., MacDonald, B., & Rahman, M. A. (2021). The association between preoperative length of hospital stay and deep sternal wound infection: A scoping review. Australian Critical Care, 34(6), 620-633. https://doi.org/10.1016/j.aucc.2020.12.010

Pandolfi, F., Brun-Buisson, C., Guillemot, D., & Watier, L. (2022). One-year hospital readmission for recurrent sepsis: associated risk factors and impact on 1-year mortality—a French nationwide study. Critical Care, 26(1), 371. https://doi.org/10.1186/s13054-022-04212-9

Willmington, C., Belardi, P., Murante, A. M., & Vainieri, M. (2022). The contribution of benchmarking to quality improvement in healthcare. A systematic literature review. BMC health services research, 22(1), 139. https://doi.org/10.1186/s12913-022-07467-8

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Benchmark – Outcome and Process Measures

Assessment Traits

Benchmark

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Assessment Description

Sources should not be older than 5 years-2019-2024

In a 1,000-1,250-word paper, consider the outcome and process measures that can be used for CQI. Include the following in your essay:

  1. At least two process measures that can be used for CQI.
  2. At least one outcome measure that can be used for CQI.
  3. A description of why each measure was chosen.
  4. An explanation of how data would be collected for each (how each will be measured).
  5. An explanation of how success would be determined.
  6. One or two data-driven, cost-effective solutions to this challenge.

Use a minimum of three peer-reviewed scholarly references as evidence.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN Leadership in Health Care System

Healing and Autonomy Case Analysis

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Healing and Autonomy Case Analysis

 

Healing and Autonomy Case Analysis

Write a 1,200-1,500 word analysis of “Case Study: Healing and Autonomy.” In light of the readings, be sure to address the following questions:

  1. Under the Christian narrative and Christian vision, what sorts of issues are most pressing in this case study?
  2. Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James?
  3. According to the Christian narrative and the discussion of the issues of treatment refusal, patient autonomy, and organ donation in the topic readings, how might one analyze this case?
  4. According to the topic readings and lecture, how ought the Christian think about sickness and health? What should Mike as a Christian do? How should he reason about trusting God and treating James?

Prepare this assignment according to the guidelines found in the APA Style.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

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

You are required to submit this assignment to Turnitin.

Medicine is traditionally considered a healing profession, and modern medicine claims legitimacy to heal through its scientific approach to medicine.1 The marriage of science and medicine has empowered physicians to intervene actively in the course of disease, to effect cures, to prevent illness, and to eradicate disease.2 In the wake of such success, physicians, trained as biomedical scientists, have focused on the diagnosis, treatment, and prevention of disease.3 In the process, cure, not care, became the primary purpose of medicine, and the physician’s role became “curer of disease” rather than “healer of the sick.”4,5 Healing in a holistic sense has faded from medical attention and is rarely discussed in the medical literature.

Even so, other disciplines have continued an active contemplation of holistic healing. Anthropological explorations of healing involve an active response to distress and distinguish categories related to healing, such as diagnosis and treatment, medical (scientific and nonreligious) and nonmedical (unscientific and religious), technological and nontechnological, and Western and non-Western.6 Psychological conceptions of healing involve reordering an individual’s sense of position in the universe and define healing as “a process in the service of the evolution of the whole person ality towards ever greater and more complex wholeness.”7,8 These definitions of healing focus on issues of social organization, roles, meaning, and personal growth.

The nursing literature reflects increasing concern with healing and the role of the nurse as healer during the past 25 years.9,10 Healing has been defined as “the process of bringing together aspects of one’s self, body-mind-spirit, at deeper levels of inner knowing, leading toward integration and balance with each aspect having equal importance and value.”11 These conceptions associate healing with complexities of meaning and personal understanding that may be related to curing and reflect the traditional caring role of nurses as patient advocates.

The confusion concerning healing in medicine is evidenced by the lack of consensus about its meaning. Science values operational definitions. Yet, medicine promotes no operational definition of healing, nor does it provide any explanation of its mechanisms, save those describing narrow physiological processes associated with curing disease.12–14 Most medical literature addressing holistic healing and using the word in the title never defines the term.15,16 The MEDLINE electronic database reveals no single MeSH heading for “healing”; instead, it adds qualifiers associated with the spiritual and religious aspects of illness and recovery related to psychology and alternative medicine. It could be surmised that modern medicine considers holistic healing beyond its orthodoxy, leaving the promotion of healing to practitioners of alternative or aboriginal medicine17—the nonscientific, nonmedical practitioners described by anthropologists.

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