Business Success and Failure

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Business Success and Failure

Each business persons’ dream is to yield maximum profit in his business may it be small or large business. Business failure on the other hand is a topic most people would rather dodge to talk about but overlooking noticeable warning signs of business failure is a guaranteed way to end up on the wrong side of business existence statistics.

Every business entity deserves a visionary leader. During the difficult times, the business manager needs a clear idea of the end mission and how the company needs to get there. The end mission could be in terms of what the company wants to achieve in future and what it should do to achieve the desired goals (Abbas & Asghar, 2010). A good business leader keeps the end goal on sight not overlooking the immediate needs of the company such as the market needs which leads to business success.

Dilly dallying when it comes to market needs cannot be afforded in any business entity. When it comes to the rate of technology development, the faster a business can produce its services or products, the higher the chances of its success thus delivering to the customers. Businesses tend to succeed when they successfully reach the consumers’ needs.

Successful businesses possess the knowhow to work within a set budget. Managing and keeping a company free of debts it cannot repay is a key to becoming successful. The business should afford to do more developments with the “less” available funds thus maximizing the profits. In a nutshell, external debts which can strain the business should be avoided at all costs.

The catastrophe to realize the market and clients leads to business failure. It is vital to understand the competiveness of the market place and the purchasing habits of the clients. Answering the query who the business customer’ are and how much they are ready to spend in the business goods and services is a great step in the operations of the business, failure to which business setbacks can be experienced.

The greatest concepts cannot be spun into a high income business at times. This simply means introducing a business in an industry that is non- profitable will always prove to be an exercise in futility. When opening a business it is of dire need to choose an industry where sustainable growth can be achieved ( Ricupero, 2002). In business it should be remembered that to survive, positive cash flow is mandatory and it takes more than a decent clue and desire to survive in business.

Overdependence on a single customer leads to business failure. When a business relies heavily on a single customer and he walks out and never comes back impacts heavily on the business. Therefore, incorporating diversity of the customer base in the strategic plan is vital.

Business success impacts positively on any given society through an improvement in occupation in the given area. Occupational levels stimulates a diverse of other average living metrics such as disposable revenue which reduces poverty levels. Employment of the locals promotes word of mouth advertisement for the company if at all the business treats its employee’s fine. This also nurtures a sense of belonging which enhances the trademark of a homegrown business.

Business success cultivates loyal customers’ base and especially those that are locally focused. This ensures that a significant level of financial sustainability is maintained which in return ensures that the company maintains a positive reputation and helps other small businesses maintain their employees thus avoiding retrenchment leading to unemployment.

Presence of business success is felt by the local communities through provision of a variety of facilities and amenities in the locality. Construction of health centers will cater for the healthy needs of the locals and the employees of the same business entity. Construction of a sports stadium will also help the locals as they will be preoccupied with sporting activities. This is a deterring method for those who would otherwise engage in criminal activities which is a safety hazard to the business and its employees.

Business failure impacts heavily on the employees of any given entity. Retrenchment of employees leads to escalation of unemployment levels which increases poverty rates in the society. This leads to high crime rates as people engage in criminal activities in an attempt to cater for their basic needs thus bringing a state of insecurity in the given society.

Business failure leads to the seizure of business assets by banks and other financial institutions if the business had pending unpaid loans. This makes it hard for the company to come back to normal operations which psychologically affects the stakeholders leading to poor health ( Fatoki, 2014). It also interrupts the social services which the company used to offer to the locals such as provision of clean water and affordable healthcare.

In conclusion, business failures not only impacts on the owners and their employees but also the country as a whole. Business progress leads to payment of taxes to the relevant authorities which are used in the provision of social services such as schools and hospitals. Failure of such business means reduced taxes which affects provision of basic social services as a result of inadequate finances.

References

Fatoki, O. (2014). The Causes of the Failure of New Small and Medium Enterprises. Mediterranean Journal of Social Sciences, 922-927.

Ricupero, R. (2002). How to Prepare Your Business Plan . UNITED NATIONS CONFERENCE ON TRADE AND DEVELOPMENT, 1-199.

Abbas, W., & Asghar, I. (2010). The Role of Leadership in Organizational Change. University of Gavle, 1-53.

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Business Success and Failure

Paper details
Identify and Implement rhetorical situations that call for cause and effect
relationships.
Write a short cause and effect analysis.
A Report on Causes and/or Effects That Affect
an employer/ employee.
There are six different scenarios to select from below and you will select one of
them.
What causes a business to succeed or to fail?
What causes customers to choose one product over similar products that
competitors offer?
What causes employees to remain loyal to an organization?
What causes a company or an organization to treat its workers well or poorly?
What are the effects of the way management treats employees?
What causes employees to leave a company or other type of organization
voluntarily? What are the effects of employees leaving an organization?
What causes high or low morale in the workplace? What are the effects of high or low
morale?

NURS-FPX4035 Assessment 3: Improvement Plan In-Service Presentation

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NURS-FPX4035 Assessment 3: Improvement Plan In-Service Presentation 

For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

Introduction

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Reference

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.

Overview

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

For this assessment, build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the safety improvement plan you created.

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Instructions

Develop a PowerPoint presentation with detailed speaker’s notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

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

  • Describe the purpose and at least three goals of an in-service session for nurses.
    • Include a one-line purpose statement followed by the goals.
    • Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.
  • Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.
  • Explain to the audience their role and the importance of making the improvement plan successful.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
    • Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.
  • Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

  • Part 1: Agenda and Outcomes.
    • Explain to your audience what they are going to learn or do, and what they are expected to take away.
  • Part 2: Safety Improvement Plan.
    • Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.
    • Explain why it is important for the organization to address the current situation.
  • Part 3: Audience’s Role and Importance.
    • Discuss how the staff audience will be expected to help implement and drive the improvement plan.
    • Explain why they are critical to the success of the improvement plan.
    • Describe how their work could benefit from embracing their role in the plan.
  • Part 4: New Process and Skills Practice.
    • Explain new processes or skills.
    • Develop an activity that allows the staff audience to practice and ask questions about these.
    • In the notes section, brainstorm potential responses to likely questions or concerns.
  • Part 5: Soliciting Feedback.
    • Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
    • Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

Additional Requirements

  • Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).
  • Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
  • APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See APA Module.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the BSN Nursing Program Library Guide as needed to guide your research in the Capella library.

Competencies Measured

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Explain the need for and process to improve safety outcomes related to a specific patient safety issue.
    • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
  • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
    • Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.
    • Explain to an audience its role and importance of making an improvement plan successful.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
    • Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

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Empowering Nurses Through Education: Advancing Patient Safety with Evidence-Based Improvement Strategies 

Introduction

In-service training is an essential tool for strengthening nursing practice and advancing patient safety. These sessions allow nurses to learn about current quality improvement (QI) initiatives, practice new skills in a supportive environment, and engage in collaboration that promotes better outcomes. When delivered effectively, in-services not only increase staff confidence but also foster teamwork and patient-centered care (Patel & Wright, 2018). By connecting education to practice, nurses become active participants in reducing risks, improving safety, and creating a culture of accountability. This presentation is designed to introduce a safety improvement plan, explain the need for change, and guide nurses in their roles as key drivers of success. 

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NURS-FPX4035 Assessment 2: Root-Cause Analysis and Safety Improvement Plan

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NURS-FPX4035 Assessment 2: Root-Cause Analysis and Safety Improvement Plan

For this assessment, you must use the supplied template to conduct a root-cause analysis. The completed assessment will be the template, focusing on the specific safety concern identified in your previous assessment.

Introduction

As patient safety concerns continue to be addressed in healthcare settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other healthcare professionals to protect patients and improve outcomes.

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As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

Overview

Nursing practice is governed by healthcare policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

For this assessment, use the specific safety concern identified in your previous assessment as the subject of a root-cause analysis and safety improvement plan.

Instructions

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a healthcare setting. You will create a plan to improve the safety of patients related to the safety quality issue presented in your Assessment Supplement PDF in Assessment 1. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen healthcare setting, provide a rationale for your plan.

Use the Root-Cause Analysis and Safety Improvement Plan [DOCX] template to complete the assessment.

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

  • Analyze the root cause of a patient safety issue or a specific sentinel event in an organization.
  • Apply evidence-based and best-practice strategies to address the safety issue or sentinel event.
  • Create a viable, evidence-based safety improvement plan.
  • Identify existing organizational resources that could be leveraged to improve your plan.
  • Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

  • Length of submission: Use the provided template to create a root-cause analysis and safety improvement plan. There is no page limit. A title page is not required but you must include a reference list as per the template.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the BSN Nursing Program Library Guide as needed.
  • APA formatting: Format references and citations according to 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: Analyze the elements of a successful quality improvement initiative.
    • Apply evidence-based and best-practice strategies to address a safety issue or sentinel event.
    • Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Analyze the root cause of a specific sentinel event or a patient safety issue in an organization.
  • Competency 3: Identify organizational interventions to promote patient safety.
    • Identify existing organizational resources that could be leveraged to improve a plan.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

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Root-Cause Analysis and Safety Improvement Plan: Strengthening Patient Safety Through Evidence-Based Strategies

Patient safety remains a central concern in healthcare, with adverse events such as medication errors, patient falls, wrong-site surgeries, and hospital-acquired infections continuing to challenge clinical practice. Root-cause analysis (RCA) provides a structured way to uncover underlying factors that contribute to these issues, often revealing gaps in processes, communication, or system design. By identifying these causes, healthcare professionals can create targeted improvement plans that prevent recurrence and promote a culture of safety. The role of the baccalaureate-prepared nurse extends beyond direct care to include leadership in safety initiatives, development of evidence-based strategies, and collaboration with interdisciplinary teams. In this capacity, nurses are positioned to design, implement, and disseminate safety improvement measures that not only protect patients but also reduce costs and strengthen organizational performance. This assessment will focus on applying RCA to a specific patient safety concern, using evidence-based practices and existing organizational resources to develop a practical and sustainable improvement plan.

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NURS-FPX4035 Assessment 1: Enhancing Quality and Safety

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NURS-FPX4035 Assessment 1: Enhancing Quality and Safety

This course has been completed and no further assessments may be submitted.

For this assessment, you will develop a 3–5 page paper that examines a safety quality issue in a healthcare setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

Introduction

The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.

You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.

References

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. National Academy Press.

Overview

As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in healthcare settings. Effective quality improvement measures result in systemic and organizational change, ultimately leading to the development of a patient safety culture.

Consider the hospital-acquired conditions that are not reimbursed under Medicare/Medicaid, some of which are specific safety issues such as infections, falls, medication errors, and other concerns that could have been prevented or alleviated with the use of evidence-based guidelines.

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The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures to address patient safety risk at a healthcare setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in healthcare settings from organizations such as QSEN (Quality and Safety Education for Nurses) and the IOM (Institute of Medicine). Looking through the lens of these professional best practices to examine the current policies and procedures in place at your chosen organization and the impact on safety measures for patients, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote safety in your chosen healthcare setting.

See Nursing Competencies for more information.

Instructions

Select one of the safety quality issues presented in the Assessment 01 Supplement: Enhancing Quality and Safety [PDF] Download Assessment 01 Supplement: Enhancing Quality and Safety [PDF]resource and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment, be sure to focus on an organizational setting. This could be a primary care office, urgent care, mobile clinic, hospital ED, rural clinic, etc. Then use the literature to support the problem and solution in the organization. Reflect on costs to that organization/setting and what nurses can do to coordinate the care within the setting. Reflect on stakeholders who may be involved.

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

  • Explain factors leading to a specific patient safety risk.
  • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient-safety risk and reduce costs.
  • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
  • Identify stakeholders with whom nurses would need to coordinate to drive safety enhancements.
  • Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

  • Length of submission: 3–5 pages of content plus title and reference pages.
  • Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the Capella University Library and BSN Nursing Program Library Guide as needed.
  • APA formatting: References and citations are formatted according to 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: Analyze the elements of a successful quality improvement initiative.
    • Explain evidence-based and best-practice solutions to improve patient safety related to a specific patient safety risk and reduce costs.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Explain factors leading to a specific patient-safety risk in a healthcare setting.
  • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
    • Explain how nurses can help coordinate care to increase patient safety and reduce costs.
    • Identify stakeholders with whom nurses would coordinate to drive safety enhancements with a specific safety quality issue.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

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Advancing Patient Safety Through Quality Improvement: The Role of Nurses in Addressing Healthcare Risks

Introduction

Patient safety is at the heart of quality healthcare delivery. Despite advances in medicine and technology, preventable safety risks such as hospital-acquired infections, medication errors, and patient falls remain common challenges that threaten outcomes and increase costs. The Institute of Medicine’s landmark report To Err is Human (Kohn, Corrigan, & Donaldson, 2000) highlighted that system-level failures, rather than individual mistakes, are often the root cause of adverse events. This insight led to the development of national initiatives and safety frameworks such as the Quality and Safety Education for Nurses (QSEN) competencies and The Joint Commission’s National Patient Safety Goals (NPSGs). These initiatives emphasize evidence-based practice, communication, and system redesign as key strategies for reducing harm. Baccalaureate-prepared nurses are uniquely positioned to drive these changes by identifying patient risk factors, coordinating interdisciplinary care, and applying evidence-based solutions to improve outcomes. In today’s healthcare environment, the ability to recognize safety issues, engage stakeholders, and lead quality improvement (QI) efforts is not just a professional responsibility but also a moral imperative.

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Module 5: Assignment: Paper – Drug Recalls 

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Module 5: Assignment: Paper – Drug Recalls

  • Due Sep 24 by 11:59pm
  • Points 100
  • Submitting a file upload
  • Available Aug 20 at 12am – Sep 25 at 11:59pm

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A drug recall is the most effective way to protect the public from a defective or potentially harmful product. A recall is a voluntary action taken by a company at any time to remove a defective drug product from the market. FDA, https://www.fda.gov/drugs/drug-safety-and-availability/drug-recallsLinks to an external site.

 

Prepare a 4 page paper including the following:

Identify a recent drug recall action.

Describe steps required by FDA for recalling a drug.

How you would lead recall preparations and communications in your company for this recall activity?

Paper is 4 pages, double spaced, Times 12 font, paragraphs, where a paragraph is 5-6 sentences, APA style, 5 references – at least 1 from ASU library.  Add a cover page and a separate page for references for a total of 6 pages.

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FOOD STUDENTS

Prepare a paper on a food recall.  Follow the instructions above.

Rubric

Drug Recalls Paper
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Paper
Overall content
20 pts Full Marks Paper is clear, convincing and describes leadership.
0 pts No Marks Does not meet criteria.
20 pts
This criterion is linked to a Learning Outcome Content
50 pts Full Marks Organized and clear; presents strategies, provides justification, solid reasons and data to support choice. Addresses the complexities and expectations of leading an organization in the development stages. Identifies and describes leadership qualities, organizational style and impact of culture.
0 pts No Marks Does not do minimal and or does not data to support leadership.
50 pts
This criterion is linked to a Learning Outcome Support (References & Regulations)
15 pts Full Marks Provides at least 3 references (outside of course materials) plus at least 1 from ASU library to support leadership.
0 pts No Marks References used are from course materials, no outside references; little or no information on US or country regulations.
15 pts
This criterion is linked to a Learning Outcome Spelling, grammar, format
Spelling, grammar and formatting are complete and without errors.
15 pts Full Marks
0 pts No Marks
15 pts
Total Points: 100

Drug recalls happen when a medication is pulled from the market because it is unsafe, defective, or mislabeled. A major example is Vioxx, a painkiller made by Merck. It was popular for treating arthritis and chronic pain, but studies later showed it increased the risk of heart attacks and strokes. In 2004, Merck voluntarily withdrew Vioxx, making it one of the largest recalls in history and showing why strict monitoring and transparent research are vital for public safety.

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SEDN 683: Practicum II- Birth-Grade 2

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SEDN 683: Practicum II- Birth-Grade 2

Some Issues of Particular Importance in Work with Young Children

 

  1. What kinds of activities have you used to provide the young children with whom you have worked the opportunity to solve problems of various kinds?

a.

b.

c.

d.

Comments:

  1. What methods and materials have you used to appeal to various learning styles and modalities? Were any of them particularly effective or ineffective?

a.

b.

c.

d.

Comments:

  1. Which typical early childhood behaviors or problems have been more difficult for you to deal with than others? How do you plan to work on these difficulties?

Comments:

  1. What did you learn about creating a safe, comfortable and appropriately stimulating environment for young children that you did not know before taking your Practicum II course?

a.

b.

c.

d.

Comments:

  1. What did you learn about creating an emotionally safe and secure environment for young children that you did not know before taking your Practicum II course?

a.

b.

c.

d.

Comments:

  1. What are some of the ways you have learned to build constructive relationships with parents of young children with whom you work?

a.

b.

c.

d.

Comments:

  1. What are some ways you have learned to develop a caring, respectful way of relating to students?

a.

b.

c.

d.

e.

Comments:

  1. What is the place and importance of socio-dramatic play at the pre-K and K level?

a.

b.

c.

d.

e.

Comments:

  1. What are examples of data-supported (or data-driven) instruction which you have observed in your Practicum? How might you use data-supported instruction in your future teaching?

a.

b.

c.

d.

e.

Comments:

SEDN 683: Practicum II- Birth-Grade 2

Some Issues of Particular Importance in Work with Young Children

  1. What kinds of activities have you used to provide the young children with whom you have worked the opportunity to solve problems of various kinds?
  2. Let the children brain storm and encourage them to express themselves. This enables them to develop interpersonal skills necessary for problem solving and dialoging with others without resorting to violence, they also recognize and respect views of different people and develop listening skills which are important in handling problems.
  3. Provide a variety of problem solving experiences like games and puzzles. These help children by allowing for mental activity to engage with real problems in the games and try to come up with solutions in a practical manner beyond the theoretical discussions.
  4. Give stories that have a problem solving theme .The stories allow the children to read about how other people solved their problems and adopt the same; they get to learn different viewpoints and approaches to problems at the same time having expanded mental capacity and will to take on problems.
  5. Ask the children questions and give them suggestions letting them choose the right one. These helps the children gauge their capacity in problem solving and also allows me to see which areas are avoid or chosen by most of them to decide on the parts to strengthen. The children also get to know how different colleagues solved respective questions they picked thereby expanding their capacity.
  6. Help the children understand and internalize the problem by giving hem real life examples (moral dilemma).Real life examples on how issues have been tackled move the children form the confirm of classroom to understand reality and appreciate the importance of the lessons being taught.

Comments:

Problem solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped ad ready to solve real problems in real life situations. In any life situation, whether at work, school, or in their social relationships, the ability to criticize and analyze a problem, map out all the elements and prepare a workable solution is one of the most valuable skills that one can acquire in life (McLaren, 2015).

  1. What methods and materials have you used to appeal to various learning styles and modalities? Were any of them particularly effective or ineffective?
  2. The discussion groups are essential in the sense that a wide range of opinion is brought forth for deliberation among various participants, thus having a consensus on strong points which would not have been with only one participant.
  3. Lecturing provides a set up through which tutors make presentations to the audience on various important and informative areas that need to sink into them. This is one of the most important approaches in training.
  4. Learning by a way of practicals is majorly encouraged as the learners not only receive information but also puts the very information into action. Practice by doing thus encourages believability and ownership on the concept ad you are not only a mere participant but also an active audience.
  5. Teach others encourage interaction among learners which translates into information sharing. It’s essential that you reach and meet the need of various respective learners having understood their knowledge gap.
  6. Audio Visual learning process provides a platform for the learners to actually see what is at hand as well as hear. Adoption of this approach enables the learners to better under the concept and retain for longer duration.

Comments:

There are many different ways a person can learn something. Some learning methods work better than others. The bottom line is, you can learn anything you want with the possibilities being endless.

I found the practice by dong and things and Audio visual being most effective since it is easier to learn and understand since it is easier for a learner to understand especially if they practice and see what they need (McLaren,2015).

  1. Which typical early childhood behaviors or problems have been more difficult for you to deal with than others? How do you plan to work on these difficulties?
  2. Moments of melt downs as so frustrating to the extents of giving up. This emotional detachment negatively affects the learners and learning environment and requires emotional intelligence in managing.
  3. Children being unable to stay awake in class have proved to be a hindrance in information sharing; it results to low or lack thereof of concentration hence little or no information passed to the intended audience. However, having realized this, it thus requires that students are engaged in breaks with exercises that make them awake such as stretching and also ensuring that you become a lively presenter.
  4. Distractions by other students or what is outside is one of the major challenges for the learners; this slows down the learning process as attention of the learners is diverted to the other things and not the learning. To curb this, making presentations lively and engaging everybody will not give them room to pay attention to others things.
  5. Some learners may also not express themselves in a learning environment for varies reasons such as fear of giving wrong answers or asking what I may appear stupid question. The teacher should thus create atmosphere that encourages questions and session from the participants and developing a policy of every answer is right. Participants will be motivated to ask burning questions and as well answer questions without fear of exposing what may be perceived as ignorance.
  6. Bullying is a form of intimidation, it results into forcefully enacting an action to another. The form of bullying mostly in school is when senior students forcefully engage the juniors into activities that are demeaning to them. This sets a prejudgment of a poor learning environment and makes the students switch off their minds. Strict policy to curb this vice should be advocated that will hinder this occurring.

Comments:

The goal of each educational institution is to teach better behavior over the long term and design a classroom environment where students are more likely to behave. However, you will always act out (Entwistle and Ramsden, 2015).

Overtime, I will teach children on how to deal with emotions and how to regulate them, have a predictable daily schedule and always be ensure that misbehavior consequences are understood

SEDN 683: Practicum II- Birth-Grade 2 Works Cited

Entwistle, N., & Ramsden, P. (2015). Understanding student learning (Routledge revivals). Routledge.

Kraft, M. A., & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, 49-63.

McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge.

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Assessment 1 Report: How Organisations Apply the Strategic use of IS (Information Systems)

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Assessment 1 Report: How Organisations Apply the Strategic use of IS (Information Systems)

Assignment 1

Length:               maximum 2,500 words 

For this assignment you will have to prepare a paper that critically discusses how organisations apply the strategic use of IS (information systems)/IT (information technology) to achieve IS/IT-enabled innovation.

(NB. The focus will need to be on current examples in the last 4 years, anything older than 2017 will not be considered as an example)

Some aspects and issues you may discuss in your paper could include (but are not limited to):

  • Discuss at least 4 examples of the use of IS/IT for
  • Highlight some success factors or some lessons learned (i.e., what went wrong?) for your examples.
  • Discuss the impacts of internal factors (e.g., organizational, individual, and management factors) and external factors (e.g., market, industry, social, economic, technological and political/policy factors) on the success (or the failure) of IS/IT enabled
  • Suggest recommendations and guidelines for helping organizations succeed in their efforts to embark on using IS/IT for innovation with good explanation.

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You should apply relevant knowledge discussed in your unit. You should prepare for this assignment by reviewing the literature (i.e. by using ProQuest 5000 and Science Direct databases at http://www.scu.edu.au/library/index.php/) and searching the World Wide Web (i.e. via Google). You should show evidence that you have read at least 10 references, which must be published after January 2015, in the literature (including references from academic and professional publications) to prepare this assignment. A variety of references are expected including books, refereed journals, case studies, newspapers, magazines and electronic references.

Format for Assignment 1

You will be marked on communication as well as content. This is done to emphasise the importance of aiming for effective communication as well as good content – not only here in a university assignment, but also in your day-to-day work. After all, if you do not communicate and present your ideas well, it is much harder to have your ideas accepted by busy colleagues or executives.

Your assignment should contain:

  • Title page
  • Abstract or Executive Summary
  • Table of contents
  • Introduction
  • Main body of report with suitable headings and subheadings
  • Conclusions
  • Reference list
  • Appendices (if relevant).

References: Harvard Referencing Style is required in this subject. Please visit SCU Library website for information (URL: http://www.scu.edu.au/library/finding_info/citing_info.html). You can also contact SCU librarians for assistance.

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The following specific marking criteria will be used for marking Assignment 1:

 

 

Category                                 Specific criteria

 Maximum marks
MC 1: Content – clear                        Critically discuss at least 4 examples of organisational understanding of issues (20 Marks) attempts at achieving IS/IT enabled innovation. 5
Critically discuss the success factors and lessons learned 5
Critically discuss the impacts of internal and external factors on the success (or the failure) of IS/IT enabled innovation 5
Suggest recommendations and guidelines for helping organizations succeed in their efforts to embark on using IS/IT for innovation with good explanation and discussion 5

 

 

 

Category

  

Specific criteria

 Maximum marks
MC 3: Use of multiple sources of information and Referencing (3 Marks) Good research effort evidenced by at least 10 references from a variety of sources; Good integration of references into your discussion; Proper practice of in-text citation and provision of all the cited references in the reference list via applying Harvard Referencing Style 3
MC 4: Communication and Presentation (2 Marks) Use of study materials; Use of proper terminology; Good structure of the report; Professionally formatted and presented; Being able to clearly express ideas; Clarity of communication with good flow, reasoning and argument; Concise but not over simplifying; Spelling and grammar (use of spell-Checker!) 2
Total marks   25

What Counts As Family

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What Counts As Family

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Reply to Ashlynn Rowe,

I agree that family comprises people who are related to each other. According to some of the communities in the United States, the value of family members related by blood tends to be higher than those who have been married into the families. Sociologist Dorothy smith presented the Standard North American Family SNAF to portray family is made up of a father, mother, and children who were happily living together. In the image of family portrayed by SNAF everyone in a family undertook their roles according to their gender. However, the norm is changing due to the diversity and inclusivity that is currently shaping the world. Friends are becoming more inclusive as families depending on how close and active they are with family members. Conversely, the family setup is changing from a normal father, mother, and children due to the harsh economic times and other related factors to families comprising of a single parent, family of the same sex and family that value pets as their children.

Reply to Fatimah Rishma Farhan

I agree with Fatimah that family is an institution that incorporates a group of people who share the same values and beliefs. Every family has its own rules and expectations for every member of the extended family. At the same time, the family comprises people who are related through marriage. In the modern world, a family is built around the children that have been brought up. For example, in a single-parent family, the parent that chooses to stay builds the family around the children. Or rather, in cases of divorce, children are the center of every decision the two divorcing adults make.

Reply to Trenton Green

The modern world has chosen to view everything differently. According to the Democratic National Platform, it supports that family is made up of people who have respect for each other, equally share responsibilities, and are protected by law. Thus, I agree with Trenton Green that a family can be a group of people with a bond that aims to respect each other, share responsibility, and equally be happy together. For example, people of the same sex can live together happily as long as they have chosen each other and rightfully respect each other. The definition of family keeps changing due to the diversity and inclusivity taking up change in the world.

Reference

Powell, B. (2012) Counted out: Same-sex relations and Americans’ definitions of family. New York: Russell Sage Foundation.

What Counts As Family

Paper details

Module 3: What Counts as Family Discussion Board (part 2)

66 unread replies.66 replies.

In this assignment you will return to the What Counts as Family thread and comment on others\’ posts:

 

  1. Review Powell et al.\’s (2010) classification of people as exclusionists, moderates, or inclusionistsbased on how they define family.
  2. Read through others\’ posts from task #1  in this thread and choose three responses posted by other students, one of which you believe should be classified as exclusionist, one as moderate, and one as inclusionist.
  3. Reply to each of your 3 chosen posts with 1-2 sentences explaining how you believe this definition of family should be classified and why. If you reply to a post that someone else has already replied to, be sure that your reply adds new rationale for classifying the post in a certain way. (Since you are replying to 3 posts, you should write a total of 3-6 sentences across 3 different replies in this step.)

HCR578-Module 5-Intellectual Property – Ghost Writing – Assignment

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HCR578-Module 5-Intellectual Property – Ghost Writing – Assignment

Ghost Writer Paper & Intellectual Property

Read the Ghost Writer article found in Learning Materials in its entirety.

It is clear that there are two construct at work here – one legal and one ethical. Legal being acceptable by law. Ethical – concerns scientific authorship & responsibility as discussed in the paragraphs below from the article.

“That ghostwriting is plainly lawful under copyright law but deemed dishonest, unacceptable and fraudulent in academic publications shows, again, that authorship as defined by copyright law and that scientific authorship are two very different constructs, especially around the issue of responsibility. Those who look at ghostwriting through the lens of work for hire law see a straightforward legal arrangement concerning intellectual property issues, but those who look at it through the lens of scientific authorship see authors listed on the byline who can hardly take any responsibility for a work whose production they may be unconnected to. Conversely, they see the names of those who are actually responsible for the data collection, data analysis, and writing completely removed from the publication. Wrong names in the right places, and right names in the wrong places – a manipulation that renders virtually invisible very significant conflicts of interest.” 

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“Articles produced in this fashion support a drug produced by the pharmaceutical company sponsoring and authoring these publications (see Sismondo, 2009). Pharmaceutical companies then purchase reprints of these articles, which are handed out to prescribing physicians by sales representatives during their visits to the doctors’ offices (see Greene, 2007). (Just for measure, in the early 2000s, Merck purchased 900,000 reprints of an article about their drug Vioxx from the New England Journal of Medicine (Smith, 2006). Unaware of the corporate authorship of these texts, the doctors think they are reading a scientific article when in fact they are reading something closer to an ad.”

Your paper should cover your thoughts on both the ethical and legal constructs of ghost writing. Most of our regulations that cover the conduct of clinical trials are based on ethical concerns due to misconduct in research. After summarizing you thoughts on the two constructs, do you think that ethical concerns based on scientific writing should impact intellectual property laws?

Paper Format (4 – 5 pages, 12 point font, normal spacing. Use headings for the four required sections. Support with additional references. Cover page and references not included in page count.)

  • Introduction – overview of Ghostwriting
  • Ethical Constructs
  • Legal Constructs
  • Should ethical constructs impact intellectual property laws. (Why or why not? What are your reasons. Provide at least two examples to support your reasoning.)

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Please review the grading rubric before doing the discussion for assignment requirements.

Rubric

IP – Ghost Writers
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeOverview of Ghost Writing
25 pts Proficient25 pts Overview demonstrates a solid understanding of Ghost Writing. Refers to Ghost Writer article and provides other materials to support overview. Expands on initial article.
15 pts CompetentDemonstrates a general overall understanding of Ghost Writing. Clearly describes the topic, provides examples and supports with references.
0 pts PoorDoes not do or work is minimal, provides very general description of Ghost writing in overview.
25 pts
This criterion is linked to a Learning OutcomeEthical Constructs
50 pts ProficientDescribes in detail at least 4 ethical construct related to Ghost Writing. Covers the ethical concerns for research and scientific writing. Provide 2 – 3 examples. Supported by 2 – 3 additional references.
25 pts CompetentDescribes in detail at least 2 ethical constructs related to Ghost Writing. Covers the ethical concerns for research and scientific writing. Provide 2 examples. Supported by 1 – 2 additional references.
0 pts PoorGeneral description of ethical constructs of Ghost Writing. Minimal information and references for support. Does not demonstrate clear understanding.
50 pts
This criterion is linked to a Learning OutcomeLegal Constructs
50 pts ProficientDescribes in detail 2 legal constructs related to Ghost Writing. Covers the legal concerns for research and scientific writing. Provide examples. Supported by 2 – 3 additional references.
25 pts CompetentDescribes legal constructs related to Ghost Writing. Covers the legal concerns for research and scientific writing. Provide an example to demonstrate concerns.. Supported by 1 – 2 additional references.
0 pts PoorNot done or provides minimal information and references for support. Does not demonstrate clear understanding.
50 pts
This criterion is linked to a Learning OutcomeImpact on Intellectual Property Laws
50 pts ProficientSummarizes information in paper is a clear and factual manner, pulling together data collected to address the impact of the two constructs on intellectual property laws. Provides clear reasoning supported with reference for decision on impact or no impact.
25 pts CompetentSummarizes information in paper in a clear and factual manner, pulling together data collected to address the impact of the two constructs on intellectual property laws.
0 pts PoorMinimal information about what or if there is an impact on Intellectual Property laws.

Introduction

Ghostwriting in scientific and biomedical research has emerged as one of the most contested practices in academic publishing. While legally permissible under copyright law through doctrines such as “work for hire,” ghostwriting is ethically charged, especially in contexts where scientific credibility, patient safety, and academic integrity are at stake. The distinction lies in two parallel constructs: the legal view, which treats ghostwriting as an intellectual property arrangement, and the ethical view, which frames it as a violation of authorship responsibility and a manipulation of scientific trust. This paper examines four ethical and two legal constructs related to ghostwriting, highlighting the tensions they create for research integrity, scientific credibility, and intellectual property law.

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NURS-FPX4045- Assessment 4: Informatics and Nursing-Sensitive Quality Indicators

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NURS-FPX4045- Assessment 4: Informatics and Nursing-Sensitive Quality Indicators

Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

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Introduction

The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

Professional Context

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

Preparation

As you begin to prepare this assessment you are encouraged to complete the Donabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

This assessment requires you to prepare an 8–10 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

  • Review the nursing-sensitive quality indicators presented in the Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF] Download Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.
  • Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
  • Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
    • What is your experience with collecting data and entering it into a database?
    • What challenges have you experienced?
    • How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
    • What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

Recording Your Presentation

To prepare to record your presentation, complete the following:

  • Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
  • Practice using the equipment to ensure the audio and video quality is sufficient.
  • Review Using Kaltura for Kaltura to record your presentation.
  • View Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.
  • Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

Notes:

  • You may use other tools to record your tutorial. You will, however, need to consult Using Kaltura for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.
  • 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.

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Instructions

For this assessment, first review the nursing-sensitive quality indicators presented in the Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF] Download Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

As a result of this need, you offer to create a presentation orienting new hires to these topics. You know that you will need speakers notes to guide your recording. You plan to incorporate the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your presentation:

Introduction: Nursing-Sensitive Quality Indicator

  • What is the National Database of Nursing-Sensitive Quality Indicators?
  • What are nursing-sensitive quality indicators?
  • Which particular quality indicator did you select to address in your tutorial?
  • Why is this quality indicator important to monitor?
    • Be sure to address the impact of this indicator on the quality of care and patient safety.
  • Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

  • According to your interview and other resources, how does your organization collect data on this quality indicator?
  • How does the organization disseminate aggregate data?
  • What role do nurses play in supporting accurate reporting and high-quality results?
    • As an example, consider the importance of accurately entering data regarding nursing interventions.

Enhancing Outcomes

  • Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording. Important: Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

Additional Requirements

  • Communication: Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
  • Length: 8–10 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.
  • Script: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.
  • References: Cite a minimum of three scholarly and/or authoritative sources.
  • APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the Evidence and APA page on Campus.

Reference

Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

Competencies Measured

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

  • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
    • Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.
    • Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.
  • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
    • Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.
    • Follow APA style and formatting guidelines for citations and references.

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