Development of a SMART plan

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you will complete a series of assignments that mirror the steps required for the successful planning, implementation and evaluation of a project intervention for a public health promotion or disease prevention program.  The overall steps for developing an evidence-based project intervention include:

1. Assessment of a target population and health issue

2. Selection of public health theory to inform evidence-based intervention

3. Development of a SMART plan

4. Development of program implementation plan and identification of stakeholders

5. Selection of evaluation for intervention

6. Development of evaluation and stakeholder engagement plan

You will use the information from each assignment to further assist in the development of each upcoming assignment. By the culmination of the course, you will have outlined the specific activities necessary to create a realistic intervention for a public health project designed to reach an attainable goal for a select target population.

For this assignment, you will complete the first step of this project with an assessment of a target population or community and a health issue. In a narrative of 1,000-1,250 words, address each of the following parts of the community needs assessment:

1. Describe the public health issue to be assessed.

2. Describe the community and region to be assessed: Your community can be defined by geography (i.e., neighborhood, city, state, etc.) and/or by specific target population (i.e., immigrants, race/ethnic group, elderly, etc.).

3. Identify population needs and assets that influence the health issue for this community. Provide evidence to support the identified needs and assets. Sources of data include past published community needs assessments; county health rankings, BRFSS, state government agencies, chambers of commerce, nonprofit organizations, community health centers.

4. Describe health disparities that exist and discuss what drives those disparities (policies, cultural norms, systems, etc.).

5. Describe cultural needs: Discuss the cultural values and practices that will need to be considered in the design of a program for this community.

6. Describe overall challenges and barriers to addressing the public health issue with this community.

You are required to cite to three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content.

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

You have been hired as an assistant to the public health officer for the state. The budget deficit has impacted your state, and with elections high on the list of worries, legislators are concerned about their public image and are contemplating reducing the public health budget for the state.

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You have been hired as an assistant to the public health officer for the state. The budget deficit has impacted your state, and with elections high on the list of worries, legislators are concerned about their public image and are contemplating reducing the public health budget for the state. You are being asked to prepare a presentation to persuade legislators not to cut public health spending.

Select a public health program/service that will be impacted by a recently proposed state budget cut.

Prepare a PowerPoint presentation to persuade legislators not to cut public health funding. Present the cost/benefit of the public health program/service, the expected impact of the proposed cut, and conclude with an alternative proposal.

The presentation should have a minimum of 15 slides (not including the reference slides).

Notes should be present with each slide describing the information on the slide.

Provide supporting information.

Use charts, graphs, and other visuals.

Please make sure to present some state and local data of the community that will be impacted by the cuts.

REQUIREMENTS:

– Length: Assignment should be at least 15 slides, not counting reference slides.

– Cite your sources and include reference slides.

Development of program implementation plan and identification of stakeholders

/in /by

you will complete a series of assignments that mirror the steps required for the successful planning, implementation and evaluation of a project intervention for a public health promotion or disease prevention program.  The overall steps for developing an evidence-based project intervention include:

1. Assessment of a target population and health issue

2. Selection of public health theory to inform evidence-based intervention

3. Development of a SMART plan

4. Development of program implementation plan and identification of stakeholders

5. Selection of evaluation for intervention

6. Development of evaluation and stakeholder engagement plan

You will use the information from each assignment to further assist in the development of each upcoming assignment. By the culmination of the course, you will have outlined the specific activities necessary to create a realistic intervention for a public health project designed to reach an attainable goal for a select target population.

For this assignment, you will complete the first step of this project with an assessment of a target population or community and a health issue. In a narrative of 1,000-1,250 words, address each of the following parts of the community needs assessment:

1. Describe the public health issue to be assessed.

2. Describe the community and region to be assessed: Your community can be defined by geography (i.e., neighborhood, city, state, etc.) and/or by specific target population (i.e., immigrants, race/ethnic group, elderly, etc.).

3. Identify population needs and assets that influence the health issue for this community. Provide evidence to support the identified needs and assets. Sources of data include past published community needs assessments; county health rankings, BRFSS, state government agencies, chambers of commerce, nonprofit organizations, community health centers.

4. Describe health disparities that exist and discuss what drives those disparities (policies, cultural norms, systems, etc.).

5. Describe cultural needs: Discuss the cultural values and practices that will need to be considered in the design of a program for this community.

6. Describe overall challenges and barriers to addressing the public health issue with this community.

You are required to cite to three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content.

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

You have been hired as an assistant to the public health officer for the state.

/in /by

You have been hired as an assistant to the public health officer for the state. The budget deficit has impacted your state, and with elections high on the list of worries, legislators are concerned about their public image and are contemplating reducing the public health budget for the state. You are being asked to prepare a presentation to persuade legislators not to cut public health spending.

Select a public health program/service that will be impacted by a recently proposed state budget cut.

Prepare a PowerPoint presentation to persuade legislators not to cut public health funding. Present the cost/benefit of the public health program/service, the expected impact of the proposed cut, and conclude with an alternative proposal.

The presentation should have a minimum of 15 slides (not including the reference slides).

Notes should be present with each slide describing the information on the slide.

Provide supporting information.

Use charts, graphs, and other visuals.

Please make sure to present some state and local data of the community that will be impacted by the cuts.

REQUIREMENTS:

– Length: Assignment should be at least 15 slides, not counting reference slides.

– Cite your sources and include reference slides.

Compare and contrast the actions associated with leading, managing, and following, giving examples of how each applies to the enhancement of the work team.

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Compare and contrast the actions associated with leading, managing, and following, giving examples of how each applies to the enhancement of the work team. Do you feel these are fixed positions or are there times when the nurse could move from one position to another (give example)?

Be sure to apply concepts from the readings and research. You must cite (with reference) at least one source: your textbook, scholarly resources, or ATI textbook (no blogs, Wiki, or other school of nursing website) in current APA Style.

Policy topic: Gun Control Policies

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Policy Identification Worksheet

Policy topic: Gun Control Policies

Directions: Do some research and find 3 existing or proposed recent U.S. policies (laws, statutes, etc.) published or proposed on this topic. Do not describe policies proposed/implemented prior to 1985. In addition to a brief description of the policy, you will also indicate the stance (for or against), level of implementation, and provide a link to the actual policy.

Policy 1

Policy name (Precise bill/policy/legislation name): Junk-gun ban

Policy link (Include a direct link to the policy. Do not use Wikipedia, news articles, etc. Go directly to the source for information): https://www.theiacp.org/resources/resolution/support-for-federal-legislation-banning-junk-guns _____

Implementation level (Circle one of the following that fits your policy):

Organizational/Institutional Local State Federal

Brief summary of the policy in your own words (minimum 100 words):

The policy was established in California with the aim of controlling the possession of junk guns. The law was against the sale of handguns that were not meeting the safety standards. Junk guns were often used in a crime, and the law was meant to ban the use of such firearms. The policy prohibited the importation of junk guns since they were used in committing crimes. The junk guns are small in size, and they are purchased at a lower cost hence more attractive to the criminals. The junk-guns are also constructed poorly, and this makes them unsafe to the users.

On a scale of 1 to 5, where do you feel this policy lands on the spectrum of being on the Pro or Con side of your topic? Highlight the appropriate number.

Pro side (in favor of) Con side (against)

1 2 3 4 5

Briefly explain why you think your policy falls on that number in the spectrum. Why is this policy pro, con, or neutral? Do parts of the policy take components from both sides of the topic? For example, does it represent a solution that individuals on different sides of the topic might agree upon? Or, does the policy mainly support one perspective? (minimum 100 words):

The policy falls on a scale of 1, which favors the pro side for the gun control policies. The junk-gun law was established to reduce the level of crimes committed with unsafe and cheap guns imported into the state. The policy is pro since it aims at controlling the purchase and use of handguns that are commonly used in committing crimes. The policy supports the control of guns, and California’s state is likely to support it since the guns increased the level of crimes in the cities. The policy is a solution that was passed by congress with the aim of making the state of California safe for the people and also to avoid endangering the lives of individuals using the junk-guns

Policy 2

Policy name (Precise bill/policy/legislation name): Violent misdemeanor prohibiting for handgun possession

Policy link (Include a direct link to the policy. Do not use Wikipedia, news articles, etc. Go directly to the source for information): https://www.justice.gov/archives/jm/criminal-resource-manual-1117-restrictions-possession-firearms-individuals-convicted _____

Implementation level (Circle one of the following that fits your policy):

Organizational/Institutional Local State Federal

Brief summary of the policy in your own words (minimum 100 words):

The federal law was passed in 1996. It was meant to prohibit ammunition possession by the individuals involved in domestic violence or any crime or are subjects of particular domestic crimes. In this case, “misdemeanor crime of domestic violence” is a crime that is federal and is accompanied by the use of physical force or a dangerous weapon. The policy requires that any individuals who are purchasing a gun must have permission from the FBI. The policy is hence denying individuals who have a history of a felony conviction or an arrest warrant that is outstanding from applying for the purchase of a firearm

On a scale of 1 to 5, where do you feel this policy lands on the spectrum of being on the Pro or Con side of your topic? Highlight the appropriate number.

Pro side (in favor of) Con side (against)

1 2 3 4 5

Briefly explain why you think your policy falls on that number in the spectrum. Why is this policy pro, con, or neutral? Do parts of the policy take components from both sides of the topic? For example, does it represent a solution that individuals on different sides of the topic might agree upon? Or, does the policy mainly support one perspective? (minimum 100 words):

The policy falls on a scale of 2 on the pro side since it is one of the best federal laws that control gun possession by the citizens in the U.S. The policy does not meet the standards of 1 on the pro side since it is sometimes used unfairly to deny vulnerable people the opportunity to possess guns that they can use when faced with danger. The policy faces opposition from those who the FBI categorizes to be susceptible to domestic violence. It implies that such individuals are rendered helpless despite the violence that they are facing domestically. Therefore, the policy is one-sided and does not effectively advocate for the victims of domestic violence. At the same time, it is supported by the federal government since it controls the number of citizens who possess guns in the U.S.

Policy 3

Policy name (Precise bill/policy/legislation name): Shall-issue Law

Policy link (Include a direct link to the policy. Do not use Wikipedia, news articles, etc. Go directly to the source for information): https://www.hg.org/legal-articles/which-states-are-likely-to-issue-gun-permits-and-which-are-not-31130 _____

Implementation level (Circle one of the following that fits your policy):

Organizational/Institutional Local State Federal

Brief summary of the policy in your own words (minimum 100 words): The gun law is a state law meant to control the issue of permits for concealed weapons. Among the 39 states in the U.S., individuals applying for a gun cannot be denied a license to a concealed weapon without relevant disqualifying criteria during the application. Due to such a liberal policy deployed during gun purchase application, these states are known as “shall issue” states. The applicant is only expected to show a particular need to justify the permit or licensee’s granting. The states with the “shall-issue” system compel all the authorities issuing permits and licenses to provide it when the applicant meets the system’s requirements.

On a scale of 1 to 5, where do you feel this policy lands on the spectrum of being on the Pro or Con side of your topic? Highlight the appropriate number.

Pro side (in favor of) Con side (against)

1 2 3 4 5

Briefly explain why you think your policy falls on that number in the spectrum. Why is this policy pro, con, or neutral? Do parts of the policy take components from both sides of the topic? For example, does it represent a solution that individuals on different sides of the topic might agree upon? Or, does the policy mainly support one perspective? (minimum 100 words):

The policy falls on number 4 on the pro side since it limits the gun control policy among the states. The policy allows individuals to possess guns after meeting the stated criteria and increases the possession of firearms among the citizens. An individual might meet all the requirements during the application for permits, but they might lack the human side during the use of the gun. Homeland security is endangered since the level of crimes will increase as the number of guns possessed by the citizens increase. The “shall-issue” system has no parts that take both sides for gun control policy since it undermines the ability of the policy in the various states that observe the system. The policy mainly supports the possession of hand guns by citizens, which specifically weakens the gun control policy meant to reduce the number of crimes committed using handguns.

Topic Stakeholders

Stakeholders are people or organizations that have an interest or concern in something (a.k.a. have a stake in the outcome). Now that you are familiar with policies on this topic, you should also become familiar with organizations/agencies that are interested in this issue and have a position statement that may support or oppose legislation on this particular topic.

Below you will identify organizations/agencies which are stakeholders for this topic. Include the name of the organization, paraphrase their position statement on the topic, and include a link to the statement you are paraphrasing. The first one, the American Public Health Association (APHA), has already been selected for you and you will fill out the rest. Researching APHA’s position on this topic will help you understand the public health perspective on this topic.

 

1. Organization Name: American Public Health Association (do not remove)

Position Summary (1 sentence):

APHA is determined to establish a public health approach meant to make communities and families safer from gun violence. __________________ ______

Link to Position Statement: https://www.apha.org/Topics-and-Issues/Gun-Violence _______

 

2. Position statement from an organization with a “con” stance:

Organization Name: ___Americans for Gun Safety Association__________________________________________________

Position Summary (1 sentence): The AGSA has a nationwide mandate to control the responsibilities and the rights of gun owners and balance the rights with safety needs for the public ____________________________

Link to “Con” Position Statement: https://www.agsaaction.org/ _______

 

3. Position statement from an organization with a “pro” stance:

Organization Name: ___National Rifle Association (NRA)_____________________________________________

Position Summary (1 sentence): The NRA advocates for the firearm owners through Preserving their freedom while providing education and training. ____________________________

Link to “Pro” Position Statement: https://home.nra.org/ _______

Leading and Managing in Nursing

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Leading and Managing in Nursing

SEVENTH EDITION

Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN Professor and Dean Emerita, Texas Tech University Health Sciences Center, Lubbock, Texas

2

 

 

Table of Contents

Cover image

Title page

Copyright

Dedication

Contributors

Reviewers

Acknowledgments

Preface

Concept and practice combined

Diversity of perspectives

Audience

Organization

Design

Learning strategies

Complete teaching and learning package

Chapter overview Part 1: Overview

1: Leading, Managing, and Following

Introduction

Theory development in leading, managing, and following

Leading, managing, and following—different but related

Traditional and emerging leadership and management roles

Leading, managing, and following in a diverse organization

3

 

 

Conclusion

Reflections

The evidence

Tips for leading, managing, and following

2: Clinical Safety: The Core of Leading, Managing, and Following

Introduction

The classic reports and emerging supports

Other key agencies and endeavors

Meaning for leading and managing in nursing

Conclusion

Reflections

The evidence

Tips for clinical safety

3: Legal and Ethical Issues

Introduction

Professional nursing practice: nurse practice acts

Negligence and malpractice

Informed consent

Privacy and confidentiality

Policies and procedures

Employment laws

Professional nursing practice: ethics

Conclusion

Reflections

The evidence

Tips for incorporating legal and ethical issues in practice settings

4: Cultural Diversity and Inclusion in Health Care

Introduction

Concepts and principles

Theory

4

 

 

National and global directives

Special issues

Language

Meaning of diversity in the organization

Cultural relevance in the workplace

Individual and societal factors

Dealing effectively with cultural diversity

Implications in the workplace

Conclusion

Reflections

The evidence

Tips for incorporating cultural diversity in health care

Part 2: Know Yourself

5: Gaining Personal Insight: The Beginning of Being a Leader

Introduction

Informal and formal leadership

The core of learning to be a leader

Gaining insight into self

Becoming an authentic leader

Conclusion

Reflections

The evidence

Tips for Gaining Personal Insight

6: Being an Effective Follower

Introduction

Research on followership

Followership theories

Differences between leading and following

Leader–follower relationship

Conclusion

5

 

 

Reflections

The evidence

Tips on how to be an effective follower

7: Managing Self: Stress and Time

Introduction

Emotional intelligence

Understanding stress

Definition of stress

Sources of job stress

Dynamics of stress

Management of stress

Burnout

Resolution of stress

Management of time

Conclusion

Reflections

The evidence

Tips for self-management

8: Communication and Conflict

Introduction

Effective communication within healthcare settings

Types of conflict

Stages of conflict

Categories of conflict

Modes of conflict resolution

Differences of conflict-handling styles among nurses

The role of the leader

Managing incivility, lateral violence, and bullying

Conclusion

Reflections

The evidence

6

 

 

Tips for effective communication and addressing conflict

9: Power, Politics, and Influence

Introduction

History

Power

Empowerment

Sharing Power

Personal power strategies

Exercising Power and Influence in the Workplace and Other Organizations

Conclusion

Reflections

The evidence

Tips for using influence

Part 3: Know the Organization

10: Healthcare Organizations

Introduction

Characteristics and types of organizations

Integration

Acquisitions and mergers

Forces that influence healthcare organizations

Theoretical Perspectives

Nursing role and function changes

Conclusion

Reflections

The evidence

Tips for healthcare organizations

11: Organizational Structures

Introduction

Mission

Vision

7

 

 

Philosophy

Organizational culture

Factors influencing organizational development

Characteristics of organizational structures

Bureaucracy

Types of organizational structures

Emerging fluid relationships

Conclusion

Reflections

The evidence

Tips for understanding organizational structures

12: Care Delivery Strategies

Introduction

Historical methods of organizing nursing care

Leadership during implementation of a model of care

Organizational strategies influencing care delivery

Positive care delivery systems

Transitional care

Interprofessional education and collaboration

Conclusion

Reflections

The evidence

Tips for selecting a care delivery model

13: Staffing and Scheduling

Introduction

The staffing process

Evaluation of effective staffing

Factors in staffing that influence patient outcomes

Supplemental (agency or contract) staff and float pools

Organizational factors that affect staffing plans

Developing a staffing budget

8

 

 

Scheduling

Evaluating unit staffing and productivity

Conclusion

Reflections

The evidence

Tips for staffing and scheduling

14: Workforce Engagement Through Collective Action and Governance

Introduction

Nurses as knowledge workers

Professional practice responsibility

Workplace advocacy, engagement, and empowerment

Shared governance

Collective action, collective bargaining, and unionization in nursing

Healthy work environments

Conclusion

Reflections

The evidence

Tips for workforce engagement and collective action

Part 4: Use Your Skills

15: Making Decisions and Solving Problems

Introduction

Differentiation of decision making and problem solving

Decision making

Problem solving

Conclusion

Reflections

The evidence

Tips for decision making and problem solving

16: The Impact of Technology

Introduction

9

 

 

Types of technologies

Knowledge technology

Information systems

Informatics

Patient safety

Impact of clinical information systems

Safely implementing health information technology

Future trends and professional issues

Professional, ethical nursing practice and new technologies

Conclusion

Reflections

The evidence

Tips for managing information and technology

17: Delegating: Authority, Accountability, and Responsibility in Delegation Decisions

Introduction

Historical perspective

Definitions

Assignment versus delegation

NCSBN model: an organizational framework for delegation

Effective communication: an essential competency for successful delegation

Delegation and the decision-making process in nursing

Organizational and individual accountability

Legal authority to delegate

Learning how to delegate: different strategies for success

Conclusion

Reflections

The evidence

Implications for practice

Tips for delegating

18: Leading Change

Introduction

10

 

 

The nature of change

The change process

People and change

Context and change

Leadership and change

Conclusion

Reflections

The evidence

Tips for leading change

19: Building Effective Teams

Introduction

Groups and teams

Creating effective teams

Key concepts of teams

Issues that affect team functioning

Interprofessional teams

The value of team-building

The role of leadership

Conclusion

Reflections

The evidence

Tips for team building

20: Managing Costs and Budgets

Introduction

What escalates healthcare costs

How health care is financed

Healthcare reimbursement

The changing healthcare economic environment

Why profit is necessary

Cost-conscious nursing practices

Budgets

11

 

 

Conclusion

Reflections

The evidence

Tips for managing costs and budgets

21: Selecting, Developing, and Evaluating Staff

Introduction

Roles in an organization

Selection of staff

Developing staff

Performance appraisals

Coaching

Conclusion

Reflections

The evidence

Tips for selecting, developing, and evaluating staff

22: Person-Centered Care

Introduction

Person-centered care—why now?

Initiatives to deliver person-centered care

Challenges in the delivery of person-centered care

Patient engagement

Nurses in the delivery of person-centered care

Synthesis and application

Conclusion

Reflections

The evidence

Tips for competent person-centered care

23: Managing Quality and Risk

Introduction

Quality management in health care

12

 

 

Benefits of quality management

Planning for quality management

Evolution of quality management

Quality management principles

Customers

The quality improvement process

Quality assurance

Risk management

Conclusion

Reflections

The evidence

Tips for quality management

24: Translating Research Into Practice

Introduction

From using research to evidence-based practice

Development of evidence-based practice

Comparative effectiveness research

Practice-based evidence

Participatory action research

Quality improvement

Evaluating evidence

Organizational strategies to embed evidence-based practice into organizations

Issues for nurse leaders and managers

Conclusion

Reflections

The evidence

Tips for developing skill in using evidence and translating research into practice

25: Managing Personal and Personnel Problems

Introduction

Personal/personnel problems

Documentation

13

 

 

Progressive discipline

Termination

Conclusion

Reflections

The evidence

Tips in the documentation of problems

Part 5: Prepare for the Future

26: Role Transition

Introduction

Types of roles

Roles: The ABCs of understanding roles

Role transition process

Strategies to promote role transition

Conclusion

Reflections

The evidence

Tips for role transition

27: Managing Your Career

Introduction

A career framework

Career theory

Professional development

Contributing through scholarly activities and research

Career marketing strategies

Conclusion

Reflections

The evidence

Tips for a successful career

28: Developing the Role of Leader

Introduction

14

 

 

What is a leader?

The practice of leadership

Leadership development

Leadership development model

Surviving and thriving as a leader

The nurse as leader

Conclusion

Reflections

The evidence

Tips for becoming a leader

29: Developing the Role of Manager

Introduction

The definition of management

Nurse manager as change leader

Nurse manager role and the intergenerational workforce

The nurse manager and interprofessional collaboration

Building a positive work environment

Consuming research

Organizational culture

Mentoring

Day-to-day management challenges

Managing resources

Technology and informatics

Dashboards and decision support tools

Budgets and finance

Quality indicators

Professionalism

Conclusion

Reflections

The evidence

Tips for implementing the role of nurse manager

15

 

 

30: The Strategic Planning Process

Introduction

Strategic planning

Reasons for strategic planning

Phases of the strategic planning process

Conclusion

Reflections

The evidence

Tips for developing and executing a strategic plan for nursing

31: Thriving for the Future

Introduction

Leadership demands for the future

Leadership strengths for the future

Visioning, forecasting, and innovation

The wise forecast model©

Shared vision

Projections for the future

Conclusion

Reflections

Tips for the Thriving in the future

The evidence

Index

16

 

 

Copyright

3251 Riverport Lane St. Louis, Missouri 63043

LEADING AND MANAGING IN NURSING, SEVENTH EDITION ISBN: 978-0-323-44913-7

Copyright © 2019 by Elsevier Inc. All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions.

This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).

Notice Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds or experiments described herein. Because of rapid advances in the medical sciences, in particular, independent verification of diagnoses and drug dosages should be made. To the fullest extent of the law, no responsibility is assumed by Elsevier, authors, editors or contributors for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.

Previous editions copyrighted 2015, 2011, 2007, 2003, 1999, 1995. International Standard Book Number: 978-0-323-44913-7

Senior Content Strategist: Yvonne Alexopoulos Content Development Manager: Lisa P. Newton Senior Content Development Specialist: Tina Kaemmerer Publishing Services Manager: Julie Eddy Senior Project Manager: Jodi M. Willard Design Direction: Brian Salisbury

17

 

 

Printed in Canada. Last digit is the print number: 9 8 7 6 5 4 3 2 1

18

 

 

Dedication

This book is dedicated to the families and friends who supported all of us who created it, to the faculty who use this book to develop tomorrow’s emerging leaders and managers, and to the

learners who have the vision and insight to grasp today’s reality and mold it into the future of dynamic nursing leadership.

Lead on! ¡Adelante!

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Contributors

Joan Benson, BSN, RN, CPN Manager, Clinical Informatics and Practice, Children’s Mercy— Kansas City, Kansas City, Missouri

Kristin K. Benton, BS, BSN, MSN, DNP Director of Nursing, Nursing, Texas Board of Nursing, Austin, Texas

Amy Boothe, DNP, RN Instructor, Traditional Undergraduate Program, Texas Tech University Health Sciences Center, Lubbock, Texas

Elizabeth H. Boyd, MSN, BS Instructor/Site Coordinator, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas

Myra A. Broadway, JD, MS, BSN Formerly, Executive Director, Maine State Board of Nursing, Past President, National Council of State Boards of Nursing, Maine Medical Professionals Health Program Advisory Committee USAFR Nurse Corps (Retired Colonel), Gardiner, Maine

M. Margaret Calacci, MS Director, Simulation and Learning Resources, Arizona State University College of Nursing and Health Innovation, Phoenix, Arizona

Mary Ellen Clyne, PhD President and Chief Executive Officer, Administration, Clara Maass Medical Center, Belleville, New Jersey

Jeannette T. Crenshaw, DNP, RN, LCCE, IBCLC, NEA-BC, FACCE, FAAN Associate Professor, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas

Mary Ann T. Donohue-Ryan, PhD, RN, APN, APRN-MH, NEA-BC Vice President for Patient Care Services and Chief Nursing Officer, Administration, Englewood Hospital and Medical Center, Englewood, New Jersey

Michael L. Evans, PhD, MSN, BSN, BA Dean and Professor, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas

Victoria N. Folse, PhD, APN, PMHCNS-BC, LCPC Director and Professor; Caroline F. Rupert Endowed Chair of Nursing, School of Nursing, Illinois Wesleyan University, Bloomington, Illinois

Jacqueline Gonzalez, DNP, MBA, MSN Senior Vice President/Chief Nursing Officer, Nicklaus Children’s Hospital, Miami, Florida

Debra Hagler, PhD, RN, ACNS-BC, CNE, CHSE, ANEF, FAAN Clinical Professor, College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona

Shari Kist, PhD, RN Missouri Quality Initiative (MOQI) Project Supervisor, Sinclair School of Nursing, University of Missouri—Columbia, Columbia, Missouri

Karren Kowalski, BSN, MSN, PhD President & CEO, Colorado Center for Nursing Excellence, Denver, Colorado Professor, Graduate Program, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas

Mary E. Mancini, RN, MSN, PhD Senior Associate Dean for Education Innovation, Undergraduate Nursing, University of Texas at Arlington, Arlington, Texas

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Maureen Murphy-Ruocco, APN-C, CSN, MSN, EdM, EdD, DPNAP Senior Fellow, National Academies of Practice, Nurse Consultant/Nurse Practitioner New York, New York Professor and Dean Emerita Felician University, Lodi and Rutherford, New Jersey

Karen A. Quintana, PhD, APRN, CPNP-PC Director of Pediatric Nurse Practitioner Studies, Graduate Program, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas

Elaine S. Scott, BSN, MSN, PhD Chair, Nursing Science, East Carolina University, Greenville, North Carolina

Ashley Sediqzad, RN, BSN Manager, Clinical Informatics and Practice, Children’s Mercy Kansas City, Kansas City, Missouri

Janis Bloedel Smith, DNP, MSN, BSN Senior Director, Clinical Informatics & Professional Practice, Patient Care Services, Children’s Mercy Kansas City, Kansas City, Missouri

Susan Sportsman, PhD Nurse Consultant, Collaborative Momentum Consulting, LLC, St. Louis, Missouri

Sylvain Trepanier, DNP, MSN, BSN, RN, CENP Chief Clinical Executive, Administration, Providence St. Joseph Health, Torrance, California

Diane M. Twedell, DNP, MS Chief Nursing Officer, Mayo Clinic Health System, Southeast Minnesota Region, Austin, Minnesota

Jeffery Watson, DNP, RN-BC, NEA-BC, NE-BC, CRRN Assistant Professor, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas

Jana Wheeler, MSN, RN-BC, CPN Manager, Clinical Informatics & Practice, Children’s Mercy Kansas City, Kansas City, Missouri

Crystal J. Wilkinson, DNP, RN, CNS-CH, CPHQ Associate Professor, School of Nursing, Texas Tech University Health Sciences Center, Austin, Texas

Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN Professor and Dean Emerita, Texas Tech University Health Sciences Center, Lubbock, Texas

Margarete Lieb Zalon, PhD, RN, ACNS-BC, FAAN Professor, Nursing, University of Scranton, Scranton, Pennsylvania

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Reviewers

Karen E. Alexander, PhD, RN, CNOR Program Director RN-BSN, Assistant Professor, Clinical Heath and Applied Science—Nursing, University of Houston—Clear Lake, Houston, Texas

Vicki Bingham, PhD, RN, CPE Dean/Associate Professor of Nursing, Robert E. Smith School of Nursing, Delta State University, Cleveland, Mississippi

Deborah Birk, PhD, RN, MHA, NEA-BC Assistant Professor, Goldfarb School of Nursing, Barnes-Jewish College, St. Louis, Missouri

Barbara B. Blozen, EdD, MA, RN BC, CNL Associate Professor, New Jersey City University, Jersey City, New Jersey

Joseph Boney, MSN, RN, NEA-BC Director of Undergraduate Faculty Development/Instructor, Rutgers School of Nursing, Accelerated BS in Nursing Program, Newark, New Jersey

Mary T. Boylston, RN, MSN, EdD, AHN-BC Professor of Nursing, Nursing, Eastern University, St. Davids, Pennsylvania

Jane Campbell, DNP, RN, NE-BC Professor, School of Nursing, Northern Michigan University, Marquette, Michigan

Holly Johanna Diesel, RN, PhD Associate Professor, Academic Chair for Accelerated and RN to BSN Programs, Department of Nursing, Goldfarb School of Nursing at Barnes-Jewish College, St. Louis, Missouri

Jennifer B. Drexler, RN, MSN, PhDc, CCRN Clinical Faculty Educator, College of Nursing, University of New Mexico, Albuquerque, New Mexico

Lynn Renee Dykstra, MS, BSN, HPCN, RN Instructor, Adjunct Faculty, Northern Illinois University, College of Health and Human Sciences, Nursing, DeKalb, Illinois Oakton Community College, Division of Science and Health Careers, Nursing Des Plaines, Illinois

Julie A. Fitzgerald, PhD, RN, CNE Assistant Professor of Nursing, Ramapo College of New Jersey, Mahwah, New Jersey

Kay E. Gaehle, PhD, RN Associate Professor of Nursing, Department of Primary Care and Health Systems, Southern Illinois University—Edwardsville, Edwardsville, Illinois

Maria Gillespie, EdD, MSN, BSN, BS, CNE, RN Assistant Professor, Nursing, University of the Incarnate Word, San Antonio, Texas

Julia Henderson Gist, PhD, RN, CNE Dean, School of Health Sciences, Arkansas State University Mountain Home, Mountain Home, Arkansas

Stephanie A. Gustman, DNP, MSN, BSN, RN Assistant Professor, School of Nursing, Ferris State University, Big Rapids, Michigan

Cam A. Hamilton, PhD, MSN, RN, CNE Assistant Professor, School of Nursing, Auburn University at Montgomery, Montgomery, Alabama

Pamela Gibler Harrison, EdD, RN, CNE Professor of Nursing, Chair, Pre-Licensure Nursing,

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Indiana Wesleyan University, Marion, Indiana

Karen L. Hoblet, PhD, MSN, RN, CNL Licensed RN, Clinical Nurse Leader, Interim Department Chairperson and Associate Professor, Interim Director Nurse Educator and Clinical Nurse Leader Programs, Advanced Population Care, The University of Toledo College of Nursing, Toledo, Ohio

Janine Dailey Johnson, MSN, RN Assistant Professor, Nursing, Clarkson College, Omaha, Nebraska

Leo-Felix M. Jurado, PhD, RN, APN, NE-BC, CNE, FAAN Associate Professor, College of Science and Health, William Paterson University of New Jersey, Wayne, New Jersey

Barbara J. Keith, RN, MSN, CNE Clinical Lecturer, Vera Z. Dwyer College of Health Sciences, Indiana University School of Nursing, South Bend, Indiana

Donnamarie Lovestrand, RN, MSN, CPAN Faculty, Nursing Programs, Nursing Department, Pennsylvania College of Technology, Williamsport, Pennsylvania

Anne Boulter Lucero, RN, MSN Assistant Director, Instructor Nursing, Nursing Department, Cabrillo College, Aptos, California

Richard C. Meeks, DNP, RN, COI Assistant Professor, Graduate Program Coordinator, School of Nursing, Middle Tennessee State University, Murfreesboro, Tennessee

Kereen Forster Mullenbach, MBA, PhD, RN Associate Professor, Nursing, Radford University School of Nursing, Radford, Virginia

Sue S. Myers, RPN, BSW, MSCTE Faculty, Psychiatric Nursing and Bachelor of Psychiatric Nursing Programs, School of Nursing, Saskatchewan Polytechnic, Parkway Campus, Regina, Saskatchewan

Barbara Pinekenstein, DNP, RN- BC, CPHIMS Clinical Professor, Richard E. Sinaiko Professor in Health Care Leadership, School of Nursing, University of Wisconsin—Madison, Madison, Wisconsin

Dawn M. Pope, MS, RN Assistant Clinical Professor (retired), College of Nursing, University of Wisconsin—Oshkosh, Oshkosh, Wisconsin

Cara L. Rigby, DNP, RN, CMSRN Associate Professor, BSN Program Director, Nursing, The Christ College of Nursing and Health Sciences, Cincinnati, Ohio

Dulce Anne Santacroce, DNP, RN, CCM Nurse Educator, Nursing, Touro University—Nevada, Henderson, Nevada

Ruth Schumacher, DNP, RN, CNL, CPN Assistant Professor, Department of Nursing and Health Sciences, Elmhurst College, Elmhurst, Illinois

Kathy S. Sweeney, MSN, RN Assistant Professor of Nursing, Nursing Education, Kansas Wesleyan University, Salina, Kansas

Denise Robin Zabriskie, DNP, RN, CWOCN, WCC Assistant Professor, School of Nursing, Touro University Nevada, Henderson, Nevada

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Acknowledgments

Patricia S. Yoder-Wise, RN, EdD, NEA-BC,ANEF, FAAN, Professor and Dean Emerita, Texas Tech University Health Sciences Center, Lubbock, Texas

As with any publication endeavor, many people other than those whose names appear on the cover make the actual publication possible, including the contributors and the Challenge/Solution authors. These behind-the-scenes people also include the reviewers and the publishing team at Elsevier.

We thank each of the contributors who worked diligently to meet deadlines and content expectations. Their names are listed with the chapters they produced. Without them, this book would be a lot thinner! The nurses who told their fabulous stories related to the various chapters always illustrate the real-world meaning of the importance of the chapter content; their names appear with their stories. Without all of them, this book would be much less interesting! What a fabulous group to work with.

We are indebted to our reviewers, who provided valuable feedback that helped refine the book. Receiving peer review is critical to any successful publication. Now that the book is completed, we know who they are and we thank them!

Jeff Watson took on coordinating the ancillaries, and Shelley Burson coordinated and managed an enormous number of details. Both gently nudged all of us to complete our required tasks in a timely manner.

Special thanks go to our publishing team: Senior Content Strategist Yvonne Alexopoulos, Senior Content Development Specialist Tina Kaemmerer, and Senior Production Manager Jodi Willard.

Even more special thanks go to my husband and best friend, Robert Thomas Wise, who vowed to be minimally disruptive as I sat in my office reading, writing, typing, and talking. He is a man of his word!

This book is designed to stimulate thinking and to encourage continued professional development in the area of leading and managing. When the Institute of Medicine released the report, The Future of Nursing, the idea of leadership was clearly a concern for the profession. This book continues its tradition of providing the information that nurses need to assume greater leadership practices and even new management roles. All contributors attempted to provide their best thinking on a given topic so that learners could integrate concepts to form the basis for their contribution to health care. Both the thinking and the complexities will continue to change…and so, hopefully, will you! The passion of nursing and leadership await!

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Preface

The first edition of Leading and Managing in Nursing began in a hotel room in New Orleans, Louisiana in January of 1990. Darlene Como, the founding publisher of Leading and Managing, and I conceptualized a new way of presenting content about leadership and management: one that might engage learners in valuing the importance of roles that support clinical practice. This new approach included personal stories (The Challenge and The Solution), Literature Perspectives, Research Perspectives, synopses, exercises, and boxes of key information. If you saw that first edition and compared the number of words then compared with the number of words in this edition, you would know the field has grown and become far more complex. Nursing has also grown the field of leadership and management research, and so we have many more citations we can share to make this content both theoretical and practical.

We continue to include everything today’s nurses need to know about the basics of leading and managing. The changes with each revision of Leading and Managing reflect the intensity with which we know how leading and managing influence nurses in direct and indirect caregiving roles, as well as in other aspects of being a professional nurse in a complex, ever-changing, dynamic healthcare environment.

Nurses throughout the profession serve in various leadership roles. Leading and managing are two essential expectations of all professional nurses and become increasingly important throughout one’s career. To lead, manage, and follow successfully, nurses must possess not only knowledge and skills but also a caring and compassionate attitude.

This book results from our continued strong belief in the need for a text that focuses in a distinctive way on the nursing leadership and management issues— both today and in the future. We continue to find that we are not alone in this belief. This edition incorporates reviewers from both service and education to ensure that the text conveys important and timely information to users as they focus on the critical roles of leading, managing, and following. In addition, we took seriously the various comments offered by both educators and learners as I met them in person or heard from them by e-mail.

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Concept and practice combined Innovative in both content and presentation, Leading and Managing in Nursing merges theory, research, and practical application in key leadership and management areas. Our overriding concern in this edition remains to create a text that, while well-grounded in theory and concept, presents the content in a way that is real. Wherever possible, we use real-world examples from the continuum of today’s healthcare settings to illustrate the concepts. Because each chapter contributor synthesizes the designated focus, you will find no lengthy quotations in these chapters. We have made every effort to make the content as engaging, inviting, and interesting as possible. Reflecting our view of the real world of nursing leadership and management today, the following themes pervade the text:

• Every role within nursing has the basic concern for safe, effective care for the people for whom we exist—our clients and patients.

• The focus of health care continues to shift from the hospital to the community at a rapid rate.

• Healthcare consumers and the healthcare workforce are increasingly culturally diverse.

• Today virtually every professional nurse leads, manages, and follows, regardless of title or position.

• Consumer relationships play a central role in the delivery of nursing and health care.

• Communication, collaboration, team-building, and other interpersonal skills form the foundation of effective nursing leadership and management.

• Change continues at a rapid pace in health care and society in general. • Change must derive from evidence-based practices wherever possible and from

thoughtful innovation when no or limited evidence exists. • Healthcare delivery is highly dependent on the effectiveness of nurses across roles

and settings.

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Diversity of perspectives Contributors are recruited from diverse settings, roles, and geographic areas, enabling us to offer a broad perspective on the critical elements of nursing leadership and management roles. To help bridge the gap often found between nursing education and nursing practice, some contributors were recruited from academia, and others were recruited from practice settings. This blend not only contributes to the richness of this text but also conveys a sense of oneness in nursing. The historical “gap” between education and service must become a sense of a continuum, not a chasm.

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Audience This book is designed for undergraduate learners in nursing leadership and management courses, including those in BSN-completion courses and second-degree programs. In addition, we know that practicing nurses—who had not anticipated formal leadership and management roles in their careers—use this text to capitalize on their own real-life experiences as a way to develop greater understanding about leading and managing and the important role of following. Numerous examples and The Challenge/The Solution in each chapter provide relevance to the real world of nursing.

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Organization We have organized this text around issues that are key to the success of professional nurses in today’s constantly changing healthcare environment. The content flows from the core concepts (leading, managing, and following; clinical safety; legal considerations; and culture), to knowing yourself (being an effective follower, self-management, conflicts, and power), to knowing the organization (care delivery strategies, staffing), to using your personal and professional skills (technology, delegation, change, and quality), to preparing for the future (personal role transition, self and career management and strategic planning).

Because repetition plays a crucial role in how well learners learn and retain new content, some topics appear in more than one chapter and in more than one section. For example, because problem behavior is so disruptive, it is addressed in several chapters that focus on conflict, personal/personnel problems, incivility, and self-management. Rather than referring learners to another portion of the text, the key information is provided within the specific chapter.

We also made an effort to express a variety of different views on some topics, as is true in the real world of nursing. This diversity of views in the real world presents a constant challenge to leaders, managers, and followers, who address the critical tasks of creating positive workplaces so that those who provide direct care thrive and continuously improve the patient experience.

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Design The functional full-color design, still distinctive to this text, is used to emphasize and identify the text’s many learning strategies, which are featured to enhance learning. Full-color photographs not only add visual interest but also provide visual reinforcement of concepts, such as body language and the changes occurring in contemporary healthcare settings. Figures expand and clarify concepts and activities described in the text graphically.

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Learning strategies The numerous strategies featured in this text are designed both to stimulate learners’ interest and to provide constant reinforcement throughout the learning process. Color is used consistently throughout the text to help the reader identify the various chapter elements described in the following sections.

Chapter Opener Elements

• Objectives articulate the chapter’s learning intent, typically at the application level or higher.

• Terms to know are listed and appear in color type in each chapter. • The Challenge presents a contemporary nurse’s real-world concern related to the chapter’s

focus. It is designed to allow us to “hear” a real-life situation. The Challenge ends with a question about what you might do in such a situation.

Elements Within the Chapters

• Exercises stimulate learners to reason critically about how to apply concepts to the workplace and other real-world situations. They provide experiential reinforcement of key leading, managing, and following skills. Exercises are highlighted within a full-color box and are numbered sequentially within each chapter to facilitate their use as assignments or activities. Each chapter is numbered separately so that learners can focus on the concepts inherent in a specific area and educators can readily use chapters to fit their own sequence of presenting information.

• Research Perspectives and Literature Perspectives illustrate the relevance and applicability of current scholarship to practice. Theory Boxes provide a brief description of relevant theory and key concepts.

• Numbered boxes contain lists, tools such as forms and worksheets, and other information relevant to the chapter.

• The vivid full-color chapter opener photographs and other photographs throughout the text help convey each chapter’s key message. Figures and tables also expand concepts presented to facilitate a greater grasp of important materials.

End-of-Chapter Elements

• The Solution provides an effective method to handle the real-life situations set forth in The Challenge. It reflects the response of The Challenge author and ends with a question about how that solution would fit for you.

• The Evidence contains either one example of evidence related to the chapter’s content or contains a summary of what the literature shows to be evidence related to the topic.

• Reflections provide the learner with the opportunity to reflect on something they’ve encountered in practice.

• Tips offer practical guidelines for learners to follow in applying some aspect of the information presented in each chapter.

• References provide the learner with a list of key sources for further reading on topics found in the chapter.

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Complete teaching and learning package In addition to the text Leading and Managing in Nursing, educator resources are provided online through Evolve (http://evolve.elsevier.com/Yoder-Wise/). These resources are designed to help educators present the material in this text and include the following assets:

• Updated PowerPoint Slides, with lecture notes where applicable, are provided for each chapter.

• An updated ExamView Test Bank includes answers and a rationale. • An updated TEACH for Nurses ties together the chapter resources for the most

effective class presentations, with sections dedicated to objectives, instructor and student chapter resources, teaching strategies, application activities and answers, an in-class case study discussion, and answers to the text Exercise boxes.

Student Resources Learning Resources can also be found online through Evolve (http://evolve.elsevier.com/Yoder- Wise/). These resources provide learners with additional tools for learning and include the following assets:

• NCLEX Review Questions • Sample Resumes

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Chapter overview

1 Leading, Managing, and Following, 1 The changing landscape of health care provides opportunities for nurses to be actively involved in leading at many levels, from direct patient care to national policy development. Skills related to leading, managing, and following can serve nurses, our patients, and health care well. Nurses must use these skills while incorporating numerous other skills, especially emotional intelligence, to deliver high-quality care to individuals, families, and communities. This chapter provides an overview of theories related to leading and managing as well as complexity science, which can be useful in understanding our evolving healthcare system and profession.

2 Clinical Safety: The Core of Leading, Managing, and Following, 20 Every registered nurse has a legal obligation as a leader—someone who has the opportunity and authority to make changes for his or her patients or for the staff who provide direct care. Despite years of focusing on improving safety, patient safety issues have risen to become the third leading cause of death in the United States. Functioning safely in the clinical area is the complex work of the healthcare team, and the greatest numbers of providers are derived from nursing. This chapter provides an overview of some major patient safety efforts as the basis for nursing’s leadership work. In addition, this chapter addresses staff safety, which is another obligation of nurses to improve the workplace so that safe care can be rendered without harm to providers.

3 Legal and Ethical Issues, 32 This chapter highlights and explains key legal and ethical issues pertinent to managing and leading. Nurse practice acts, negligence and malpractice, informed consent, types of liability, selected federal and state employment laws, ethical principles, and related concepts are discussed. This chapter provides specific guidelines for preventing legal liability and guides the reader in applying ethical decision-making models in everyday practice settings.

4 Cultural Diversity and Inclusion in Health Care, 62 This chapter focuses on the importance of cultural considerations for patients and staff. Although it does not address comprehensive details about any specific culture, it does provide guidelines for actively incorporating cultural aspects into the roles of leading and managing. Diverse workforces are discussed, as well as how to capitalize on their diverse traits and how to support differences to work more effectively. The chapter presents concepts and principles of transculturalism, describes techniques for managing a culturally diverse workforce, emphasizes the importance of respecting different lifestyles, and discusses the effects of diversity on staff performance.

5 Gaining Personal Insight: The Beginning of Being a Leader, 77 Being clinically competent is the goal of every registered nurse, and competence is the foundation of who we are as nurses. In addition, every registered nurse has a legal obligation as a leader. The opportunity to execute this role begins with developing a personal insight about one’s values, strengths, resources, and connections and continues throughout life. Those insights are developed over time and capitalize on past knowledge and experiences and how others react to the demonstration of knowledge, skills, and attitudes in various situations. This chapter provides an overview of some initial strategies to strengthen the skill of leading. These strategies often build on prior experiences and now take on a different perspective of nurse as leader.

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6 Being an Effective Follower, 89 Almost every formal organization has a multilayered hierarchy. The role of the leader has been explicated in the literature for decades. Less well understood, and certainly less well documented, is the role of the follower. This chapter is designed to discuss the role and responsibilities of the follower in the team.

7 Managing Self: Stress and Time, 99 This chapter recalls our understanding of stress and applies it to nursing. Almost every point made about what nurses experience could be applied or modified for other groups of professionals. This is important to remember, because any group has the tendency to think of itself as different from others. This chapter also examines the concept of self-management—developing behaviors that enhance rather than duplicate organizational cultures, social contexts, and occupational expectations as a professional nurse. Positive outcomes of effective self-management include better organization of your day, a higher degree of engagement and positivity, and respect for one’s needs for daily renewal. Three components of self-management are explored: emotional intelligence, time management, and overall stress management. Methods for managing stress and organizing your time are included. Practical exercises and suggestions for stress management and day-to-day time management are presented so they may be applied to personal and professional situations. Personal and professional growth is a life-long journey, and developing healthy habits can serve you well over your entire career.

8 Communication and Conflict, 123 Effective communication and appropriate conflict-handling strategies are essential in professional nursing practice to ensure positive patient outcomes. This chapter focuses on maximizing the ability of nurse leaders to promote a practice environment characterized by effective interprofessional communication and strategies for conflict resolution.

9 Power, Politics, and Influence, 141 The focus of this chapter is the impact of power and politics on the roles of leaders, managers, and followers and the ways in which leaders and managers use power and politics to be influential. Contemporary concepts of power, empowerment, and types of power exercised by nurses are considered. Key factors important to develop a powerfu

Are Smart Pills Dangerous

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Read Opposing Opinion Article Critical Analyses” Are Smart Pills Dangerous”, write a 3 page paper answering each of these questions thoroughly and critically.

1. Why do so many young people fake symptoms in order to acquire “smart drugs”?

2.Describe the side effects of stimulant drugs such as Ritalin and Allderall. What are the effects that appeal to users?

3.What are the legitimate uses for stimulant drugs such as Ritalin and Allderall?

Include the actual questions–including the number of the question–in bold in your paper.

Preventive services for achieving Sustainable Development Goals (SDG 3.1 and SDG3.2)

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Week 6 assignment scenario

Posted on: Monday, April 1, 2019 3:53:25 AM EDT

Preventive services for achieving Sustainable Development Goals (SDG 3.1 and SDG3.2)

Coverage of antenatal care at least four visits and Children aged < 5 years with diarrhea receiving oral rehydration salts

Sustainable Development Goal 3(SDG 3): is aiming to ensure healthy lives and promote wellbeing for all at all ages. Among health targets for achieving this goal, the following two targets about this assignment:

3.1 By 2030, reduce the global maternal mortality ratio to less than 70 per 100 000 live births.

3.2 By 2030, end preventable deaths of newborns and children under five years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 per 1000 live births and under-5 mortality to at least as low as 25 per 1000 live births.

In this assignment, you will compare and contrast the preventive measures of Antenatal care coverage – at least four visits (%) and Children aged < 5 years with diarrhea receiving oral rehydration salts for prevention of maternal and under-five child mortality consequently. You will analyze the most recent data for three different countries from different economic levels according to the World Bank classification as

1-     Upper middle-income country: Colombia

2-     Low middle-income country: Cambodia

3-     Low-income country: Congo

To prepare for this assignment:

1-     Review data of maternal mortality rates for the up provided countries in your scenario from World Health Organization website links, “Cause-Specific Mortality and Morbidity: Maternal Mortality Ratio Data by Country (http://apps.who.int/gho/data/node.main.MATMORT?lang=en ) and Under-Five Child Mortality Levels: Number of Deaths (Thousands) by Country http://apps.who.int/gho/data/node.main.ChildMort-1?lang=en

2-     Go to the World Health Organization’s website link, “Health service coverage

Data by country: (http://apps.who.int/gho/data/node.main.REPWOMEN39?lang=en ) and note the percentage of Antenatal care coverage – at least four visits (%) percentage of children under five with diarrhea receiving Oral Rehydration Therapy (ORT %): (http://apps.who.int/gho/data/node.main.38?lang=en )

3-     Go to the global health observatory data of Antenatal care coverage (http://apps.who.int/gho/data/node.main.nHE-1253?lang=en    ) Care seeking for sick children (children under-five receiving ORT) http://apps.who.int/gho/data/node.main.nHE-1596?lang=en  )  note the differences in economic status, educational and place of residence among the provided countries

Review the Learning Resources provided in this week, your textbook, WHO websites and any other quality public health or academic resources and think about how the core functions of public health are related to maternal and child health. Visit the Walden writing center and review your Essential Guide to APA style for writing assistance

Your paper (5-6 pages) should cover:

A title page, in APA format.

  • Section headers, in APA format, for each section below:
  • Compare and contrast the most appropriate relevant and current data on maternal and under-five child mortalities in the provided countries. You are encouraged to present these data graphically (optional).
  • Describe the preventive services to improve maternal and child health outcomes as they relate to this scenario, giving examples from the data sources.
  • Identify the socioeconomic determinants that may influence the use of these preventive services. Interrelate the maternal and under-five child rates of each country.
  • Discuss barriers and gaps in the existing preventive services in the selected countries. Identify interventions or efforts that could be in place in these countries (governmental or non-governmental) that are aiming to achieve SDG3.1 and SDG 3.2
  • Cite the sources within your text and be sure to follow APA format.
  • An APA formatted reference list at the end of your paper

Exercise sound business and financial management principles

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Targets:

Exercise sound business and financial management principles

in health care settings through process mapping and strategic planning.

All assignments must target the content application while using two variables: the job choice (Manager) and the case assigned by the faulty (Poweroutage within a hospital)

It is Monday morning. Your supervising manager just sent you an email saying that a consulting company will be compiling all the knowledge for the “Lessons Learned” session to be held at a later date. Due to this “Lesson Learned” session, you will need to develop 5-6 pages paper addressing the requirements for the report. Make sure to incorporate the appropriate references and citations, while editing the complete document for style and formatting. Utilize appropriate subheadings and transitional statements to develop a cohesive report. The report is due Sunday by 11:59 PM EST in week 8 of the course.

Your report should include: (Note: This report should reflect the information learned throughout the course based on your job role, your collaborative team learning experience, and should be applied based upon the selected course’s case study. One could view this report as a detailed summary of the information learned that addresses each of the items below.)

1.  Identify and Describe the Managerial Issue: Provide brief description of the severity of the managerial issue of having a power outage within a hospital

2.  Identify and Describe the Impact and Scope of the Managerial Issue: What is the impact and scope of the issue.

3. Provide a Description of Your Job Role: (Administrative manager) Share the information learned regarding your role, responsibilities, views, case-study (poweroutage) specific considerations, etc. from the information learned during the coursework.

4. Identify and Describe at Least Two Healthcare Related Managerial Issues with Solutions and Policies:Identify least two Healthcare related managerial issues related to your job role.  Provide the proposed solutions and the policies for addressing the healthcare related managerial issues.

5. Discuss Potential Restrictions and Potential Reporting Requirements: How to offset the restrictions on the proposed solutions and what are the reporting requirements? (Note: The reporting requirements may be regulatory considerations, rules, or laws that may have to be followed with specific reporting requirements such as rules related to patient privacy, patient reporting, CMS regulations, Joint Commission regulations, or any rule, regulation, or law that has specific reporting requirements that must be conducted by the provider/organization.)

6.  Include the Stakeholder Analysis: Ensure all revisions from feedback have been provided.  ( Assignment 4 table with appropriate adjustments, based on the feedback previously provided.)

7. Provide the Stakeholder Engagement/Communication Plan: Discuss the approach for the stakeholder engagement/communication plan, ensuring there are sufficient details for a full understanding of the approach.

8.  Include the Stakeholder Linkage Map: Ensure all revisions from feedback have been provided. Assignment 5 with appropriate adjustments, based on the feedback previously provided.

9.  Identify and Describe at Least Three Lessons Learned for Your Role: List at least three lessons pertinent to your managerial roles. Describe how your job role affected the necessary changes. Share the how the lesson identified could be resolved in a real-world healthcare setting.

Your supervising manager has requested that you make any necessary changes based on the feedback offered previously. Appropriately formatted citations and references are required.

The briefing paper format is explained at https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-21.pdf. Make sure to follow the sub-headers and remember to arrange the information appropriately.

TIPS:

1. Make sure to incorporate the feedback that was received throughout the class.

2. Make sure to demonstrate critical thinking skills on the level of application and analysis (See Syllabus)

3. Follow the format and APA guidelines. Ensure a reference page with all the sources is provided and include APA formatting in-text citations throughout the briefing report.

4. Do not make general or common sense statements. The information presented must be concise and targeting executive level managers.

5. Anyone who reads the Briefing Report should be able to understand how the specific case was analyzed by the managerial team and what issues, solutions etc. were targeted. (Remember! Do not recall the concepts. Apply them to the case from the position of your role.)