Tag: Clinical-Nursing

NURS 6221 Performance Management System Matrix Nurse Executive Interview

Performance Management Interview Guidelines & Questions

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Module 3 Assignment

Performance Management System Nurse Executive Interview

 

 

Planning and Arranging the Interview

Plan for 45–60 minutes to conduct the interview. You may speak in person, by phone, via Skype, or another means that is convenient for you and the interviewee. If you record the interview, obtain the person’s permission in advance.

Confirm to your interviewee that all information obtained in the interview will be confidential. If preferred by the individual, you may identify the nurse executive and his/her healthcare organization using pseudonyms in the Assignment materials you submit.

Interview questions to guide your conversation begin on Page 3 of this document.

Note:
You are required to request the individual’s signature to confirm the interview. Fill in the information on Page 2, print out the page, and obtain the nurse executive’s full signature. Scan and submit the signed Page 2 as a separate Word file with your completed NURS 6221 Performance Management System Matrix Nurse Executive Interview Assignment.

 

 

 

 

 

Interviewee Profile and Confirmation Signature

 

Name  Melissa Y.

 

Healthcare Organization VAMC

 

Unit/Department Critical Care and Emergency Department

 

Job Title Chief

 

Years in Position 9years

 

HR-Related Responsibilities Hiring and interviewing

 

Relationship to You/How Identified for Interview Co-Worker

 

 

 

Interviewee’s Signature:

 

 

 

Conducting the Interview

There are 10 sets of question that follow for examining the performance management system in your interview subject’s healthcare organization. Keep the interview focus on the nurse executive’s unit (i.e., neonatal, critical care) to obtain as detailed information as possible: NURS 6221 Performance Management System Matrix Nurse Executive Interview

 

Take notes on the responses in the spaces on the right. If you record the interview, you are still encouraged to take notes on the person’s responses, as a safeguard in case there is any problem with the recording.

 

Questions

 

Responses

1.
What criteria are used to evaluate employee performance within your specific unit (i.e., neonatal, critical care) in the healthcare organization?

 

What are the sources of information (e.g., observation, patient satisfaction) that inform the criteria?

 

How are the criteria communicated to employees?

 

1.
Notes/verbatim quotes:

2.
Basically, “performance management” refers to all activities carried out to manage and improve employee performance. This includes obtaining performance information and communicating this information to the employee; supervision; coaching; rewards; training; discipline; and at times, career development.NURS 6221 Performance Management System Matrix Nurse Executive Interview

 

Thinking about the performance management system for nurses in your specific unit, how does the system support development and retention of desired employee characteristics and behaviors?

 

Note:
Ask for both specific examples and comments on how well the system works.

 

 

2.
Notes/verbatim quotes:

 

NURS 6221 Performance Management System Matrix Nurse Executive Interview

3.
To what extent are the various components of performance management interconnected?

 

For example, is performance appraisal information used to help identify training needs for employees?

 

 

3.
Notes/verbatim quotes:

4.
What types of training are provided to enhance employee performance and retention?

 

4.
Notes/verbatim quotes:

5.
How is information collected, maintained, consolidated, and summarized on employee performance and retention?

 

What is the role of technology in this process, including ensuring privacy of employee information?

 

5.
Notes/verbatim quotes:

6.
Are peer reviews or multisource feedback (i.e., 360-degree feedback) used?

 

If it is/has been used, what are/were its strengths and drawbacks?

 

If it was tried and abandoned, why was it discontinued?

 

What is your overall assessment of the multisource feedback, and circumstances (if any) when it might be useful?

 

6.
Notes/verbatim quotes:

7.
What are two types of training you would recommend to help prepare managers to discuss performance with employees?

 

7.
Notes/verbatim quotes:

8.
What are strengths of your performance management system to recommend as exemplars?

 

 

 

8.
Notes/verbatim quotes:

9.
What weaknesses in the performance management system need to be addressed?

 

How do you know the nature of the weaknesses?

 

 

 

9.
Notes/verbatim quotes:

10.
What mechanisms are available, if any, for your employees to provide input on the performance management system?

 

10.
Notes/verbatim quotes:

Analyzing and Reflecting on the Interview

·      Reflect on the results of the interview, including background information on the professional, the healthcare organization, and performance management system.

 

·      Consider how you would summarize information gained in the interview using the Performance Management System Interview Matrix Template and your Reflection paper to provide a thorough description of the performance management system.

 

·      Consider strengths and weaknesses of the system, as described by the nurse executive and from your own analysis, and strategies and approaches you would recommend for addressing the weaknesses.

 

·      As needed, follow up with your interviewee by phone or e-mail to clarify answers and conclusions. You may ask the nurse executive to review a draft of your interview summary to ensure that you captured the individual’s intent.

 

Completing the Module 3 Assignment

 

Part 1: Interview Matrix Summary

Complete the Performance Management System Interview Matrix Summary Template, provided in the Module 3 Learning Resources, to create a visual summary of the information gathered through your interview with a nurse manager. NURS 6221 Performance Management System Matrix Nurse Executive Interview

 

Part 2: Interview Reflection

In a separate Word document, write 2–3 pages that reflect on the interview and your overall impressions and that include the following:

 

·   Briefly describe the professional you interviewed, including title, years of experience, and his/her healthcare organization (e.g., size, location, special services).
Note:
Be mindful of your interviewee’s privacy in the details you provide.

·   Explain the concept of “performance management” that guided your interview and the interviewee’s responses.

·   Evaluate the healthcare organization’s performance management system for effectiveness, drawing on the nurse executive’s assessment and your own observations and conclusions.

 

·   Describe characteristics and/or factors that stand out to you as contributing to the system’s strengths and weaknesses.

 

·   Describe actions, strategies, or approaches you would recommend to address weaknesses in the system.

Final Submission

Submit in three separate files:

·         Performance Management System Interview Matrix Summary

·         Interview Reflection

·         Interviewee Profile and Confirmation Signature (Page 2 from this document)

 

 

Performance Management Interview Matrix Summary

 

Module 3 Assignment

 

Performance Management System Interview Matrix Summary

 

Complete this matrix to summarize information from your interview with a nurse executive on the performance management system for the individual’s healthcare organization. Identify the nurse executive’s unit/department that is the specific focus of your evaluation.

 

Characteristics/Factors

 

Performance Management System for [specify nursing unit]

System Features

Employee Evaluation

Criteria

Sources of

Evaluation Criteria
 

 

 

How Criteria

Communicated to

Employees

How Components of

Performance Management

Are Interconnected in the

System

 

How Information Collected,

Maintained, Consolidated,

and Summarized on

Employee Performance

and Retention
 

Technology Integration

in the System
 

Privacy Protections

 

System Analysis

How System Supports

Employee Development

 

 

 

NURS 6221 Performance Management System Matrix Nurse Executive Interview

 

How System Supports

Employee Retention

 

Use of Peer Reviews/

Multisource (360 degree)

Feedback and

Effectiveness

 

How Training Used to

Enhance Employee

Performance

and Retention

 

How Training Used to

Support Managers That

Evaluate Performance

 

Mechanisms for Employee

Input on the System

 

System Evaluation

How Well System

Supports Employee
Performance Growth and

Development
 

How Well System

Supports Employee

Retention
 

Performance Management

System Strengths

 

Performance Management

System Weaknesses

 

Overall Conclusions

 

 

 

Performance Management Interview Guidelines & Questions

 

Module 3 Assignment

Performance Management System Nurse Executive Interview

 

 

Planning and Arranging the Interview

Plan for 45–60 minutes to conduct the interview. You may speak in person, by phone, via Skype, or another means that is convenient for you and the interviewee. If you record the interview, obtain the person’s permission in advance.

Confirm to your interviewee that all information obtained in the interview will be confidential. If preferred by the individual, you may identify the nurse executive and his/her healthcare organization using pseudonyms in the Assignment materials you submit. NURS 6221 Performance Management System Matrix Nurse Executive Interview

Interview questions to guide your conversation begin on Page 3 of this document.

Note:
You are required to request the individual’s signature to confirm the interview. Fill in the information on Page 2, print out the page, and obtain the nurse executive’s full signature. Scan and submit the signed Page 2 as a separate Word file with your completed Assignment.

 

 

 

Interviewee Profile and Confirmation Signature

 

Name
: XX

Healthcare Organization
: xxxxxxx

Unit/Department
: Medical-surgical unit

Job Title:
Nurse manager

Years in Position:
2 years

HR-Related Responsibilities

·         Supervising nursing staff

·         Make management decisions

·         Implementing effective strategies

·         Set work schedules

·         Coordinate meetings

·         Make decisions about personnel.

Relationship to You/How Identified for Interview

A colleague at my workplace

Interviewee’s Signature:

 

 

 

Conducting the Interview

There are 10 sets of question that follow for examining the performance management system in your interview subject’s healthcare organization. Keep the interview focus on the nurse executive’s unit (i.e., neonatal, critical care) to obtain as detailed information as possible:

 

Take notes on the responses in the spaces on the right. If you record the interview, you are still encouraged to take notes on the person’s responses, as a safeguard in case there is any problem with the recording.

 

Questions

 

Responses

1.
What criteria are used to evaluate employee performance within your specific unit (i.e., neonatal, critical care) in the healthcare organization?

 

 

 

What are the sources of information (e.g., observation, patient satisfaction) that inform the criteria?

 

 

 

 

How are the criteria communicated to employees?

 

 

1.     
Notes/verbatim quotes:

Competency & key knowledge: Measures how well the individual is able to perform clinical skills

Time management: Evaluate how the staff manages their time

Communication: Measures communication skills

Teamwork: Measures how a staff member interacts and collaborate with others

 

Observation: The staff is observed when performing his/her duties by a clinical leader

 

 

 

Direct feedback about the performance is provided by the unit’s or department’s leader to the nurse

NURS 6221 Performance Management System Matrix Nurse Executive Interview

 

2.
Basically, “performance management” refers to all activities carried out to manage and improve employee performance. This includes obtaining performance information and communicating this information to the employee; supervision; coaching; rewards; training; discipline; and at times, career development.

 

Thinking about the performance management system for nurses in your specific unit, how does the system support development and retention of desired employee characteristics and behaviors?

2.     
Notes/verbatim quotes:

The system encourages employee engagement and professional development because when weaknesses are identified training is planned for all staff members and this improves skills and performance as well. Additionally, through the system, employee feel they are part of the organization. All these aspects promote employee retention in the organization

3.
To what extent are the various components of performance management interconnected?

 

For example, is performance appraisal information used to help identify training needs for employees?

 

 

3.     
Notes/verbatim quotes:

Different elements of performance management are connected. For example, after the employee reviews, different needs are identified and then employees are trained basing on the identified weaknesses and needs

NURS 6221 Performance Management System Matrix Nurse Executive Interview

4.
What types of training are provided to enhance employee performance and retention?

 

4.     
Notes/verbatim quotes:

·         Teamwork training where staff members are trained about teams work together effectively in order to increase engagement and collaboration and eventually improve performance and retention

·         Skills trainings

·         Emotional intelligence training

 

5.
How is information collected, maintained, consolidated, and summarized on employee performance and retention?

 

What is the role of technology in this process, including ensuring privacy of employee information?

 

5.     
Notes/verbatim quotes:

The information is stored in a computer system that can only be accessed by authorized individuals in order to ensure privacy of the information

There is also information collected using hardcopies and this data is stored in a private shelf only accessible to authorized parties

6.
Are peer reviews or multisource feedback (i.e., 360-degree feedback) used?

 

If it is/has been used, what are/were its strengths and drawbacks?

 

If it was tried and abandoned, why was it discontinued?

 

What is your overall assessment of the multisource feedback, and circumstances (if any) when it might be useful?

 

6.     
Notes/verbatim quotes:

360-degree feedback is used. The information is collected from the supervisor, colleagues and subordinates regarding an individual’s work-related behavior and its impact.

 

The main strength of 360-degree feedback is that it provides a wide perspective regarding employee performance including how an employee interacts with the co-workers, subordinates, and clients

 

360-degree feedback creates a culture of openness and improves self-awareness

 

7.
What are two types of training you would recommend to help prepare managers to discuss performance with employees?

 

7.     
Notes/verbatim quotes:

Emotional intelligence and training on communication skills

8.
What are strengths of your performance management system to recommend as exemplars?

 

 

 

8.     
Notes/verbatim quotes:

The performance management system promotes a culture of openness because direct feedback is provided

The system leads to employee development where the weaknesses are significantly improved after being identified

NURS 6221 Performance Management System Matrix Nurse Executive Interview
 

9.
What weaknesses in the performance management system need to be addressed?

 

How do you know the nature of the weaknesses?

 

 

 

9.     
Notes/verbatim quotes:

Sometimes the performance review is normally too involving and takes too much time

The weaknesses are notable because the metrics used are many and provided regularly

10.
What mechanisms are available, if any, for your employees to provide input on the performance management system?

 

10. 
Notes/verbatim quotes:

The employees provide recommendations about some of the aspects that should be integrated in the performance management system

Analyzing and Reflecting on the Interview

·      Reflect on the results of the interview, including background information on the professional, the healthcare organization, and performance management system.

 

·      Consider how you would summarize information gained in the interview using the Performance Management System Interview Matrix Template and your Reflection paper to provide a thorough description of the performance management system.

 

·      Consider strengths and weaknesses of the system, as described by the nurse executive and from your own analysis, and strategies and approaches you would recommend for addressing the weaknesses.

 

·      As needed, follow up with your interviewee by phone or e-mail to clarify answers and conclusions. You may ask the nurse executive to review a draft of your interview summary to ensure that you captured the individual’s intent.

 

Completing the Module 3 Assignment

 

Part 1: Interview Matrix Summary

Complete the Performance Management System Interview Matrix Summary Template, provided in the Module 3 Learning Resources, to create a visual summary of the information gathered through your interview with a nurse manager. NURS 6221 Performance Management System Matrix Nurse Executive Interview

 

Part 2: Interview Reflection

In a separate Word document, write 2–3 pages that reflect on the interview and your overall impressions and that include the following:

 

·   Briefly describe the professional you interviewed, including title, years of experience, and his/her healthcare organization (e.g., size, location, special services).
Note:
Be mindful of your interviewee’s privacy in the details you provide.

·   Explain the concept of “performance management” that guided your interview and the interviewee’s responses.

·   Evaluate the healthcare organization’s performance management system for effectiveness, drawing on the nurse executive’s assessment and your own observations and conclusions.

 

·   Describe characteristics and/or factors that stand out to you as contributing to the system’s strengths and weaknesses.

 

·   Describe actions, strategies, or approaches you would recommend to address weaknesses in the system.

Final Submission

Submit in three separate files:

·         Performance Management System Interview Matrix Summary

·         Interview Reflection

·         Interviewee Profile and Confirmation Signature (Page 2 from this document)

 

 

Performance Management Interview Matrix Summary

 

Module 3 Assignment

 

Performance Management System Interview Matrix Summary

 

Complete this matrix to summarize information from your interview with a nurse executive on the performance management system for the individual’s healthcare organization. Identify the nurse executive’s unit/department that is the specific focus of your evaluation.

 

Characteristics/Factors

 

Performance Management System for [specify nursing unit]

System Features

Employee Evaluation

Criteria

NURS 6221 Performance Management System Matrix Nurse Executive Interview

Sources of

Evaluation Criteria
 

 

 

How Criteria

Communicated to

Employees

How Components of

Performance Management

Are Interconnected in the

System

 

How Information Collected,

Maintained, Consolidated,

and Summarized on

Employee Performance

and Retention
 

Technology Integration

in the System
 

Privacy Protections

 

System Analysis

How System Supports

Employee Development

 

 

 

 

 

How System Supports

Employee Retention

 

Use of Peer Reviews/

Multisource (360 degree)

Feedback and

Effectiveness

 

How Training Used to

Enhance Employee

Performance

and Retention

 

How Training Used to

Support Managers That

Evaluate Performance

 

Mechanisms for Employee

Input on the System

 

System Evaluation

How Well System

Supports Employee
Performance Growth and

Development
 

How Well System

Supports Employee

Retention
 

Performance Management

System Strengths

 

Performance Management

System Weaknesses

 

Overall Conclusions

 

NURS 6221 Performance Management System Matrix Nurse Executive Interview

Delegating successfully Nursing Essay

Delegating successfully

Thinking of the five rights of delegation how should James delegate the work to be done?

It is important for James to make appropriate decisions with regards to the successful assignment of care. In this case, the assignment should be based on patient needs, skills of the personnel, staff job/position description, policies and procedures applied at the facilities, and nursing assistants as well as other members of the nursing team. There are five rights of delegation that must be considered when assigning care. These rights are: the “right” person; the “right” task; the “right” circumstances; the “right” directions and communication; and the “right” supervision and evaluation. In essence, James must assign the right personnel to the right jobs and tasks under the right circumstances. The decision must then be communicated to the person assigned the task even as directions are offered. Also, James should supervise the persons assigned the tasks and determine whether or not the task was competently, safely, appropriately and correctly completed (Barrow, 2019; Burke, 2020).

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Which is a priority and why?

Determining tasks priority should be based on Maslow’s Hierarchy of Needs that offers five levels of need. The first level is to address the psychological needs of the patients in terms of things needed to live, such as food, water and air. The second level is safety needs that include adequate shelter and being free from danger. The third level is to address love and belonging to include the need for belonging and affection such as family. The fourth level is esteem to include approval from others and self-esteem. The final level is self-actualization that allows the patient to achieve full potential (Stanley, 2017). Delegating successfully Nursing Essay

Based on Maslow’s Hierarchy of Needs, the first task should be to provide the three clients with second day post-ops care as these are psychological needs. The second task should be to prepare the three clients for surgery to include pre-op and post-op teaching thus addressing psychological needs. The third task is to transfer the one client to the rehab unit thus addressing safety needs. The final task is to discharge the one client home and providing discharge teaching thus addressing safety needs.

What type of client management approach should James consider in assigning the work needing to be done to staff members?

James is in a unique situation whereby there is a personnel shortage and shortage of beds. As such, he is best served by a functional nursing model in assigning tasks to the staff members. This model relies on nurses’ hierarchy for the performance of different tasks depending on level of experience, training and education. In applying this method, James would act as the team leader and determine the patients’ needs. Next, he would delegate tasks to the nurses under his supervision. Using this approach, the patient care techs would record vitals and transfer the patient to the rehab, the LPN would conduct patient education, and James (as the registered nurse) would administer treatments and assume overall direction of care. This client management approach maximizes the skill set of each personnel thus addressing the high acuity and understaffing situation. Still, this approach presents a concern with regards to nurses focusing on their individual tasks instead of the overall situation so that holistic care is not provided (Evans, 2018; Stanley, 2017) Delegating successfully Nursing Essay.

 

 

References

Barrow, J. (2019).
Nursing five rights of delegation
. Retrieved from https://www.statpearls.com/kb/viewarticle/21797

Burke, A. (2020).
Assignment, delegation and supervision: NCLEX-RN
. Retrieved from https://www.registerednursing.org/nclex/assignment-delegation-supervision/

Evans, M. (2018).
Types of nursing modalities
. Retrieved from https://careertrend.com/info-8520558-types-nursing-modalities.html

Stanley, D. (ed) (2017).
Clinical leadership in nursing and healthcare: values into action
(2
nd
ed.). Hoboken, NJ: John Wiley & Sons.

 

This week you are to read the chapter “Delegating Successfully” The following case study will challenge you to apply the appropriate delegation tools.

Read the following case study and think about what you learned. Use a separate word document, to answer the three questions following the case study, support your answers using the textbook, other resources and your experience.

James works at a large teaching hospital in a major metropolitan area. This institution services the entire geographical region, including indigent clients, and because of its renowned reputation, administers care to international clients and individuals who reside in other states. The staff is also limited with less RN’s and more patient care tech and nurses aids. The acuity of these clients has been quite high, requiring a great deal of time from the nursing staff.

James arrived at work at 6:30 am, his usual time. He looked at the census board and discovered that the unit was filled, and bed control was calling all night to have clients discharged or transferred to make room for several clients who had been in the ED since the previous evening. He also discovered that the other RN assigned to this unit called in sick. His team consists of himself, two patient care techs, and an LPN who is shared by two teams. He has eight clients on his team:3 clients need to be ready for surgery, including pre-op and post-op teaching,1 of which is a 35 year old woman scheduled for a modified radical mastectomy for the treatment of invasive breast cancer; 3 clients are second day post-ops requiring IV antibiotics, dressing changes, NG suctioning, chest tubes, TPN and lipids, central line dressing changes, Foleys, and ambulation; 1 client needs transferred to the rehab unit with report called prior to the transfer and finally, 1 client is to be discharged home and requires discharge teaching on insulin and dressing changes. Delegating successfully Nursing Essay

1. Thinking of the five rights of delegation how should James delegate the work to be done?

2. Which is a priority and why?

3. What type of client management approach should James consider in assigning the work needing to be done to staff members?

* Use citations to support your rationale for each answer.

Rubric

Case Study Rubric

Case Study Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome

Clearly identifies main issues/ problems related to the case study

15.0 pts

Exemplary

Provides exemplary identification of main issues related to case study, with evidence of insightful thought on the topics.

14.1 pts

Acceptable

Acceptable identification of main issues related to case study.

12.3 pts

Developing

Minimal identification of main issues related to case study.

11.0 pts

Unsatisfactory

No identification of main issues related to case study.

15.0 pts

This criterion is linked to a Learning Outcome

Determines the delegation of work using the five rights of delegation

15.0 pts

Exemplary

Detailed description of the five rights of delegation when determining appropriate work assignments.

14.1 pts

Acceptable

Acceptable description of the five rights of delegation when determining appropriate work assignments.

12.3 pts

Developing

Limited description of the five rights of delegation when determining appropriate work assignments.

11.0 pts

Unsatisfactory

No or less than satisfactory use of the five rights of delegation when determining appropriate work assignments.

15.0 pts

This criterion is linked to a Learning Outcome

Comments on effective solutions/ strategies. Describes the reason for prioritizing the work

15.0 pts

Exemplary

Exemplary work, documenting, thoughtful and appropriate comments on solutions and proposal for solutions to all issues presented in the case study.

14.1 pts

Acceptable

Acceptable and appropriate work, documenting, thoughtful and appropriate comments on solutions and proposal for solutions to all issues presented in the case study. Delegating successfully Nursing Essay

12.3 pts

Developing

Limited work, documenting, thoughtful and appropriate comments on solutions and proposal for solutions to all issues presented in the case study.

11.0 pts

Unsatisfactory

No or unsatisfactory work, documenting, appropriate comments on solutions and proposal for solutions to all issues presented in the case study.

15.0 pts

This criterion is linked to a Learning Outcome

Outlines the management approach used for assigning staff

15.0 pts

Exemplary

Insightful and thorough analysis of all issues using a management approach when assigning staff work load

14.1 pts

Acceptable

Acceptable analysis of all issues using a management approach when assigning staff work load

12.3 pts

Developing

Limited, analysis of all issues using a management approach when assigning staff work load

11.0 pts

Unsatisfactory

No or Unsatisfactory, analysis of all issues using a management approach when assigning staff work load

15.0 pts

This criterion is linked to a Learning Outcome

Supportive evidence links to course readings and additional resources

15.0 pts

Exemplary

Excellent research into the issues with clearly documented links to readings and resources used to support answers

14.1 pts

Acceptable

Acceptable show of research into the issues with documented links to readings and resources used to support answers

12.3 pts

Developing

Limited evidence of , research into the issues with limited documented links to readings and resources used to support answers

11.0 pts

Unsatisfactory

Unsatisfactory evidence of research into the issues without documented links to readings and resources used to support answers

15.0 pts

This criterion is linked to a Learning Outcome

Writing Style

15.0 pts

Exemplary

Highly skilled presentation of ideas. Engages reading. Work exceeds expectations for this level of student. Absolutely no errors in the following areas: grammar, APA, punctuation, and spelling.

14.1 pts

Acceptable

Skilled presentation of ideas. Engages reading. Work meets expectations for this level of student. 1-2 errors in the following areas: grammar, APA, punctuation, and spelling.

12.3 pts

Developing

Able to present ideas. Comes close to expectations for work at this level. Greater than three errors in the following areas: grammar, APA, punctuation, and spelling.

11.0 pts

Unsatisfactory

Limited ability to convey ideas noted. Below expectations of work at this level. Not formatted in APA. Errors noted in spelling, punctuation, and grammar. No citations to support rationale

15.0 pts

Total Points: 90.0 Delegating successfully Nursing Essay

Impacts of Employee Empowerment and Psychological Safety

Comparing and analyzing the interviews

Speaking up bravely and powerfully has increasingly become an important quality in the workplace, particularly for the vulnerable demographic groups. It allows personnel to share revelations about their workplace cultures and how they affect them. It is important to note that speaking out is not without risk, and the scope and degree of the risk varies widely given the situation and context. In such cases, personnel will not speak up against damaging or intolerable behavior if the risk includes punishment that outweighs the gains. Yet, speaking up is important to a functioning and healthy workplace (Finkelman, 2016) Impacts of Employee Empowerment and Psychological Safety. The present paper compares and analyses the results of interviews conducted with three participants to collect their perceptions on empowerment and psychological safety.

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The interviews first collected the participants’ perspective on the concept of empowerment for personnel. A common themes on the definition for employee empowerment is that it is the management approach that offers personnel responsibility and autonomy concerning their specific job tasks. One participant specifically mentioned that it is the workplace concept that allows lower level personnel to participate in decision-making by offering unique views on the problems and issues facing the organization. Besides that, they noted that empowerment has been advantageous. Firstly, it results in increased responsiveness to problems and issues facing the organization. Secondly, it helps in increasing productivity. Finally, it improves personnel commitment to the goals of the organization since they take ownership of the decisions made. Also, they noted that it presents some three disadvantages. Firstly, it reduces the speed of decision making so that it is not optimized and uniform. Secondly, it creates coordination problems since decisions are decentralized. Finally, it blurs authority and presents opportunity for conflict. Finkelman (2016) presents similar views on employee empowerment, defining this concept as the control and autonomy that personnel assigned in their workplace activities. It also notes that the concept includes having less oversight and allowing personnel to have greater voice in workplace processes (Finkelman, 2016) Impacts of Employee Empowerment and Psychological Safety. Overall, the participants presented an informative awareness of employee empowerment as a concept, noting that it allows employees to be involved in decision making to improve productivity as well as quality of life.

Secondly, the interviews collected the participants’ perspective on whether autonomy is important in the workplace. The interviews identified autonomy as the freedom that personnel enjoy in completing job tasks with all of them conceding that they enjoy some autonomy. One of the participants linked autonomy to being allowed to set work schedules so that an employee is only expected to meet the set deadlines. Another participant identified autonomy as the freedom to make workplace decision with minimal supervision. Still, they all conceded that autonomy allows them to enjoy freedom that in turn results in increased job satisfaction so that they are motivated to continue working for the organization and improve their productivity Impacts of Employee Empowerment and Psychological Safety. Ozbiglin, Groutsis and Harvey (2014) acknowledges the views presented in the interviews, noting that autonomy gives personnel freedom that results in increased job satisfaction. This results in greater feelings of responsibility among personnel so that they are motivated to improve their quality of life. Besides that, autonomy helps with reducing turnover and increasing happiness. The mentioned benefits can only be realized if the autonomy is moderated so too much freedom could result in disorganization. Besides that, individual personnel have unique characteristics that make them respond differently to autonomy. Some personnel thrive in autonomy while others report improved outcomes (Ozbiglin, Groutsis & Harvey, 2014). It is clear that employee autonomy offers unique benefits to include improved happiness, motivation, and productivity.

Thirdly, the interviews collected the participants’ responses on whether they have been involved in workplace decision-making. They all acknowledged that although they do not make decisions, they routinely offer input on decisions affecting their jobs. The nurse interviewee particularly noted being involved in decision making concerning patient care, and this has helped with gaining personal and professional stake in the medical facility, as well as its overall success. Crawley, Swailes and Walsh (2013) concurs with the views presented in the interviews, explaining involvement is an indication of commitment, and this leads to increased productivity of personnel as they actively participate in the different aspects of the organization. This is particularly useful for the workers who wish to see their efforts succeed. Besides that, it helps with on the job training as personnel get increased responsibility that expands their skill sets and prepares them for future additional responsibility (Crawley, Swailes & Walsh, 2013). Finkelman (2016) also mentions that involvement in workplace decision-making increases personnel morale through reducing the power gap between management and workers, and opens communication lines. As functioning participants in decision processes, workers get to understand that their ideas are important contributions to the organization. This gives them the power to influence work outcomes thereby leading to positive attitude and increased work satisfaction towards the organization and their position (Finkelman, 2016). Overall, it becomes clear that the concept of personnel involvement in decision-making processes ensures that the company has timely and reliable long-term assistance Impacts of Employee Empowerment and Psychological Safety.

Fourthly, the interviews explored the decision-making authority practiced by the participants’ organizations. They all practice centralization of authority whereby all authority to make decisions is retained by top level managers. The authority can occasionally be delegated to the lower level managers. The participants explained that the financial implications of decisions demand that top level managers retain authority so that they are rightly held accountable for the outcomes. The authority is vested in the management position, allowing each manager to control activities under his/her jurisdiction to include affecting and influencing the behavior of subordinate personnel even without obtaining their permission. For instance, the nurse mentioned that shift assignments are typically done by the nurse managers without consulting the individual nurses. Crawley, Swailes and Walsh (2013) notes that it is not surprising for managers who take care of the organization and are policy makers to be central in decision making. The managers are in charge of the organization and are responsible for overall performance. They provide a sense of direction, evaluation organization methods, provide leadership and formulate strategies. Through centralization of authority, the organization gets to use the expert skills available in the organization. The managers possess valuable leadership knowledge, experience and skills that enable them to present the best decisions (Crawley, Swailes & Walsh, 2013) Impacts of Employee Empowerment and Psychological Safety

Finally, the interviews explored how comfortable the participants are in making suggestions in the workplace. All the participants indicated that there are mechanisms in place that enable them to make suggestions in the workplace. They specifically mentioned that they are comfortable because they can make the suggestions anonymously thus avoiding victimization. In addition, they have representatives who collect their suggestions and present them in the appropriate forums thus allowing the personnel to remain anonymous. As such, the interview participants reported being comfortable pointing out problems in the workplace. Ozbiglin, Groutsis and Harvey (2014) acknowledges that power structures in the workplace creates a situation in which personnel do not feel comfortable making suggestions for improvements. Through the use of anonymous suggestions, personnel are assured of not being victimized so that they remain free to offer unique ideas and perspectives (Ozbiglin, Groutsis & Harvey, 2014).

The interview analysis makes it clear that speaking out is an important resource that organizations should not overlook. It notes that personnel will only be comfortable if they are protected and are allowed to contribute towards decisions. Overall, employee empowerment and psychological safety allows the organization to get new ways of thinking and perspectives, give a voice to personnel, promote active participation, and improve loyalty as well as productivity.

References

Crawley, E., Swailes, S. & Walsh, D. (2013).
Introduction to international human resource management
. Oxford: Oxford University Press.

Finkelman, A. (2016).
Leadership and management for nurses: core competencies for quality care
(3
rd
ed.). London: Pearson Education. Impacts of Employee Empowerment and Psychological Safety

Ozbiglin, M., Groutsis, D. & Harvey, W. (2014).
International human resource management
. New York, NY: Cambridge University Press.

 

Impacts of Employee Empowerment and Psychological Safety

Note: You began this Assignment in Week 3 and it will be due by Day 7 of Week 4. Plan your time accordingly.

As you wrap up your analysis of the three
interviews
you
completed
, draw on the information and perspectives gained through the Learning Resources and Discussion, this week, to assess psychological safety in each workplace. As a nurse executive, you will have new avenues for making a difference for staff and patients. With those opportunities in mind, consider how to apply the insights you gain regarding psychological safety in healthcare settings.

Photo Credit: Getty Images/iStockphoto

To Prepare:

Review Learning Resources that will guide your analysis of employee empowerment, engagement, and psychological safety.

Use the Guidelines & Questions document, from the Learning Resources, to help you in completing your Assignment, including providing the signature sheet to confirm your three interviews.

Assignment:

Finalize your Module 2 Assignment. Impacts of Employee Empowerment and Psychological Safety

NURS 6221 Recruitment and Selection Plan Nursing Essay

Recruitment and Selection Plan

NURS 6221 Managing Human Resources

Part 1: Job Description Analysis

Explain the role of the nurse executive in developing job descriptions and why it represents an essential human resource management function.

Nurse executives have the primary responsibility for administering and managing patient care services. This function sees them oversee planning and development functions regarding procedures and policies. Although they do not have direct contact with patients, nurse executives shape policies related to nursing and health care. Which places them in a unique position to identify nurse personnel needs in terms of competencies and skills, and ensure that the facility has the right mix of nurse personnel. Besides that, they bear responsibility for the facility’s financial accountability, thus placing them in a unique position to determine the facility’s nurse personnel needs authoritatively. Also, they are responsible for establishing ongoing relationships with other nurse personnel to foster a cohesive work environment NURS 6221 Recruitment and Selection Plan Nursing Essay. These responsibilities strategically position nurse executives to identify the nurse personnel needs of a facility (Finkelman, 2016).

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Analyze the job description you have selected as the focus of your Assignment. Include the source of the job description and critique the job description for clarity and accuracy.

The job description under analysis was presented by Northwoods Surgery Center, located in Veterans Parkway, Woodruff, Wisconsin, for an operating room nurse. The report gave the licensing and certification requirements. Also, it offered the job summary, expected duties, and preferred qualifications for the candidates (Northwoods Surgery Center, n.d.). The description is detailed and practical since it offers a refined list of duties and requirements. In fact, it is accurate in defining the role and accountability, thus making the expectations clear. The responsibilities have been refined into fewer points with the tasks grouped into main responsibility areas that reflect personnel expectations at the moment NURS 6221 Recruitment and Selection Plan Nursing Essay. To be more precise, it clarifies expectations, offers a basis for measuring job performance, defines the description of the role, and prevents arbitrary interpretation of role content and limits. Still, there is a need for greater clarity, particularly with regards to pay and grading systems to offer greater job clarity (Hunt, 2015).

Explain how well the job description defines the required employee attributes for the job and how it could be improved. If information is available, describe how the tasks and competencies associated with this job may have changed since the job description was conceived.

The job description has defined the personnel attributes for the job. Firstly, it has identified the certification and licensure requirements, a regulatory need that ensures the practice is regulated to ensure professionalism and protect patients. Secondly, it identifies the essential duties and responsibilities, thus clarifying expectations. Finally, it presents the preferred requirements for the candidates as qualities that increase their odds of getting hired (Hunt, 2015). As such, the job description offers a detailed definition of the required personnel attributes for the job.

There have been some changes in the responsibilities of operating room nurses since the Northwoods Surgery Center presented the job description. The facility does not include providing care to patients as operating nurse during al facets of the surgery processes such as before, during, and after surgery. Since then, there have been additional responsibilities that require operating room nurses to provide patient education and prepare the operating room equipment and instruments within a sterile field (Nursing Jobs, 2020) NURS 6221 Recruitment and Selection Plan Nursing Essay.

Write a new or revised job description that reflects your analysis and which you would use for advertising the position and recruiting candidates for the job.

A revision is warranted for the job description for operating room nurses presented by Northwoods Surgery Center. The review would retain the primary responsibilities and add that they would have the responsibility of providing patient education, and prepare the operating equipment and instruments within a sterile field. Also, education and training requirements would be listed to include education programs, the duration of study, and practicing experience. Besides that, a salary and benefits quote should be included since this will help in identifying the facility as a competitive employer, thereby helping it attract the best talent (Nursing Jobs, 2020).

Explain how you would use social media and online job search technology to maximize presentation of the job description and reach a broader share of potential recruits.

Social media and online job search technology will be used to find and make connections with quality candidates. The two approaches help in reaching elusive passive candidates, finding great culture fits, filtering bad candidates, and saving money. Two different strategies would be applied. The first strategy targeted at social media recruiting would focus on participating in the right conversations, promoting the facility culture, targeting niche networks, involving personnel, and growing social media presence as a recruiter. The second strategy aimed at online job search technology, such as LinkedIn, would create and complete a brand page, use filters to find candidates, and reach out with a personal touch (Hunt, 2015) NURS 6221 Recruitment and Selection Plan Nursing Essay.

Describe two examples of how jobs similar to your chosen position are presented to interested job seekers from the social media and online job sites you visit.

The first example is off M.P. Shah Hospital that presented a job advert on its Facebook page. The facility offers a description of its expectations of the successful candidate, job responsibilities, and how to apply (see Figure 1). The second example is off DaVita Medical Group that placed an advert for an operating room nurse on a LinkedIn page. The description includes the employment location, functions, responsibilities, preferred experience and credentials, and type of employment: full-time (see Figure 2).

Figure 1. Facebook page of job advert by M.P. Shah Hospital

Figure 2. LinkedIn page of job advert by DaVita Medical Group

Part 2: Interview and Selection Plan

Describe the ideal candidate for this job, and explain the sources of information you would use in evaluating applicants.

Five skills would be assessed during the interview process to identify the ideal candidate. The first skill is the ability to work as part of a team. The operating room is a dynamic and complex environment requiring the operating room team members to share the traits of anticipation, organization, respect, and good communication. Another skill includes the possession of excellent communicating abilities. The operating room is a high-stress environment, and it is not uncommon for tensions to run high. Operating room nurses working in these environments must be able to communicate effectively with other team members in a professional and calm demeanor. Communication skills are also useful in easing the fears of family members and educating the patients. The third skill is organization. An operating room nurse must be very organized concerning charting and organizing actions and supplies to ensure the best outcomes throughout the surgical procedure. The ideal candidate must be able to find surgical medical and items quickly, and this is not possible unless the individual is highly organized. The fourth skill is attention to detail. The ideal candidate should be detail-oriented, knowing the location of everything and monitoring them. This requires the ability to pay attention to small details and the overall picture, and always staying alert to the needs of the team, equipment, and patient NURS 6221 Recruitment and Selection Plan Nursing Essay. The final skill of critical thinking and problem-solving. The ideal candidate should be confident and capable of making critical decisions as well as being an excellent problem solver. The individual must be able to judge, evaluate, and respond appropriately and quickly to changing situations (Crawley, Swailes & Walsh, 2013; Finkelman, 2016).

 

Explain an overview of your process to identify and select that candidate.

Who within the healthcare organization would be involved in the interview process, and why

Since hiring is a significant decision, there is a need for an intelligent and robust hiring team that can implement an effective hiring process. The first member is the hiring manager who administers the whole hiring process. This individual is responsible for interviewing, screening, communication, and decision making with other team members for the recruitment process. The second member is the HR manager, who is responsible for creating a well-organized and professional process. This individual offers administrative support and acts as a link between the team and the candidate to deliver sound decisions. Also, this individual acts as a neutral party when negotiating salary and benefits. The third member is the direct reporting manager who knows all about the requirements and workings department to which the new personnel will be added. This individual can judge if the candidate has the required abilities. Given that this individual is likely to supervise the candidate if successful, then it is only fair for the individual to evaluate the candidates. The final member is the nurse executive who evaluates the candidates for skills and knowledge (Crawley, Swailes & Walsh, 2013).

Pre-interview guidance and preparation for interviewers and recruits

Pre-screening the candidates before the interview in order to identify those not meeting the basic requirements.  Such as the position terms of salary requirements, willingness to relocate, education, and work experience. Identifying this occurs through three approaches. The first approach is to evaluate the application and review resumes. The second approach is to conduct telephone interviews, an initial phone conversation that offers information on the candidate’s professionalism, attitude, ability to listen, sense of humor, and communication skills. The third approach is social media and online searches that present private information on the individual to include a snapshot of the candidate’s professional persona, employment status, volunteer activities, organization alignments, and social values (Ozbiglin, Groutsis & Harvey, 2014).

How interview outcomes would be compiled, and how differences in interview ratings would be resolved

Interview outcomes will be collected using scorecards. Through using standardized interview questions, it becomes possible to develop a single scorecard that will be used on all the candidates. Also, a section on comments will be included in which the interview team members will write down their feedback. The interview outcomes will be determined based on average scores. In case of differences in interview ratings, justifications for the ratings will be discussed before settling on the final candidate (Ozbiglin, Groutsis & Harvey, 2014) NURS 6221 Recruitment and Selection Plan Nursing Essay.

List five essential questions you would ask in an interview to evaluate key employee characteristics for this job. For each question, explain what you would look and listen for in the candidate’s response.

The questions would be presented in three groups. The first group is operational and situational questions. These questions are intended to evaluate attention to detail and critical thinking. The two questions to be asked are:

Suppose you were asked to prepare for an operation for which you have no experience. What would you do?

What are the three questions you would ask a patient before surgery?

The second group is role-specific questions the evaluate a nurse’s understanding of the circulating and scrub roles. The two questions to be asked are:

Why is it essential to conduct surgical skin preparation?

What are the legal aspects of an OR nurse?

The third group is people behavioral questions that evaluate people skills. The question to ask is:

Tell me about a time when you had a panicked and anxious patient. How did you calm the patient?

Explain how you would measure a candidate and assess the recruit’s fitness for the position.

Candidates who present for the interview are those who are determined as having the professional qualifications for the job. The interview goes on to evaluate them for operational and situational competence, role-specific capacity, and behavioral competence. Also, they would be assessed for five skills. The first skill is cultural competence that evaluates the ability to provide care to patients with various behaviors, beliefs, and values. The second skill is the flexibility that assesses openness to learn new things and the ability to tolerate a change in response to the rapidly changing practice environment. The third skill is positivity, that assesses a nurse’s ability to maintain a positive attitude. The fourth skill is emotional intelligence that evaluates the ability to work in teams collaboratively and effectively deal with conflicts. The final qualification is passion that assesses attitude towards work tasks (Hunt, 2015). NURS 6221 Recruitment and Selection Plan Nursing Essay

References

Crawley, E., Swailes, S. & Walsh, D. (2013).
Introduction to international human resource management
. Oxford: Oxford University Press.

Finkelman, A. (2016).
Leadership and management for nurses: core competencies for quality care
(3
rd
ed.). London: Pearson Education.

Hunt, D. (2015).
The nurse professional: leveraging your education for transition into practice
. New York, NY: Springer Publishing Company, LLC.

Northwoods Surgery Center (n.d.).
Operating room nurse (RN) – job description
. Retrieved from https://www.northwoodssurgerywi.com/Operating_Room_Nurse_Job_Description_NWSC.pdf

Nursing Jobs (2020).
Operating room (OR) nurse jobs and salary
. https://www.nursingjobs.com/nurse-specialties/operating-room-or-nurse-jobs/

Ozbiglin, M., Groutsis, D. & Harvey, W. (2014).
International human resource management
. New York, NY: Cambridge University Press. NURS 6221 Recruitment and Selection Plan Nursing Essay

NURS_6221 Interviews on Employee Empowerment and Psychological Safety

Employee Interviews: Guidelines & Questions

Module 2 Assignment

Interviews on Employee Empowerment and Psychological Safety

 

Planning and Arranging the Interviews

Identify three individuals to interview: one in healthcare and two from other fields or industries (e.g., state/local government; business). Choose family members and friends you know well that will be comfortable answering honestly. Interview each person separately, and plan for 20–30 minutes per interview. Confirm that all answers will be confidential, and each person will be identified by a pseudonym in the Assignment you submit.
Note:
You must request each person’s signature to confirm the interview. Fill in the information below, print out Page 1, and obtain the signatures.
Scan and submit Page 1 with your completed Assignment. NURS_6221 Interviews on Employee Empowerment and Psychological Safety

Interviewee #1 Healthcare

Name

Job Title

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Years in Position

Relationship to You

Signature:

Interviewee #2 (Industry)

Name

Job Title

Years in Position

Relationship to You

Signature:

Interviewee #3 (Industry)

Name

Job Title

Years in Position

Relationship to You

Signature:

Conducting the Interviews

There are five sets of questions, which are repeated below for each interview. Also develop a working definition of “employee empowerment” and “psychological safety,” based on your own understanding, to anchor the interviews for you and to explain to your interviewees, as needed. Take notes on each person’s responses in the spaces on the right. If you record the interviews, be sure to get each person’s permission before you begin. You are still encouraged to take notes on the person’s responses as a safeguard in case there is a problem with the recording. NURS_6221 Interviews on Employee Empowerment and Psychological Safety

 

Questions

 

Interview #1 Healthcare

1. What does “empowerment” mean to you as an employee?

Note:
Share your definition, as needed, and compare perspectives.

1: Responses

2.
Is autonomy in your job important to you? Why, or why not?

Can you provide examples of how you are able to exercise autonomy in your job?

 

Can you provide examples of areas where you would like to have additional autonomy but are constrained at this time?

 

 

2: Responses

3.
Thinking about your organization (or department, unit):

Have you been asked for input/advice on organizational (or department/unit) goals or processes?

–
If yes, is it important to you to give your opinion on organization-wide (department/unit) issues? Why, or why not?

– Can you give examples of how you have provided input, and to what extent you felt your views were taken seriously, valued, and acted upon? (Probe as needed to uncover meaning in the answers.)

 

– If no, would you like to be consulted? Why, or why not?

– (For both yes/no): Can you provide examples of input that you would like to provide but feel constrained or inhibited to do so? Why do you feel constrained
?

NURS_6221 Interviews on Employee Empowerment and Psychological Safety

 

3: Responses

4.
How would you describe decision- making authority in your organization:

Is it limited mainly to individuals at senior levels? Or are decisions made at multiple organizational levels?
 

4: Responses

5.
Do you feel comfortable making suggestions about:

 

– How work is done in your organization (department/unit)?

– The direction of the organization (department/unit)? 

 

If you see a problem, are you comfortable pointing it out?

 

– 
If yes, what accounts for your comfort?

 

– 
If no, what accounts for your reluctance or holding back?

 

5: Responses

 

Questions

Interview #2 (Industry)

1. What does “empowerment” mean to you as an employee?

 Note:
Share your definition, as needed, and compare perspectives.

 

1: Responses

2.
Is autonomy in your job important to you? Why, or why not?

Can you provide examples of how you are able to exercise autonomy in your job?

 

Can you provide examples of areas where you would like to have additional autonomy but are constrained at this time?

 

2: Responses

3.
Thinking about your organization (or department, unit):

 

Have you been asked for input/advice on organizational (or department/unit) goals or processes?

–
If yes, is it important to you to give your opinion on organization-wide (department/unit) issues? Why, or why not?

NURS_6221 Interviews on Employee Empowerment and Psychological Safety

 

– Can you give examples of how you have provided input, and to what extent you felt your views were taken seriously, valued, and acted upon? (Probe as needed to uncover meaning in the answers.)

 

– If no, would you like to be consulted? Why, or why not?

– (For both yes/no): Can you provide examples of input that you would like to provide but feel constrained or inhibited to do so?

 

Why do you feel constrained
?

 

 

3: Responses

4.
How would you describe decision- making authority in your organization?

Is it limited mainly to individuals at senior levels?

 

Or are decisions made at multiple organizational levels?

 

 

4: Responses

5.
Do you feel comfortable making suggestions about:

 

– How work is done in your organization (department/unit)?

– The direction of the organization (department/unit)?

 

If you see a problem, are you comfortable pointing it out?

 

– 
If yes, what accounts for your comfort?

– 
If no, what accounts for your reluctance or holding back?

 

 

 

 

 

5: Responses

 

Questions

 

Interview #3 (Industry)

1. What does “empowerment” mean to you as an employee?

Note:
Share your definition, as needed, and compare perspectives.

 

 

 

1: Responses

2. Is autonomy in your job important to you? Why or why not?

 

Can you provide examples of how you are able to exercise autonomy in your job?

 

Can you provide examples of areas where you would like to have additional autonomy but are constrained at this time?

 

 

2: Responses

3.
Thinking about your organization (or department, unit):

Have you been asked for input/advice on organizational (or department/unit) goals or processes?

–
If yes, is it important to you to give your opinion on organization-wide (department/unit) issues? Why, or why not?

NURS_6221 Interviews on Employee Empowerment and Psychological Safety

 

– Can you give examples of how you have provided input, and to what extent you felt your views were taken seriously, valued, and acted upon? (Probe as needed to uncover meaning in the answers.)

 

– If no, would you like to be consulted? Why, or why not?

– (For both yes/no): Can you provide examples of input that you would like to provide but feel constrained or inhibited to do so? Why do you feel constrained
?

 

3: Responses

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4.
How would you describe decision- making authority in your organization?

Is it limited mainly to individuals at senior levels?

 

Or are decisions made at multiple organizational levels?

4: Responses

5.
Do you feel comfortable making suggestions about:

 

– How work is done in your organization (department/unit)?

– The direction of the organization (department/unit)?

 

If you see a problem, are you comfortable pointing it out?

 

– 
If yes, what accounts for your comfort?

– 
If no, what accounts for your reluctance or holding back?

 

 

 

5: Responses

Comparing and Analyzing the Interviews

When you have completed all three interviews, review each individual’s responses and experiences, focusing particularly on each interviewee’s sense of empowerment, engagement, and psychological safety at work. Compare and contrast the responses, with the goal of arriving at clear conclusions on how degree of employee empowerment, engagement, and psychological safety influences job performance, satisfaction, and morale.

 

Compare and contrast the responses of the individual who works in healthcare and your own experiences in professional practice in healthcare to the responses of your interviewees working in other areas. Consider conclusions you can make about employee empowerment, engagement, and psychological safety in healthcare compared with other professions.

 

Completing the Module 2 Assignment

In a separate Word document, write 4–5 pages to produce an Interviews Summary and Analysis that includes the following:

 

·         Describe the three employees you interviewed, including their industries and job titles. NURS_6221 Interviews on Employee Empowerment and Psychological Safety

·         Explain your working definitions of “employee empowerment” and “employee engagement” that are the basis of the interviews.

·         Summarize how the interviewees characterized the culture of employee empowerment and engagement within their organizations.

·         Analyze how employee empowerment and employee engagement within healthcare organizations compare with other industries.

 

·         Explain your working definition of “psychological safety” that is the basis of the interviews.

·         Summarize how the interviewees characterized the presence, absence, and/or degree of psychological safety within their organizations.

·         Analyze how psychological safety within healthcare compares with other industries.

·         Analyze how degree of psychological safety, employee empowerment, and engagement are positive or negative factors for quality care and safety issues within healthcare.

 

·         From the position of a nurse executive, explain at least two leadership strategies you would recommend for actions to improve or sustain psychological safety, employee empowerment, and engagement within healthcare organizations. Speak generally, or specifically, to your current healthcare organization or one where you have worked in the past.

Final Submission

   In two separate Word files:

·         Interviews Summary and Analysis

·         Interviewees Information and Confirmation Signatures (Page 1 from this document) NURS_6221 Interviews on Employee Empowerment and Psychological Safety

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.

A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Significance of the topic and its implications for nursing practice.

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

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

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the 
LopesWrite Technical Support articles
 for assistance.

RUBRIC

Attempt Start Date:
 
25-May-2020 at 12:00:00 AM

Due Date:
 
31-May-2020 at 11:59:59 PM

Maximum Points: 
60.0

Topic 2 Rubric: Capstone Project Topic Selection and Approval

No of Criteria: 
12
 
Achievement Levels: 
5

Criteria

Achievement Levels

Description

Percentage

Unsatisfactory

0.00 %

Less Than Satisfactory

75.00 %

Satisfactory

79.00 %

Good

89.00 %

Excellent

100.00 %

Content

80.0

Project Topic for Focus of Change Proposal

5.0

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

Setting or Context Where Project Topic Is Observed

10.0

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.

Detailed Description of Project Topic

15.0

A description of the project topic is omitted.

A description of the project topic is presented but is largely incomplete.

A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.

A description of the project topic is presented. Minor aspects are unclear or require support.

A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.

Effect of Identified Problem or Issue

15.0

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.

Topic Significance and Implications for Nursing Practice

15.0

Significance of topic and its implications for nursing practice is omitted.

Topic is presented but criteria are incomplete.

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

Topic and criteria are presented. Minor aspects are unclear or require support.

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Proposed Solution for Identified Project Topic and Implications for Nursing Practice

15.0

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.

Topic is presented but criteria are incomplete.

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

Topic and criteria are presented. Minor aspects are unclear or require support.

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Peer-Reviewed Articles

5.0

Fewer than six peer-reviewed articles are presented.

Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.

Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.

Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.

Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

Organization, Effectiveness, and Format

20.0

Thesis Development and Purpose

5.0

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

5.0

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5.0

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

2.0

Template is not used appropriately, or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

3.0

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Percentage  
100

Transcript

Hello. My name is xxx. I will be interviewing you today and then conduct a physical exam.

Greet

05/29/20 6:31 PM EDT

Hey.

May i know your name please?

Question

05/29/20 6:31 PM EDT

Tina Jones.

What brings you the the Clinic today Tina?

Question

05/29/20 6:31 PM EDT

My throat has been sore… and itchy. And my nose won’t stop running. These symptoms are driving me nuts.

Am sorry to hear that

Empathize

05/29/20 6:32 PM EDT

I appreciate you telling me that.

How long have you had these symptoms?

Question

05/29/20 6:32 PM EDT

My itchy eyes, runny nose, and sore throat all started a week ago. [AUDIO COMING SOON]

Have you ever had these symptoms before?

Question

05/29/20 6:33 PM EDT

No.

How severe is your sore throat?

Question

05/29/20 6:36 PM EDT

It’s not… terrible. I mean, it hurts a little. Like, mild to moderate. The main thing is that it won’t go away.

Is the sore throat constant

GET SHADOW HEALTH HELP HERE

Question

05/29/20 6:36 PM EDT

Yeah, it’s sore pretty much all the time.

can you describe the pain?

Question

05/29/20 6:38 PM EDT

It’s really sore, and it itches a lot, like in the back.

how would you rate te pain on a scale of 0 to 10 ?

Question

05/29/20 6:38 PM EDT

It’s like a 4 out of 10, maybe.

Does the pain radiate?

Question

05/29/20 6:38 PM EDT

No, it’s just in my throat.

What do you think is casing the sore throat?

Question

05/29/20 6:39 PM EDT

At first I thought I was getting sick, or a cold or something, but now it doesn’t seem like that. My throat hasn’t gotten worse, but it’s not going away either.

Does anything make the throat feel better?

Question

05/29/20 6:40 PM EDT

All I’ve done is suck on some throat drops. And I’ve been drinking more water, which helps.

Does anything make the pain worse?

Question

05/29/20 6:41 PM EDT

It’s a little worse in the morning, but that’s really the only pattern I’ve noticed.

Do you have any other symptoms associated with the sore throat? (No matching questions found.)

Question

05/29/20 6:43 PM EDT

do you have any nasal discharge?

Question

05/29/20 6:43 PM EDT

Yes, it won’t stop running!

Do you take any over the counter medications?

Question

05/29/20 6:50 PM EDT

I’ve been trying throat drops lately. In general, I take Tylenol for a headache sometimes, or Advil for cramps, but not often.

How often do you get headaches?

Question

05/29/20 6:51 PM EDT

Maybe once a week? I usually do a lot of my school work at once, so I’ll study for like, 5 or 6 hours. I usually end up with a headache by the end of the night.

How would you rate these headaches?

Question

05/29/20 6:51 PM EDT

Not too bad. . . I’d say about 3. Or a 4 if I really push it.

What helps your headache?

Question

05/29/20 6:51 PM EDT

I just take some acetaminophen. The gel kind, 500 mg. [AUDIO COMING SOON]

Does anything make your headache worse?

Question

05/29/20 6:52 PM EDT

Usually they get worse if I don’t stop
studying
. I try to take a break when they start most of the time, but if I have a test or something coming up, I just have to try and ignore it.

How long have you had these headaches?

Question

05/29/20 6:52 PM EDT

I’m not sure — Maybe over the last year or so.

Do you take any herbal supplements?

Question

05/29/20 6:53 PM EDT

No, I don’t take anything herbal.

Do you take any prescription medications?

Question

05/29/20 6:53 PM EDT

Do you take vitamins?

Question

05/29/20 7:21 PM EDT

No, I don’t take any vitamins.

Are your immunizations up to date?

Question

05/29/20 7:22 PM EDT

I’m pretty sure I am, yeah.

What side effects did you have with metformin?

Question

05/29/20 7:23 PM EDT

I felt sick and gassy all the time. It was really uncomfortable.

When you get side effects that you cannot tolerate, you should speak to your doctor for alternatives and also confirm if they react with other medicatiobs

Educate

05/29/20 7:25 PM EDT

Alright, thanks for letting me know.

Are you allergic to medications?

Question

05/29/20 7:28 PM EDT

Yeah, I’m allergic to penicillin.

Do you have seasonal allergies?

Question

05/29/20 7:28 PM EDT

Well, no. I mean, I never had allergies to pollen or anything outdoors like that. . . But my nose is acting just like my sister’s right now, and she’s always had hay fever. I’m starting to think that this is allergies.

Do you have food allergies? Are you allergic to latex? (Clarified to Do you have food allergies?.)

Question

05/29/20 7:29 PM EDT

Nope, no food allergies that I know of. (Clarified to if I have food allergies.)

Do you smoke cigarettes?

Question

05/29/20 7:32 PM EDT

No, I’ve never smoked a cigarette in my life.

Do you take alcohol? (No matching questions found.)

Question

05/29/20 7:32 PM EDT

Do you drink alcohol?

Question

05/29/20 7:33 PM EDT

I do sometimes, yeah, when I go out with my friends.

How many drinks do you take when you go out? (Clarified to How many drinks do you have when you go out at night?.)

Question

05/29/20 7:33 PM EDT

Like, two or three drinks. If I have more than two or three drinks, I feel like hell the next day, so I stop at three. (Clarified to how many alcoholic drinks I have when I go out.)

Thats moderate drinking which is ok.

Educate

05/29/20 7:34 PM EDT

Thanks for telling me.

What type of alcohol do you take?

Question

05/29/20 7:34 PM EDT

I usually get rum and diet Coke. I don’t know why that matters.

Different drinks have different alcohol levels, thats why i asked.

Educate

05/29/20 7:35 PM EDT

OK, I understand.

How is your family medical history?

Question

05/29/20 7:35 PM EDT

My mom has some issues, and I think some of my grandparents did, too.

What health issues does your mother have?

Question

05/29/20 7:35 PM EDT

Mom has high cholesterol and blood pressure, I think. She seems to be doing okay though.

What medical issues does your father have? (Clarified to Tell me about your dad’s health?.)

Question

05/29/20 7:36 PM EDT

He passed last year. (Clarified to what health issues my dad has.)

Am sorry to hear that

Empathize

05/29/20 7:36 PM EDT

Thanks for understanding.

did your father have any medical conditions?

Question

05/29/20 7:37 PM EDT

He had high blood pressure and cholesterol, and diabetes too…the same kind as me.

What health issues does your maternal grandmother have?

Question

05/29/20 7:37 PM EDT

Nana had high blood pressure and cholesterol, I think.

What issues does you maternal grandfather have?

Question

05/29/20 7:38 PM EDT

Poppa died of a heart attack when he was 80. . . he had some blood pressure and cholesterol issues when he was alive, too.

What health issues does you paternal grand mother have?

Question

05/29/20 7:38 PM EDT

Granny’s doing good. She’s still living on her own. She’s slowing down, but we help her out. She lives down the street from us, and she gets around okay. I think she takes some pills, maybe for blood pressure? She might have high cholesterol too. She seems happy.

What health issues does your paternal grandfather have?

Question

05/29/20 7:39 PM EDT

Grandpa Jones had colon cancer, and that caused all kinds of problems for him. Plus, he had high blood pressure, and…I’m pretty sure he had diabetes.

how did you cope with your fathers death?

Question

05/29/20 7:39 PM EDT

Well, right after he died, after the funeral and everything, I just tried to get through that. Mom was having such a hard time, crying a lot, everything made her sad, she was kinda depressed. So I guess at first I just focused on getting things done–groceries, laundry, insurance papers and stuff. Knowing that Mom needed me kinda helped me get through day by day. There was about a month where it was hard for us to get to church. Even getting up and ready for church was too overwhelming. But our church family helped us out, and gave us rides to church and brought meals and all that, so they really helped build us back up. Things were only hard like that for a few months.

Seems you have a strong support system which is great.

Empathize

05/29/20 7:40 PM EDT

Thanks.

What health conditions does your sister have?

Question

05/29/20 7:41 PM EDT

She’s pretty healthy. She has asthma too, but she almost never has attacks.

what health conditions does your brother have?

Question

05/29/20 7:41 PM EDT

None that I know of. He’s got some extra weight on him, I guess.

Anyone one with an obesity problem in your family?

Question

05/29/20 7:45 PM EDT

No, I don’t think so. My brother and my dad are kind of big, but I wouldn’t say they were obese or anything.

Any one with alcoholism problem in the family?

Question

05/29/20 7:46 PM EDT

One person in the family, my dad’s brother, has an alcohol problem, but we never see him.

What work do you do?

Question

05/29/20 7:47 PM EDT

I’m a supervisor at Mid-American Copy & Ship. I’ve been working there since high school, and I’ve just kept moving up.

Am happy to hear that your job is fine and you are doing well

Empathize

05/29/20 7:47 PM EDT

Thanks for understanding.

What is your highest level of education?

Question

05/29/20 7:48 PM EDT

Well, I’m finishing up my Bachelor’s degree right now.

What is your Major?

Question

05/29/20 7:48 PM EDT

I’m going to get my bachelor’s in accounting.

I really haven’t travelled that much…I’ve always wanted to go to France but I’ve never even been out of the country. I’m always busy with work or school anyway though. We used to go on some family vacations when I was younger, but they were usually just to see some family in other states.

Am sure when you get less busy, you will travel more

Empathize

05/29/20 7:52 PM EDT

I appreciate you saying that.

Have you been wheezing?

Question

05/29/20 7:52 PM EDT

No, I haven’t been wheezing this week.

Please let me examine you now. (No matching questions found.)

Question

05/29/20 7:53 PM EDT

Please let me examine you now.

Educate

05/29/20 7:53 PM EDT

Sure, I think I understand what you mean.

Inspected general face

Exam Action

05/29/20 7:57 PM EDT

Inspected forehead and scalp

Exam Action

05/29/20 7:58 PM EDT

Inspected nose and mouth

Exam Action

05/29/20 7:58 PM EDT

Inspected left side of face

Exam Action

05/29/20 7:58 PM EDT

Inspected back of head

Exam Action

05/29/20 7:58 PM EDT

Inspected right side of face

Exam Action

05/29/20 7:58 PM EDT

Inspected general face

Exam Action

05/29/20 7:58 PM EDT

Inspected right side of face

Exam Action

05/29/20 7:58 PM EDT

Inspected general face

Exam Action

05/29/20 7:58 PM EDT

Inspected nose and mouth

Exam Action

05/29/20 7:58 PM EDT

Inspected forehead and scalp

Exam Action

05/29/20 7:58 PM EDT

Inspected nose and mouth

Exam Action

05/29/20 7:58 PM EDT

Inspected right orbital area and sclera

Exam Action

05/29/20 7:59 PM EDT

Inspected lower conjunctiva

Exam Action

05/29/20 7:59 PM EDT

Inspected upper conjunctiva

Exam Action

05/29/20 8:00 PM EDT

Inspected upper conjunctiva

Exam Action

05/29/20 8:00 PM EDT

Inspected left orbital area and sclera

Exam Action

05/29/20 8:00 PM EDT

Performed otoscopic examination of right naris

Exam Action

05/29/20 8:00 PM EDT

Performed otoscopic examination of left naris

Exam Action

05/29/20 8:01 PM EDT

Performed otoscopic examination of right ear

Exam Action

05/29/20 8:02 PM EDT

Performed otoscopic examination of left ear

Exam Action

05/29/20 8:02 PM EDT

Inspected mouth

Exam Action

05/29/20 8:03 PM EDT

Inspected mouth: pushed tongue left with tongue blade

Exam Action

05/29/20 8:04 PM EDT

Inspect mouth: pushed tongue right with tongue blade

Exam Action

05/29/20 8:04 PM EDT

Inspect mouth: lifted tongue with tongue blade

Exam Action

05/29/20 8:04 PM EDT

Inspected mouth: depressed tongue with tongue blade

Exam Action

05/29/20 8:04 PM EDT

Inspected front of neck

Exam Action

05/29/20 8:06 PM EDT

Inspected left side of neck

Exam Action

05/29/20 8:06 PM EDT

Inspected back of neck

Exam Action

05/29/20 8:06 PM EDT

Inspected right side of neck

Exam Action

05/29/20 8:06 PM EDT

Inspected back of neck

Exam Action

05/29/20 8:06 PM EDT

Inspected right side of neck

Exam Action

05/29/20 8:07 PM EDT

Inspected front of neck

Exam Action

05/29/20 8:07 PM EDT

Inspected right side of neck

Exam Action

05/29/20 8:07 PM EDT

Inspected front of neck

Exam Action

05/29/20 8:07 PM EDT

Palpated scalp: No balding or thinning hair distribution, no masses, no tenderness reported

Exam Action

05/29/20 8:07 PM EDT

Palpated maxillary sinuses: No tenderness reported

Exam Action

05/29/20 8:08 PM EDT

Palpated frontal sinuses: No tenderness reported

Exam Action

05/29/20 8:08 PM EDT

Palpated temporal arteries bilaterally: Right: no thrill, 2+ / Left: no thrill, 2+

Exam Action

05/29/20 8:08 PM EDT

Palpated right carotid artery: No thrill, 2+

Exam Action

05/29/20 8:10 PM EDT

Palpated left carotid artery: No thrill, 2+

Exam Action

05/29/20 8:10 PM EDT

Palpated jaw: Full range of motion, no popping or clicking

Exam Action

05/29/20 8:11 PM EDT

Palpated axillary lymph nodes: Not palpable

Exam Action

05/29/20 8:11 PM EDT

Palpated supraclavicular lymph nodes: Not palpable

Exam Action

05/29/20 8:12 PM EDT

Palpated lymph nodes of head and neck: Not palpable

Exam Action

05/29/20 8:12 PM EDT

Palpated thyroid gland: No nodules, not enlarged, no irregularities, no tenderness reported

Exam Action

05/29/20 8:12 PM EDT

Auscultated breath sounds in anterior right lower lobe

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in anterior right middle lobe

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in anterior right upper lobe

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in anterior left upper lobe

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in anterior left mid-chest (upper lobe)

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in anterior left lower lobe

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in posterior left upper lobe

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in posterior left mid-back (lower lobe)

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in posterior left lower lobe

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in posterior left lower lobe on side

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in posterior left lower lobe near spine

Exam Action

05/29/20 8:13 PM EDT

Auscultated breath sounds in posterior right lower lobe near spine

Exam Action

05/29/20 8:14 PM EDT

Auscultated breath sounds in posterior right lower lobe on side

Exam Action

05/29/20 8:14 PM EDT

Auscultated breath sounds in posterior right lower lobe

Exam Action

05/29/20 8:14 PM EDT

Auscultated breath sounds in posterior right mid-back (lower lobe)

Exam Action

05/29/20 8:14 PM EDT

Auscultated breath sounds in posterior right upper lobe

Exam Action

05/29/20 8:14 PM EDT

Auscultated right temporal pulse

Exam Action

05/29/20 8:14 PM EDT

Auscultated left temporal pulse

Exam Action

05/29/20 8:14 PM EDT

Auscultated right carotid pulse

Exam Action

05/29/20 8:15 PM EDT

Auscultated left carotid pulse

Exam Action

05/29/20 8:15 PM EDT

Tested left pupillary reaction with penlight

Exam Action

05/29/20 8:16 PM EDT

Tested right pupillary reaction with penlight

Exam Action

05/29/20 8:16 PM EDT

Follow my finger with just your eyes

Question

05/29/20 8:17 PM EDT

Ok.

Tested EOM to the upper right

Exam Action

05/29/20 8:17 PM EDT

Tested EOM to the lower right

Exam Action

05/29/20 8:17 PM EDT

Tested EOM to the lower center

Exam Action

05/29/20 8:17 PM EDT

Tested convergence to the center

Exam Action

05/29/20 8:17 PM EDT

Tested EOM to the upper center

Exam Action

05/29/20 8:17 PM EDT

Tested EOM to the upper left

Exam Action

05/29/20 8:17 PM EDT

Tested EOM to the lower left

Exam Action

05/29/20 8:17 PM EDT

Tell me when you can no loner see

Question

05/29/20 8:18 PM EDT

Ok, I will.

Tested peripheral vision

Exam Action

05/29/20 8:18 PM EDT

Now.

Examined fundus of right eye with ophthalmoscope

Exam Action

05/29/20 8:20 PM EDT

Examined fundus of left eye with ophthalmoscope

Exam Action

05/29/20 8:21 PM EDT

F P

Is the volume the same in both ears or louder in one ear

Question

05/29/20 8:24 PM EDT

Ok.

Same in both ears.

Performed Weber test with tuning fork

Exam Action

05/29/20 8:25 PM EDT

Tell me when you no longer hear the ringing

Question

05/29/20 8:25 PM EDT

Ok, I will.

Now.

F.

Question

05/29/20 8:26 PM EDT

F.

Eight

Question

05/29/20 8:26 PM EDT

Eight.

W.

Question

05/29/20 8:26 PM EDT

W.

Performed whisper test in right ear

Exam Action

05/29/20 8:26 PM EDT

Four

Question

05/29/20 8:26 PM EDT

Four.

R.

Question

05/29/20 8:26 PM EDT

R.

Nine.

Question

05/29/20 8:26 PM EDT

Nine.

Performed whisper test in left ear

Exam Action

05/29/20 8:27 PM EDT

Tested gag reflex with tongue blade

Exam Action

05/29/20 8:27 PM EDT

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.

Completion of work associated with program competencies.

Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

 

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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Complete Contact Information

Student Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Course Faculty Information

GCU

Name:

 

E-mail:

 

 

Phone Number:

 

 

Practicum Preceptor Information

Practice Setting

Name:

 

E-mail:

 

 

Phone Number:

 

 

 

 

 

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

Use the Individual Success Plan
to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies
and
the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

Within the Individual Success Plan,
ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

 

 

 

 

 

 

Topic

Graded Assignment

Indirect Clinical Assignments

Topic 1

1.      Individual Success Plan

2.      Reflection Journal Entry

1.      List of potential topics for the change proposal

Topic 2

1.      Topic Selection Approval Paper

2.      Reflection Journal Entry

1.      Search the literature for supporting journal articles

2.      Summary of topic category; community or leadership

Topic 3

1.      PICOT Question Paper

2.      Reflection Journal Entry

1.      List of objectives

Topic 4

1.      Literature Evaluation Table

2.      Reflection Journal Entry

1.      List of measurable outcomes

Topic 5

1.      Reflection Journal Entry

1.      Summary of the strategic plan

2.      Midterm Evaluation Tool

Topic 6

1.      Literature Review Table

2.      Reflection Journal Entry

1.      List of resources

Topic 7

1.      Reflection Journal Entry

1.      Summary of the evaluation plan

2.      Remediation-if required

Topic 8

1.      Benchmark Written Capstone Project Change Proposal

2.      Reflection Journal Entry

 

Topic 9

1.      Reflection Journal Entry

1.      Professional Presentation

Topic 10

1.      Finalized ISP

2.      Scholarly Activity Summary

3.      Benchmark-Reflection Journal Summary

1.      Summary of presentation

2.      Final Clinical Evaluation Tool

3.      Practice Clinical Evaluation Tool-Agency

4.      Practice Clinical Evaluation Tool-Preceptor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Application-based Learning Course Assignments

List of Current Course Objectives

Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

Date

Assignment

Completed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature

Name:

 

Date:

 

Preceptor Signature [Upon Initiation of Course]

Name:

 

Date:

 

Preceptor Signature [Upon Completion of Course]

Name:

 

Date:

 

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication:
Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking:
Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview:
Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4:

Global Awareness, Perspectives, and Ethics:
The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership:
Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:
      Exemplify professionalism in diverse health care settings.

1.2:
      Manage patient care within the changing environment of the health care system.

1.3:
      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:
      Participate in health care policy development to influence nursing practice and health care.

1.5:
      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:
      Incorporate liberal arts and science studies into nursing knowledge.

2.2:
      Comprehend nursing concepts and health theories.

2.3:
      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:
      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:
      Implement patient care decisions based on evidence-based practice.

3.3:
      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:
      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:
      Utilize patient care technology and information management systems.

4.2:
      Communicate therapeutically with patients.

4.3:
      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:
      Understand the human experience across the health-illness continuum.

5.2:
      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:
      Provide culturally sensitive care.

5.4:
      Preserve the integrity and human dignity in the care of all patients.

 

 

 

Practice Experience Conference Form (Pre-Conference)

 

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are
mandatory
for students enrolled in the RN-BSN Capstone and Practicum course. Conferences may be conducted face-to-face or via synchronous technology.

 

Overall Course Objectives
:

This course provides students the opportunity to integrate what they have learned in the program in a practicum experience. Students are expected to integrate nursing knowledge, knowledge gained throughout the program, leadership, and advanced critical-thinking and problem-solving skills in the development of a comprehensive and professional capstone project change proposal.

 

Student Specific Objectives:
Students are responsible for completing all experiences as mandated for program.

 

A
pre-conference
will occur prior to the start of the clinical practice experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this practicum experience.  All faculty and preceptor contact information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. Faculty will review submitted document.

 

A
mid-conference/evaluation
will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the competencies in the clinical evaluation tool (CET).  Progress toward completing the written capstone project change proposal will also be discussed with faculty recommendations for project development

 

A
post-conference/evaluation will
occur at the end of the practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are “at meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

 

Proposed Practicum Experience (Brief Description of Experience Identified by Student), Practicum goals/objectives reviewed in pre-meeting.

Preceptor contact information (email or phone): _______________________________________

 

Preceptor Signature
: __________________________________                          Date: _______________

 

Student Signature
: ____________________________________                         Date: _______________

 

Review progress towards meeting goals/ objectives with rationales provided to student at mid-term conference.

 

Preceptor Signature
: __________________________________                          Date: _______________

 

Student Signature
: ____________________________________                         Date: _______________

 

Review progress towards meeting goals/ objectives with rationales provided to student at end of rotation.

 

Preceptor Signature
: __________________________________                          Date: _______________

 

Student Signature
: ____________________________________                         Date: _______________

 

 

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

New practice approaches

Interprofessional collaboration

Health care delivery and clinical systems

Ethical considerations in health care

Practices of culturally sensitive care

Ensuring the integrity of human dignity in the care of all patients

Population health concerns

The role of technology in improving health care outcomes

Health policy

Leadership and economic models

Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

 

NRS-493 Professional Capstone and Practicum Reflective Journal

No of Criteria: 
13
 
Achievement Levels: 
5

Criteria

Achievement Levels

Description

Percentage

1: Unsatisfactory

0.00 %

2: Less Than Satisfactory

75.00 %

3: Satisfactory

79.00 %

4: Good

89.00 %

5: Excellent

100.00 %

Group 1

100.0

New Practice Approaches

8.0

New practice approaches are not present.

New practice approaches are present, but they are incomplete or otherwise lacking in required detail.

New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding.

New practice approaches are present and complete. The submission provides the basic information required.

New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader.

Interprofessional Collaboration (C4.3)

8.0

Interprofessional collaboration information is not present.

Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail.

Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Interprofessional collaboration information is present and complete. The submission provides the basic information required.

Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Health Care Delivery and Clinical Systems

8.0

Health care delivery and clinical systems information is not present.

Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail.

Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Health care delivery and clinical systems information is present and complete. The submission provides the basic information required.

Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Ethical Considerations In Health Care (C2.3)

8.0

Information regarding ethical considerations in health care is not present.

Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail.

Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required.

Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Practice of Culturally Sensitive Care (C5.3)

8.0

Information regarding the practice of culturally sensitive care is not present.

Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail.

Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required.

Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.

Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4)

8.0

Information regarding the preservation of integrity and human dignity in the care of all patients is not present.

Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail.

Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required.

Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.

Population Health Concerns

8.0

Information regarding population health concerns is not present.

Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail.

Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding population health concerns is present and complete. The submission provides the basic information required.

Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Role of Technology in Improving Health Care Outcomes (C4.1)

8.0

Information on the role of technology in improving health care outcomes is not present.

Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail.

Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required.

Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Health Policy

8.0

Health policy information is not present.

Health policy information is present, but it is incomplete or otherwise lacking in required detail.

Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Health policy information is present and complete. The submission provides the basic information required.

Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Leadership and Economic Models

8.0

Information on leadership and economic models is not present.

Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail.

Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information on leadership and economic models is present and complete. The submission provides the basic information required.

Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Health Disparities

8.0

Information on health disparities is not present.

Information on health disparities is present, but it is incomplete or otherwise lacking in required detail.

Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding.

Information on health disparities is present and complete. The submission provides the basic information required.

Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Outline of Overall Personal Discovery

8.0

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail.

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required.

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

4.0

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

Total Percentage  
100

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.

A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Significance of the topic and its implications for nursing practice.

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

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

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the 
LopesWrite Technical Support articles
 for assistance.

RUBRIC

Attempt Start Date:
 
25-May-2020 at 12:00:00 AM

Due Date:
 
31-May-2020 at 11:59:59 PM

Maximum Points: 
60.0

Topic 2 Rubric: Capstone Project Topic Selection and Approval

No of Criteria: 
12
 
Achievement Levels: 
5

Criteria

Achievement Levels

Description

Percentage

Unsatisfactory

0.00 %

Less Than Satisfactory

75.00 %

Satisfactory

79.00 %

Good

89.00 %

Excellent

100.00 %

Content

80.0

Project Topic for Focus of Change Proposal

5.0

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

Setting or Context Where Project Topic Is Observed

10.0

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.

Detailed Description of Project Topic

15.0

A description of the project topic is omitted.

A description of the project topic is presented but is largely incomplete.

A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.

A description of the project topic is presented. Minor aspects are unclear or require support.

A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.

Effect of Identified Problem or Issue

15.0

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.

Topic Significance and Implications for Nursing Practice

15.0

Significance of topic and its implications for nursing practice is omitted.

Topic is presented but criteria are incomplete.

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

Topic and criteria are presented. Minor aspects are unclear or require support.

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Proposed Solution for Identified Project Topic and Implications for Nursing Practice

15.0

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.

Topic is presented but criteria are incomplete.

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

Topic and criteria are presented. Minor aspects are unclear or require support.

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Peer-Reviewed Articles

5.0

Fewer than six peer-reviewed articles are presented.

Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.

Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.

Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.

Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

Organization, Effectiveness, and Format

20.0

Thesis Development and Purpose

5.0

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

5.0

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5.0

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

2.0

Template is not used appropriately, or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

3.0

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Percentage  
100

Global Health Comparison

Grid Template

Global Health Comparison Grid Template

 

Use this document to complete the Module 6 Assessment
Global Healthcare Comparison Matrix and Narrative Statement

 

 

 

Global Healthcare Issue

 

 

Description

 

 

 

Country

United States

 

 

Describe the policy in each country related to the identified healthcare issue

 

 

 

 

 

 

 

 

 

 

What are the strengths of this policy?

 

 

 

 

 

 

 

 

 

 

 

What are the weaknesses of this policy?

 

 

 

 

 

 

 

 

 

 

 

 

Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples)

 

 

 

How has each country’ government addressed cost, quality, and access to the selected global health issue?

 

 

 

 

 

 

 

 

 

 

 

 

How has the identified health policy impacted the health of the global population? (Be specific and provide examples)

 

 

 

 

 

 

 

 

 

 

 

Describe the potential impact of the identified health policy on the role of nurse in each country.

 

 

 

 

 

 

 

 

 

 

 

Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples)

 

 

 

 

 

 

 

 

 

 

 

 

 

General Notes/Comments

 

 

 

 

 

 

 

 

 

 

 

 

 

 

USW1_NURS_6050_Global Health Comparison Grid Template

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

New practice approaches

Interprofessional collaboration

Health care delivery and clinical systems

Ethical considerations in health care

Practices of culturally sensitive care

Ensuring the integrity of human dignity in the care of all patients

Population health concerns

The role of technology in improving health care outcomes

Health policy

Leadership and economic models

Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

 

NRS-493 Professional Capstone and Practicum Reflective Journal

No of Criteria: 
13
 
Achievement Levels: 
5

Criteria

Achievement Levels

Description

Percentage

1: Unsatisfactory

0.00 %

2: Less Than Satisfactory

75.00 %

3: Satisfactory

79.00 %

4: Good

89.00 %

5: Excellent

100.00 %

Group 1

100.0

New Practice Approaches

8.0

New practice approaches are not present.

New practice approaches are present, but they are incomplete or otherwise lacking in required detail.

New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding.

New practice approaches are present and complete. The submission provides the basic information required.

New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader.

Interprofessional Collaboration (C4.3)

8.0

Interprofessional collaboration information is not present.

Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail.

Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Interprofessional collaboration information is present and complete. The submission provides the basic information required.

Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Health Care Delivery and Clinical Systems

8.0

Health care delivery and clinical systems information is not present.

Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail.

Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Health care delivery and clinical systems information is present and complete. The submission provides the basic information required.

Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Ethical Considerations In Health Care (C2.3)

8.0

Information regarding ethical considerations in health care is not present.

Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail.

Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required.

Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Practice of Culturally Sensitive Care (C5.3)

8.0

Information regarding the practice of culturally sensitive care is not present.

Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail.

Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required.

Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.

Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4)

8.0

Information regarding the preservation of integrity and human dignity in the care of all patients is not present.

Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail.

Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required.

Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.

Population Health Concerns

8.0

Information regarding population health concerns is not present.

Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail.

Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information regarding population health concerns is present and complete. The submission provides the basic information required.

Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Role of Technology in Improving Health Care Outcomes (C4.1)

8.0

Information on the role of technology in improving health care outcomes is not present.

Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail.

Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required.

Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Health Policy

8.0

Health policy information is not present.

Health policy information is present, but it is incomplete or otherwise lacking in required detail.

Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Health policy information is present and complete. The submission provides the basic information required.

Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Leadership and Economic Models

8.0

Information on leadership and economic models is not present.

Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail.

Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Information on leadership and economic models is present and complete. The submission provides the basic information required.

Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Health Disparities

8.0

Information on health disparities is not present.

Information on health disparities is present, but it is incomplete or otherwise lacking in required detail.

Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding.

Information on health disparities is present and complete. The submission provides the basic information required.

Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.

Outline of Overall Personal Discovery

8.0

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail.

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding.

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required.

Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

4.0

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

Total Percentage  
100