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    – a year ago **files (1)** – ## JOURNALENTRYnewmay.docx **## JOURNALENTRYnewmay.docx** JOURNAL ENTRY #3 ![A close-up of a person writing on a piece of paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/peds-20904887)Critical reflection of your growth and development d…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## JOURNALENTRYnewmay.docx

    **## JOURNALENTRYnewmay.docx**

    JOURNAL ENTRY #3

    ![A close-up of a person writing on a piece of paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/peds-20904887)Critical reflection of your growth and development during your pediatric practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.

    This week, you will write your last and final Journal Entry, reflecting on your clinical strengths and opportunities for improvement. Further reflect on your pediatric patients you have seen and the conditions that you have diagnosed and treated. Review your Journal Entry that you submitted in Week 1.

    **Journal Entry (2–3 pages):**

    · Explain what most excited and/or concerned you throughout your pediatric clinical experience.

    · Discuss how your personal definition of family and family roles has changed or stayed the same.

    · How has your understanding of family and family roles influenced your assessment of children and their families?

    · Explain how your understanding of culture (both the culture of the provider and that of the child and his or her family) has changed and how it may have influenced the assessments you conducted during your practicum.

    · Assess how you did with accomplishing the goals and objectives you developed in Week 1 for the practicum experience.

    · Based on your practicum experience, refine your existing goals and/or develop new goals for your continued education and professional practice. Be sure to consider the NAPNAP Position Statement on Age Parameters for Pediatric Nurse Practitioner Practice.

    · Use title page and references according to APA.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/157038/pages/week-11-learning-resources?module_item_id=6269257)

    · American Academy of Pediatrics, Subcommittee on Febrile Seizures. (2011).
    [Febrile seizures: Guideline for the neurodiagnostic evaluation of the child with a simple febrile seizure.Links to an external site.](https://pediatrics.aappublications.org/content/pediatrics/127/2/389.full-text.pdf) _Pediatrics_,
    _127_(2), 389–394. http://doi.org/10.1542/peds.2010-3318

    **Note:** This is the most recent guideline.Links to an external site.

    · National Association of Pediatric Nurse Practitioners, Professional Issues Committee. (2019).
    [NAPNAP position statement on age parameters for pediatric nurse practitioner practice.Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0891524518305807?via%3Dihub) _Journal of Pediatric Healthcare, 33_(2), A9–A11. https://doi.org/10.1016/j.pedhc.2018.10.007

    Links to an external site.

    **Practicum Resources**

    · HSoft Corporation. (2019).
    [_Welcome to MeditrekLinks to an external site._](https://edu.meditrek.com/Default.html) _._ https://edu.meditrek.com/Default.html

    **Note**: Use this website to log in to Meditrek to report your clinical hours and patient encounters.Links to an external site.

    · Walden University. (2019).
    [_MSN nurse practitioner practicum manual_ Links to an external site.](https://academicguides.waldenu.edu/fieldexperience/son/formsanddocuments). https://academicguides.waldenu.edu/fieldexperience/son/formsanddocumentsLinks to an external site.

    · Walden University Field Experience. (2019a).
    [_Field experience: College of Nursing.Links to an external site._](https://academicguides.waldenu.edu/fieldexperience/son/home) https://academicguides.waldenu.edu/fieldexperience/son/homeLinks to an external site.

    · Walden University Field Experience. (2019b).
    [_Student practicum resources: NP student orientationLinks to an external site._](https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation) _._ https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157038/modules/items/6269257)

    BY DAY 7

    **Complete** your Journal Entry #3 Assignment.

    SUBMISSION INFORMATION

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK11Journal3+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **PRAC_6541_Week11_Journal3_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week11_Journal3_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 pts**<br>**Excellent**<br>Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br>**49 to >39.0 pts**<br>**Good**<br>Reflection demonstrates a moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br>**39 to >30.0 pts**<br>**Fair**<br>Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections are made through explanations and/or examples.<br>**30 to >0 pts**<br>**Poor**<br>Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 pts**<br>**Excellent**<br>Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br>**29 to >19.0 pts**<br>**Good**<br>Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br>**19 to >9.0 pts**<br>**Fair**<br>Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br>**9 to >0 pts**<br>**Poor**<br>Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 pts**<br>**Excellent**<br>Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br>**14 to >10.0 pts**<br>**Good**<br>Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br>**10 to >5.0 pts**<br>**Fair**<br>Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br>**5 to >0 pts**<br>**Poor**<br>Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 pts**<br>**Excellent**<br>No APA errors<br>**4 to >3.0 pts**<br>**Good**<br>Contains 1-2 APA errors<br>**3 to >1.0 pts**<br>**Fair**<br>Contains 3-5 APA errors<br>**1 to >0 pts**<br>**Poor**<br>Contains > 5 APA errors | 5 pts |

    Total Points: 100

    ## image1.jpeg

    **## JOURNALENTRYnewmay.docx**

    JOURNAL ENTRY #3

    ![A close-up of a person writing on a piece of paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/peds-20904887)Critical reflection of your growth and development during your pediatric practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.

    This week, you will write your last and final Journal Entry, reflecting on your clinical strengths and opportunities for improvement. Further reflect on your pediatric patients you have seen and the conditions that you have diagnosed and treated. Review your Journal Entry that you submitted in Week 1.

    **Journal Entry (2–3 pages):**

    · Explain what most excited and/or concerned you throughout your pediatric clinical experience.

    · Discuss how your personal definition of family and family roles has changed or stayed the same.

    · How has your understanding of family and family roles influenced your assessment of children and their families?

    · Explain how your understanding of culture (both the culture of the provider and that of the child and his or her family) has changed and how it may have influenced the assessments you conducted during your practicum.

    · Assess how you did with accomplishing the goals and objectives you developed in Week 1 for the practicum experience.

    · Based on your practicum experience, refine your existing goals and/or develop new goals for your continued education and professional practice. Be sure to consider the NAPNAP Position Statement on Age Parameters for Pediatric Nurse Practitioner Practice.

    · Use title page and references according to APA.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/157038/pages/week-11-learning-resources?module_item_id=6269257)

    · American Academy of Pediatrics, Subcommittee on Febrile Seizures. (2011).
    [Febrile seizures: Guideline for the neurodiagnostic evaluation of the child with a simple febrile seizure.Links to an external site.](https://pediatrics.aappublications.org/content/pediatrics/127/2/389.full-text.pdf) _Pediatrics_,
    _127_(2), 389–394. http://doi.org/10.1542/peds.2010-3318

    **Note:** This is the most recent guideline.Links to an external site.

    · National Association of Pediatric Nurse Practitioners, Professional Issues Committee. (2019).
    [NAPNAP position statement on age parameters for pediatric nurse practitioner practice.Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0891524518305807?via%3Dihub) _Journal of Pediatric Healthcare, 33_(2), A9–A11. https://doi.org/10.1016/j.pedhc.2018.10.007

    Links to an external site.

    **Practicum Resources**

    · HSoft Corporation. (2019).
    [_Welcome to MeditrekLinks to an external site._](https://edu.meditrek.com/Default.html) _._ https://edu.meditrek.com/Default.html

    **Note**: Use this website to log in to Meditrek to report your clinical hours and patient encounters.Links to an external site.

    · Walden University. (2019).
    [_MSN nurse practitioner practicum manual_ Links to an external site.](https://academicguides.waldenu.edu/fieldexperience/son/formsanddocuments). https://academicguides.waldenu.edu/fieldexperience/son/formsanddocumentsLinks to an external site.

    · Walden University Field Experience. (2019a).
    [_Field experience: College of Nursing.Links to an external site._](https://academicguides.waldenu.edu/fieldexperience/son/home) https://academicguides.waldenu.edu/fieldexperience/son/homeLinks to an external site.

    · Walden University Field Experience. (2019b).
    [_Student practicum resources: NP student orientationLinks to an external site._](https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation) _._ https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157038/modules/items/6269257)

    BY DAY 7

    **Complete** your Journal Entry #3 Assignment.

    SUBMISSION INFORMATION

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK11Journal3+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **PRAC_6541_Week11_Journal3_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week11_Journal3_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 pts**<br>**Excellent**<br>Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br>**49 to >39.0 pts**<br>**Good**<br>Reflection demonstrates a moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br>**39 to >30.0 pts**<br>**Fair**<br>Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections are made through explanations and/or examples.<br>**30 to >0 pts**<br>**Poor**<br>Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 pts**<br>**Excellent**<br>Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br>**29 to >19.0 pts**<br>**Good**<br>Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br>**19 to >9.0 pts**<br>**Fair**<br>Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br>**9 to >0 pts**<br>**Poor**<br>Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 pts**<br>**Excellent**<br>Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br>**14 to >10.0 pts**<br>**Good**<br>Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br>**10 to >5.0 pts**<br>**Fair**<br>Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br>**5 to >0 pts**<br>**Poor**<br>Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 pts**<br>**Excellent**<br>No APA errors<br>**4 to >3.0 pts**<br>**Good**<br>Contains 1-2 APA errors<br>**3 to >1.0 pts**<br>**Fair**<br>Contains 3-5 APA errors<br>**1 to >0 pts**<br>**Poor**<br>Contains > 5 APA errors | 5 pts |

    Total Points: 100

    ## image1.jpeg

  • [Solved] proofreading

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    JUST NEED A TURNITIN REPORT – a year ago

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    Assignment Prompt & Instructions

    JUST NEED A TURNITIN REPORT

    – a year ago

  • [Solved] Nursing Homework

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    analyze a recent healthcare legislature and review the relevant literature, focusing on the role of nursing in advocating for and supporting policy changes. You will conduct a literature review of peer-reviewed articles, examine statistical data, and assess the impact of the legislature on health ou…

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    Assignment Prompt & Instructions

    analyze a recent healthcare legislature and review the relevant literature, focusing on the role of nursing in advocating for and supporting policy changes. You will conduct a literature review of peer-reviewed articles, examine statistical data, and assess the impact of the legislature on health outcomes and populations.

    – [\
    \
    MSN5400PolicyLitReviewAssignment1.docx](https://www.sweetstudy.com/files/msn5400policylitreviewassignment1-docx-10288589 "MSN5400PolicyLitReviewAssignment1.docx")

    – a year ago

  • [Solved] Early Childhood Education

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    – a year ago **files (2)** – ## w3assignment.docx – 2025_early_childhood_program_standards.pdf **## w3assignment.docx** · Choose 5 of the 10 NAEYC Standards for High-Quality Programs to evaluate 5 aspects of the experience based on your observation. For each of the 5 identified areas, be sure to…

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## w3assignment.docx

    – 2025_early_childhood_program_standards.pdf

    **## w3assignment.docx**

    · Choose 5 of the 10 NAEYC Standards for High-Quality Programs to evaluate 5 aspects of the experience based on your observation. For each of the 5 identified areas, be sure to

    · Develop an introduction that outlines what standards you observed in each video.

    · Summarize what you observed from the 3 videos using factual and objective writing for each.

    · Choose one video and evaluate the aspects observed to determine if they are in alignment with the NAEYC standard and provide at least 2 recommendations to strengthen the alignment to the standard.

    · Develop a conclusion that describes your beliefs on the components of a high-quality early childhood education program and the importance of this.

    · must be 4 to 5 double-spaced pages in length (not including title and references pages

    Videos

    1. https://youtu.be/acAJsiEKxzg?si=jWtGxyPWVRlVvCQX

    2.
    [https://youtu.be/Z-bJ0WEiQN8?si=lTyyb2gM0p-jM96r](https://youtu.be/Z-bJ0WEiQN8?si=lTyyb2gM0p-jM96r)

    3.
    [https://youtu.be/6xYwv_CvuUg?si=eGkd22vFncYry03-](https://youtu.be/6xYwv_CvuUg?si=eGkd22vFncYry03-)

    **2025_early_childhood_program_standards.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2025-early-childhood-program-standards-pdf)

    **2025_early_childhood_program_standards.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2025-early-childhood-program-standards-pdf)

    **## w3assignment.docx**

    · Choose 5 of the 10 NAEYC Standards for High-Quality Programs to evaluate 5 aspects of the experience based on your observation. For each of the 5 identified areas, be sure to

    · Develop an introduction that outlines what standards you observed in each video.

    · Summarize what you observed from the 3 videos using factual and objective writing for each.

    · Choose one video and evaluate the aspects observed to determine if they are in alignment with the NAEYC standard and provide at least 2 recommendations to strengthen the alignment to the standard.

    · Develop a conclusion that describes your beliefs on the components of a high-quality early childhood education program and the importance of this.

    · must be 4 to 5 double-spaced pages in length (not including title and references pages

    Videos

    1. https://youtu.be/acAJsiEKxzg?si=jWtGxyPWVRlVvCQX

    2.
    [https://youtu.be/Z-bJ0WEiQN8?si=lTyyb2gM0p-jM96r](https://youtu.be/Z-bJ0WEiQN8?si=lTyyb2gM0p-jM96r)

    3.
    [https://youtu.be/6xYwv_CvuUg?si=eGkd22vFncYry03-](https://youtu.be/6xYwv_CvuUg?si=eGkd22vFncYry03-)

    **2025_early_childhood_program_standards.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2025-early-childhood-program-standards-pdf)

    **## w3assignment.docx**

    · Choose 5 of the 10 NAEYC Standards for High-Quality Programs to evaluate 5 aspects of the experience based on your observation. For each of the 5 identified areas, be sure to

    · Develop an introduction that outlines what standards you observed in each video.

    · Summarize what you observed from the 3 videos using factual and objective writing for each.

    · Choose one video and evaluate the aspects observed to determine if they are in alignment with the NAEYC standard and provide at least 2 recommendations to strengthen the alignment to the standard.

    · Develop a conclusion that describes your beliefs on the components of a high-quality early childhood education program and the importance of this.

    · must be 4 to 5 double-spaced pages in length (not including title and references pages

    Videos

    1. https://youtu.be/acAJsiEKxzg?si=jWtGxyPWVRlVvCQX

    2.
    [https://youtu.be/Z-bJ0WEiQN8?si=lTyyb2gM0p-jM96r](https://youtu.be/Z-bJ0WEiQN8?si=lTyyb2gM0p-jM96r)

    3.
    [https://youtu.be/6xYwv_CvuUg?si=eGkd22vFncYry03-](https://youtu.be/6xYwv_CvuUg?si=eGkd22vFncYry03-)

    **2025_early_childhood_program_standards.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2025-early-childhood-program-standards-pdf)

  • [Solved] respond to discussion 3MR

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    – a year ago **files (1)** – ## Responsetodiscussion3.docx **## Responsetodiscussion3.docx** **Response to discussion 3** _PATRICIA_ _Managing Multiple Generations_, the Lindedln's video, explores millennials' talent development and qualities. “Millennials tend to share some defining characteristics…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Responsetodiscussion3.docx

    **## Responsetodiscussion3.docx**

    **Response to discussion 3**

    _PATRICIA_

    _Managing Multiple Generations_, the Lindedln's video, explores millennials' talent development and qualities. “Millennials tend to share some defining characteristics, such as pragmatism, optimism, and an aversion to autocratic leadership styles” (Brown, 2017). This global generation is known to be tech-savvy. They are loyal to people and not an organization. Millennials want their employees to care about them, and just the financial results.

    Millennials have many competing choices and opportunities, and need a compelling reason to join an organization. They do not like outdated systems or ideas and will challenge their employer. Rethinking the company training and development, to update outdated practices, will attract talent into the workplace faster. I work with millennials every day, and they want work-life integration in the workplace to give them different opportunities and flexibility in when and how they work.

    Stephanie

    John Tarnoff discussed the importance of age diversity in the workplace. Some notable key points that stuck with me, were bringing together multiple generations can benefit organizations by solving complex challenges while improving productivity. He also discussed how managers should have them develop protocols to preserve best practices and intellectual capital. This is important because multi-generational workplaces are more effective when all groups bring their skills and experience to the table. Working together promotes knowledge sharing, innovation, and cohesion.

    The video demonstrated a realistic view of millennials. They tend to be more technologically capable and value their leisure time and family. While the Boomer generation believes they should be loyal to one company and they will be successful. For instance, any time my husband and I discuss changing occupations, my in-laws are spent into a frenzy. They both served 20+ years in the military. They think I should continue my career until I reach retirement age in the military. However, being that I am a Gen Z, I want to try something new that I will be able to use my degree in. Millennials love having the flexibility. (Trinet Team, 2024)

    Employers can develop and maximize their team’s performance by fostering a culture of inclusivity and continuous learning. This can be done by incorporating relevant training, mentorship programs, and other professional opportunities that accommodate each generation. According to Schrader et al (2011) employees should be seen as human capital or valuable assets to the organization. To manage the performance of the team, the manager could reward team members with gifts that appeal to all of the employees. For instance, a manager rewarding his team with a free day because they sold 2000 cars in a quarter. The team's performance can also be maximized by effectively communicating and providing training to their week areas while consistently empowering them to evolve the organization.

    **## Responsetodiscussion3.docx**

    **Response to discussion 3**

    _PATRICIA_

    _Managing Multiple Generations_, the Lindedln's video, explores millennials' talent development and qualities. “Millennials tend to share some defining characteristics, such as pragmatism, optimism, and an aversion to autocratic leadership styles” (Brown, 2017). This global generation is known to be tech-savvy. They are loyal to people and not an organization. Millennials want their employees to care about them, and just the financial results.

    Millennials have many competing choices and opportunities, and need a compelling reason to join an organization. They do not like outdated systems or ideas and will challenge their employer. Rethinking the company training and development, to update outdated practices, will attract talent into the workplace faster. I work with millennials every day, and they want work-life integration in the workplace to give them different opportunities and flexibility in when and how they work.

    Stephanie

    John Tarnoff discussed the importance of age diversity in the workplace. Some notable key points that stuck with me, were bringing together multiple generations can benefit organizations by solving complex challenges while improving productivity. He also discussed how managers should have them develop protocols to preserve best practices and intellectual capital. This is important because multi-generational workplaces are more effective when all groups bring their skills and experience to the table. Working together promotes knowledge sharing, innovation, and cohesion.

    The video demonstrated a realistic view of millennials. They tend to be more technologically capable and value their leisure time and family. While the Boomer generation believes they should be loyal to one company and they will be successful. For instance, any time my husband and I discuss changing occupations, my in-laws are spent into a frenzy. They both served 20+ years in the military. They think I should continue my career until I reach retirement age in the military. However, being that I am a Gen Z, I want to try something new that I will be able to use my degree in. Millennials love having the flexibility. (Trinet Team, 2024)

    Employers can develop and maximize their team’s performance by fostering a culture of inclusivity and continuous learning. This can be done by incorporating relevant training, mentorship programs, and other professional opportunities that accommodate each generation. According to Schrader et al (2011) employees should be seen as human capital or valuable assets to the organization. To manage the performance of the team, the manager could reward team members with gifts that appeal to all of the employees. For instance, a manager rewarding his team with a free day because they sold 2000 cars in a quarter. The team's performance can also be maximized by effectively communicating and providing training to their week areas while consistently empowering them to evolve the organization.

  • [Solved] Discussion 2

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    – a year ago **files (1)** – ## Discussion2.docx **## Discussion2.docx** Discussion 2 How do you use student-generated evidence to confirm what they have learned? (chapter 3 in the text) **## Discussion2.docx** Discussion 2 How do you use student-generated evidence to confirm what they have learned?…

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    – a year ago

    **files (1)**

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    **## Discussion2.docx**

    Discussion 2

    How do you use student-generated evidence to confirm what they have learned? (chapter 3 in the text)

    **## Discussion2.docx**

    Discussion 2

    How do you use student-generated evidence to confirm what they have learned? (chapter 3 in the text)

  • [Solved] reflective

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  • [Solved] Education Homework

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  • [Solved] Case Study

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    Prepare a case study analysis on Patterson Operation in which you identify the problem in the example, give a solution to the problem, and at least one other solution which you rejected. You must base your support for your solution, as well as your rejected solution, on research from your textbook a…

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    Prepare a case study analysis on Patterson Operation in which you identify the problem in the example, give a solution to the problem, and at least one other solution which you rejected.  You must base your support for your solution, as well as your rejected solution, on research from your textbook and published articles from reputable sources such as professional journals, which deal with a similar situation.  You must have at least 5 references, of which only one can be your textbook.  The questions at the end of each case study are not part of your case study assignment,  as they may or may not have anything to do with the real problem issue in the case study, SO, DON'T INCLUDE ANSWERS TO THEM IN YOUR REPORT.

    minimum 750 word case study report in Microsoft Word, using APA format

    Psychology Applied to Work, 13th ed., by S. S. Howes & P. M. Murchinsky, Hypergraphic Press

    ISBN:  978-0-974-9345-5-6

    – [\
    \
    CaseStudyRubric.doc](https://www.sweetstudy.com/files/casestudyrubric-doc-10288763 "CaseStudyRubric.doc")
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    PattersonOperation.doc](https://www.sweetstudy.com/files/pattersonoperation-doc "PattersonOperation.doc")

    – a year ago

  • [Solved] next step

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    – a year ago **files (1)** – ## 6020assess2Criterion.docx **## 6020assess2Criterion.docx** **Criterion 1** **Design evidence-based interventions to mitigate population health risks.** **Distinguished** Designs evidence-based interventions to mitigate population health risks, providing support for wh…

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    – a year ago

    **files (1)**

    – ## 6020assess2Criterion.docx

    **## 6020assess2Criterion.docx**

    **Criterion 1**

    **Design evidence-based interventions to mitigate population health risks.**

    **Distinguished**

    Designs evidence-based interventions to mitigate population health risks, providing support for why these are the most appropriate interventions.

    **Proficient**

    Designs evidence-based interventions to mitigate population health risks.

    **Basic**

    Designs interventions, though they may not be supported by evidence or the most effective for mitigating population health risks.

    **Non Performance**

    Does not design evidence-based interventions to mitigate population health risks.

    **Criterion 2**

    **Demonstrate ethical decision making that includes DEI in advanced preparedness to protect populations.**

    **Distinguished**

    Demonstrates ethical decision making that includes DEI in advanced preparedness to protect populations, and describes how inclusive needs, including potential biases, were identified and addressed in the process of developing a plan.

    **Proficient**

    Demonstrates ethical decision making that includes DEI in advanced preparedness to protect populations.

    **Basic**

    Demonstrates ethical decision making, though without addressing important opportunities for inclusion in advanced preparedness to protect populations.

    **Non Performance**

    Does not demonstrate ethical decision making that includes DEI in advanced preparedness to protect populations.

    **Criterion 3**

    **Lead and collaborate with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities.**

    **Distinguished**

    Leads and collaborates with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities, providing role-specific details to help make the plan actionable.

    **Proficient**

    Leads and collaborates with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities.

    **Basic**

    Develops a plan that takes into consideration some interprofessional roles and responsibilities, though leaving out other important roles and responsibilities.

    **Non Performance**

    Does not lead and collaborate with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities.

    **Criterion 4**

    **Evaluate emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level.**

    **Distinguished**

    Evaluates emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level, providing examples of strengths and weaknesses.

    **Proficient**

    Evaluates emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level.

    **Basic**

    Evaluates emergency preparedness and readiness of partners to organize during natural and manmade disasters, though the evaluation may not look at the most important elements or not those on a systems level.

    **Non Performance**

    Does not evaluate emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level.

    **Criterion 5**

    **Evaluate and make recommendations for improvements in interprofessional communication of individual information.**

    **Distinguished**

    Evaluates and makes recommendations for improvements in interprofessional communication of individual information, providing examples to illustrate the pros and cons of the recommendations.

    **Proficient**

    Evaluates and makes recommendations for improvements in interprofessional communication of individual information.

    **Basic**

    Makes recommendations for improvements in interprofessional communication of individual information, but without evaluating important options.

    **Non Performance**

    Does not evaluate and make recommendations for improvements in interprofessional communication of individual information.

    **Criterion 6**

    **Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.**

    **Distinguished**

    Conveys clear purpose, in a tone and style well-suited to the intended audience. Supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards, including APA style and formatting.

    **Proficient**

    Conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    **Basic**

    Conveys purpose, in an appropriate tone or style. Clear, effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.

    **Non Performance**

    Does not convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.

    [**WalkMe**](https://courseroom.capella.edu/courses/43274/pages/assessment-2-instructions?module_item_id=2176672)

    **## 6020assess2Criterion.docx**

    **Criterion 1**

    **Design evidence-based interventions to mitigate population health risks.**

    **Distinguished**

    Designs evidence-based interventions to mitigate population health risks, providing support for why these are the most appropriate interventions.

    **Proficient**

    Designs evidence-based interventions to mitigate population health risks.

    **Basic**

    Designs interventions, though they may not be supported by evidence or the most effective for mitigating population health risks.

    **Non Performance**

    Does not design evidence-based interventions to mitigate population health risks.

    **Criterion 2**

    **Demonstrate ethical decision making that includes DEI in advanced preparedness to protect populations.**

    **Distinguished**

    Demonstrates ethical decision making that includes DEI in advanced preparedness to protect populations, and describes how inclusive needs, including potential biases, were identified and addressed in the process of developing a plan.

    **Proficient**

    Demonstrates ethical decision making that includes DEI in advanced preparedness to protect populations.

    **Basic**

    Demonstrates ethical decision making, though without addressing important opportunities for inclusion in advanced preparedness to protect populations.

    **Non Performance**

    Does not demonstrate ethical decision making that includes DEI in advanced preparedness to protect populations.

    **Criterion 3**

    **Lead and collaborate with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities.**

    **Distinguished**

    Leads and collaborates with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities, providing role-specific details to help make the plan actionable.

    **Proficient**

    Leads and collaborates with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities.

    **Basic**

    Develops a plan that takes into consideration some interprofessional roles and responsibilities, though leaving out other important roles and responsibilities.

    **Non Performance**

    Does not lead and collaborate with teams by developing a comprehensive plan that takes into consideration interprofessional roles and responsibilities.

    **Criterion 4**

    **Evaluate emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level.**

    **Distinguished**

    Evaluates emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level, providing examples of strengths and weaknesses.

    **Proficient**

    Evaluates emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level.

    **Basic**

    Evaluates emergency preparedness and readiness of partners to organize during natural and manmade disasters, though the evaluation may not look at the most important elements or not those on a systems level.

    **Non Performance**

    Does not evaluate emergency preparedness and readiness of partners to organize during natural and manmade disasters on a systems level.

    **Criterion 5**

    **Evaluate and make recommendations for improvements in interprofessional communication of individual information.**

    **Distinguished**

    Evaluates and makes recommendations for improvements in interprofessional communication of individual information, providing examples to illustrate the pros and cons of the recommendations.

    **Proficient**

    Evaluates and makes recommendations for improvements in interprofessional communication of individual information.

    **Basic**

    Makes recommendations for improvements in interprofessional communication of individual information, but without evaluating important options.

    **Non Performance**

    Does not evaluate and make recommendations for improvements in interprofessional communication of individual information.

    **Criterion 6**

    **Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.**

    **Distinguished**

    Conveys clear purpose, in a tone and style well-suited to the intended audience. Supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards, including APA style and formatting.

    **Proficient**

    Conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    **Basic**

    Conveys purpose, in an appropriate tone or style. Clear, effective communication is inhibited by insufficient supporting evidence and/or minimal adherence to applicable writing standards.

    **Non Performance**

    Does not convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and writing scholarly standards.

    [**WalkMe**](https://courseroom.capella.edu/courses/43274/pages/assessment-2-instructions?module_item_id=2176672)