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  • [Solved] Developing a Nursing #4

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    In a 3–5 page paper, describe the role of diversity, equity, and inclusion in healthcare and strategies for overcoming bias.

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    Assignment Prompt & Instructions

    In a 3–5 page paper, describe the role of diversity, equity, and inclusion in healthcare and strategies for overcoming bias.

  • [Solved] gc Annotated Bibliography

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    – ## gcuweekpstodo.docx **## gcuweekpstodo.docx** In this course, you are required to complete a research paper about one of the topics of your choice discussed in the course. Review the topics in the course and choose a topic to focus your research paper on. Some suggestions include: 1. Pharmacolo…

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    – ## gcuweekpstodo.docx

    **## gcuweekpstodo.docx**

    In this course, you are required to complete a research paper about one of the topics of your choice discussed in the course.

    Review the topics in the course and choose a topic to focus your research paper on. Some suggestions include:

    1. Pharmacological treatment for substance use disorders

    2. The history of the increase in opiate addiction

    3. Opiate replacement treatment approaches

    4. Detoxification from alcohol and opiates

    5. The psychopharmacology of methamphetamines

    For this week, select a topic and compile a list of references that you will use to support the content of your "Research Paper" assignment due in Topic 7. A minimum of six scholarly sources are required.

    In a Word document, list the sources you selected and provide a short description of 75-100 words for each source. Also, describe the relevance as to why you selected the source, and how it will support your paper.

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

    Refer to the resource, “Preparing Annotated Bibliographies,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

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

    _This assignment meets the following NASAC Standards:_

    _3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others._

    _9) Understand the established diagnostic criteria for substance dependence and abuse, and describe treatment modalities and placement criteria within the continuum of care._

    _14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders._

    _16) Recognize that crisis may indicate an underlying substance abuse problem, and may represent a window of opportunity for change._

    _103) Describe warning signs, symptoms, and the course of addictions._

    **## gcuweekpstodo.docx**

    In this course, you are required to complete a research paper about one of the topics of your choice discussed in the course.

    Review the topics in the course and choose a topic to focus your research paper on. Some suggestions include:

    1. Pharmacological treatment for substance use disorders

    2. The history of the increase in opiate addiction

    3. Opiate replacement treatment approaches

    4. Detoxification from alcohol and opiates

    5. The psychopharmacology of methamphetamines

    For this week, select a topic and compile a list of references that you will use to support the content of your "Research Paper" assignment due in Topic 7. A minimum of six scholarly sources are required.

    In a Word document, list the sources you selected and provide a short description of 75-100 words for each source. Also, describe the relevance as to why you selected the source, and how it will support your paper.

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

    Refer to the resource, “Preparing Annotated Bibliographies,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

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

    _This assignment meets the following NASAC Standards:_

    _3) Describe the behavioral, psychological, physical health, and social effects of psychoactive drugs, including alcohol and tobacco, on the consumer and significant others._

    _9) Understand the established diagnostic criteria for substance dependence and abuse, and describe treatment modalities and placement criteria within the continuum of care._

    _14) Be familiar with medical and pharmaceutical resources in the treatment of addictive disease and other substance-related disorders._

    _16) Recognize that crisis may indicate an underlying substance abuse problem, and may represent a window of opportunity for change._

    _103) Describe warning signs, symptoms, and the course of addictions._

  • [Solved] week 1 discussion

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    **Human Activity** Prior to beginning work on this discussion forum, read the assigned chapters for the week, the [Gaps Matter: Environment, Health and Social EquityLinks to an external site.](http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&an=edsjsr.26556357&site=eds-live&scope=site&au…

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    **Human Activity**
    Prior to beginning work on this discussion forum, read the assigned chapters for the week, the [Gaps Matter: Environment, Health and Social EquityLinks to an external site.](http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&an=edsjsr.26556357&site=eds-live&scope=site&authtype=shib&custid=s8856897 "Gaps Matter: Environment, Health and Social Equity") journal article, and the [Structural Organization of the Human BodyLinks to an external site.](https://youtu.be/jOojs-pvLNo) video.
    The human body is amazing! However, certain factors or actions can positively or negatively impact our health and well-being, such as genetics, diet, exercise, tobacco, alcohol, sleep, sanitation, community safety, contraceptives, and stress. For this discussion, create an initial discussion post that is a minimum of 250 words. All referenced materials must include citations and references in APA format. Please see directions for including APA Style elements on these Writing Center pages: [_APA: Citing Within Your PaperLinks to an external site._](https://writingcenter.uagc.edu/apa-citing-within-your-paper) and [_Formatting Your References ListLinks to an external site._](https://writingcenter.uagc.edu/format-your-reference-list).In your discussion,
    – Evaluate two factors or actions that promote our health status.
    – Evaluate two factors or actions that can cause dysfunction and result in disease.
    – Select one lifestyle factor to discuss in depth.
    – Select one environmental factor to discuss in depth.
    – Discuss two diseases that could result from the factors or dysfunctions examined above and how those diseases change the normal function of body system(s).
    – Analyze at least two effects human activity and lifestyle habits have on our environment (air quality, water quality, food quality, waste, recycling, etc.).
    \
    Gaps_Matter__Environment_Health_and_Social_Equity_1754279477978.html](https://www.sweetstudy.com/files/gaps-matter-environment-health-and-social-equity-1754279477978-html "Gaps_Matter__Environment_Health_and_Social_Equity_1754279477978.html")

  • [Solved] Data analytic 1 for healthcare Decision making 1

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    **Assessment 1** **Descriptive Statistics and Data Visualizations** [**Instructions**](https://courseroom.capella.edu/courses/47523/pages/assessment-1-instructions?module_item_id=2393785&content_id=863854)**:**Create a descriptive statistics table and histogram for one of the three variables in a da…

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    Assignment Prompt & Instructions

    **Assessment 1**
    **Descriptive Statistics and Data Visualizations**
    [**Instructions**](https://courseroom.capella.edu/courses/47523/pages/assessment-1-instructions?module_item_id=2393785&content_id=863854)**:**Create a descriptive statistics table and histogram for one of the three variables in a data set. Write a 2-3 page recommendation and plan of action in a Word document and insert the table and histogram graphic into this document. Submit both the Word document and the Excel file that shows the descriptive statistics output.
    ## **Introduction:**
    **Note**: You are strongly encouraged to complete the assessments in this course in the order they are presented.
    Descriptive statistics play an important role in analyzing data. It numerically summarizes key characteristics of variables. Measures of central tendency (mean, median, and mode) and dispersion (variance, standard deviation, and range) characterize the probability distribution. A histogram visualizes the distribution of numerical data, indicating the number of data points that lie within a range of values. For this assessment, you will perform descriptive statistics and create a histogram for selected variables in a data set.
    **Note**: Complete the assessments in this course in the order in which they are presented.
    ## **Data Analysis Software:**
    To complete the assessments in this course, you will need to use data analysis software to complete statistical calculations, create graphs, and tabular summaries, and share your results in a Microsoft Word document. You will use Microsoft Excel and Microsoft Excel Analysis ToolPak add-in. Be aware that not all statistical calculations, graphs, and tabular summaries can be completed in this software, so you may need to do some work outside of the software.
    #### **Microsoft Excel Data Analysis ToolPak Add-In for PC and Mac**
    **Microsoft Excel Analysis ToolPak Activation for PC Users**: The Microsoft Excel Analysis ToolPak is a specialized Excel add-in included in the standard Microsoft Office suite. If your Excel software meets the standard Capella University [Computer Requirements, you will not need to purchase this software. However, you may need to activate the application before you can use it. If you do not own Microsoft Excel, Capella arranges for a significant discount for Microsoft Office for Capella learners.](https://lat.strategiced.com/redirect?linkid=1623)
    – [Assessment 1: Use the Analysis ToolPak to Perform Complex Data Analysis.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=2650828540006731)
    ## **Preparation**
    First, read the [Assessment 1 Lecture [PDF]](https://courseroom.capella.edu/courses/47523/files/8775087?wrap=1 "cf_MHA-FPX5017_assessment_1_ lecture.pdf") [Download Assessment 1 Lecture [PDF]](https://courseroom.capella.edu/courses/47523/files/8775087/download?download_frd=1).
    Then download the [Assessment 1 Data Set [XLSX]](https://courseroom.capella.edu/courses/47523/files/8775074/download).
    The data set contains the following variables:
    – utilization (average number of patient days per month).
    – satisfaction (patient satisfaction scores percentile rank).
    – readmissions (readmission rate per month).
    Nursing home administration has the objectives of higher utilization, higher patient satisfaction, and lower readmissions. Select one of the three variables to analyze to create a plan of action for improvement. Provide a rationale for your selection. Base your analysis on average performance over the past 70 months.
    ## **Instructions**
    For this assessment, create a descriptive statistics table and histogram for one of the three variables in the [Assessment 1 Data Set [XLSX]](https://courseroom.capella.edu/courses/47523/files/8775074/download). Write your recommendation and plan of action in a Word document and insert the table and histogram graphic into this document. See [Copy From Excel to Another Office Programfor instructions. Submit both the Word document and the Excel file that shows the descriptive statistics output.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2648409780006731?auth=SAML&section=2648410040006731)
    ## **Grading Criteria:**
    The numbered assessment instructions outlined below correspond to the grading criteria in the Descriptive Statistics and Data Visualizations Scoring Guide, so be sure to address each point. You may also want to review the performance-level descriptions for each criterion to see how your work will be assessed.
    1. Perform the appropriate descriptive statistics for the one selected variable in a data set.
    – Report descriptive statistics table with measures of central tendency and dispersion.
    2. Create a histogram for the one selected variable that visually depicts the distribution of that variable.
    3. Interpret statistical results of a data analysis.
    – Include a summary of your interpretation of the distribution shape for the histogram.
    4. Write a recommendation to determine what decision and plan of action to make for the scenario that is based upon your data analysis and supported with scholarly literature.
    5. Write clearly and concisely, using correct grammar, mechanics, and APA formatting.
    ## **Additional Requirements**
    Your assessment should also meet the following requirements:
    – **Written communication**: Write clearly, accurately, and professionally, incorporating sources appropriately.
    – **Length:** 2–3 pages.
    – **Resources**: A minimum of three or preferably more scholarly references to support all major concepts, dates, numbers, and statistics. Use evidence-based journal articles, primary sources (.gov, .org, .edu), or scholarly (professional statistics sites).
    – **APA format**: Cite the sources using current APA guidelines. See the [Find Scholarly & Peer-Reviewed Sourcesand](https://lat.strategiced.com/redirect?linkid=2449) [Evidence and APACampus resources for guidance.](https://lat.strategiced.com/redirect?linkid=1540)
    – [**Font and font size**: Times Roman, 12 point.](https://lat.strategiced.com/redirect?linkid=1540)
    ## **Competencies Measured:**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 2: Analyze data using computer-based programming and software.
    – Perform the appropriate descriptive statistics for the selected variable in a data set.
    – Competency 3: Interpret results of data analysis for value based healthcare decisions, policy, or practice.
    – Interpret statistical results used in the data analysis.
    – Competency 4: Present results of data analysis to support a decision or recommendation.
    – Create a histogram that visually depicts the distribution for the one selected variable in a data set.
    – Write a recommendation for a decision and plan of action based on a data analysis and supported with scholarly literature.
    – Competency 5: Communicate audience-appropriate health management content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.
    – Write clearly and concisely, using correct grammar, mechanics, and APA formatting.
    \
    cf_MHA-FPX5017_assessment_1_lecture.pdf](https://www.sweetstudy.com/files/cf-mha-fpx5017-assessment-1-lecture-pdf "cf_MHA-FPX5017_assessment_1_lecture.pdf")
    \
    cf_assessment_1_data_set.xlsx](https://www.sweetstudy.com/files/cf-assessment-1-data-set-xlsx "cf_assessment_1_data_set.xlsx")
    \
    ScreenShot2025-08-05at8.22.01AM.png](https://www.sweetstudy.com/files/screenshot2025-08-05at8-22-01am-png "ScreenShot2025-08-05at8.22.01AM.png")
    \
    ScreenShot2025-08-05at8.22.25AM.png](https://www.sweetstudy.com/files/screenshot2025-08-05at8-22-25am-png "ScreenShot2025-08-05at8.22.25AM.png")
    \
    ScreenShot2025-08-05at8.22.45AM.png](https://www.sweetstudy.com/files/screenshot2025-08-05at8-22-45am-png "ScreenShot2025-08-05at8.22.45AM.png")
    \
    ScreenShot2025-08-05at8.23.19AM.png](https://www.sweetstudy.com/files/screenshot2025-08-05at8-23-19am-png "ScreenShot2025-08-05at8.23.19AM.png")

  • [Solved] Developing a Nursing #5

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    Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possible ethical implications.

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    Assignment Prompt & Instructions

    Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possible ethical implications.

  • [Solved] Deliverable 2 – Cost, Quality and Access of Care

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    #### **Scenario** You are the senior clinical analyst for the Oakridge Health System. Oakridge Health System is comprised of Medicare-certified hospitals, home health, hospice, inpatient rehabilitation and long-term care facilities. The Chief Medical Officer (CMO) needs to identify a quality improve…

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    #### **Scenario**
    You are the senior clinical analyst for the Oakridge Health System. Oakridge Health System is comprised of Medicare-certified hospitals, home health, hospice, inpatient rehabilitation and long-term care facilities. The Chief Medical Officer (CMO) needs to identify a quality improvement initiative for the next fiscal year.   You are tasked to write a white paper outlining the quality of care for Medicare-certified hospitals across the country.
    #### **Instructions**
    Your white paper should include:
    Analyze your state (ANY STATE) and national health care quality based on the most recent year (2024) of data reported by Centers for Medicare & Medicaid Services.
    – Identify one quality measure from your analysis to recommend for an initiative.
    – Provide an evaluation of the quality measure outcomes using quality improvement principles that will support your initiative recommendation.

  • [Solved] PES Discussion Week 6

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    – Examine common and unique health problems in rural and urban populations. – Highlight best practices for engaging communities in plans for health promotion, disease prevention, and treatment to enhance well-being. Instruction: Discussion posts must be a minimum of 350 words initial, references mus…

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    – Examine common and unique health problems in rural and urban populations.
    – Highlight best practices for engaging communities in plans for health promotion, disease prevention, and treatment to enhance well-being.
    Instruction:
    Discussion posts must be a minimum of 350 words initial, references must be cited in APA format 7th Edition, and must include a minimum of 2 scholarly resources published within the past 3 years.

  • [Solved] Human Resource

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    I need your help – ## OrganizationalCultureasaToolforChange.pdf – ## TheNeedtoChallengeandMotivate.pdf – ## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf – Week5JWI556DonnaResponse.jpeg – Week5JWI556ShauntellResponse.jpeg – Week5JWI556Discussion.jpeg – JWI556Week5LectureNotes.pdf **#…

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    I need your help

    – ## OrganizationalCultureasaToolforChange.pdf

    – ## TheNeedtoChallengeandMotivate.pdf

    – ## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf

    – Week5JWI556DonnaResponse.jpeg
    – Week5JWI556ShauntellResponse.jpeg
    – Week5JWI556Discussion.jpeg
    – JWI556Week5LectureNotes.pdf

    **## OrganizationalCultureasaToolforChange.pdf**

    Copyright of Stanford Social Innovation Review is the property of Stanford Social Innovation
    Review and its content may not be copied or emailed to multiple sites or posted to a listserv
    without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## TheNeedtoChallengeandMotivate.pdf**

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    Copyright of Human Capital is the property of HR Information Services and its content may
    not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
    express written permission. However, users may print, download, or email articles for
    individual use.

    **## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf**

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    How CHROs Can Use Design Thinking to Show Results

    By Jack J. Phillips, Ph.D. and Patti P. Phillips, Ph.D.

    Learning and development professionals today are in a tight spot. C-suite leaders are funding
    learning functions differently than in past years, a shift you've likely noticed at your own organization.
    More and more executives are asking for proof of results before funding learning and development
    programs.

    Unfortunately, many CHROs aren't able to provide that proof, either because they don't know how to,
    or because they don't have the data to support a claim. One study conducted by the ROI Institute
    found that 74 percent of senior executives want to see ROI, yet only 4 percent actually see it up front.
    And 96 percent of Fortune 500 CEOs want to see the business connection, yet only 8 percent do.

    To protect funding in the future, learning and talent development programs must directly connect to
    the business objectives of the companies they're serving, and CHROs must learn how to show their
    value up front.

    The learning and development focus has shifted from a focus on job training, scale (in terms of
    volume), and reporting on inputs to a new focus on talent development, speed, adaptability, and
    results. CHROs are now expected to be value creators, not value capturers. Learning is now
    considered an investment, which makes ROI measurements a necessity.

    The key is to managing this change is to use design thinking-a concept popular in innovation-to
    create programs and reimagine the learning process. More specifically, L&D must design for
    success, which means including credible data connecting the learning directly to your business.

    Participants engaging in learning programs will reach one of the following levels of outcome, based
    on 6 categories of data that follow a logical flow or chain of impact. They are:

    • Level 0: Input
    • Level 1: Participant reaction
    • Level 2: Learning acquisition
    • Level 3: Application of knowledge and skills
    • Level 4: Impact on the organization
    • Level 5: Economic contribution, or ROI

    CHROs need Level 4 data, preferably Level 5, and these 8 steps can help you get there.

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    Step 1: Start with Why: Aligning Programs with the Business. Your end game shouldn't be
    having great programs that participants see as valuable. Instead, the end is an important
    business measure for the organization-the "why" for the program. No matter what type of
    growth you're trying to achieve, express it as a specific measure.

    Step 2: Make It Feasible: Selecting the Right Solution. When you've clarified the business
    need, land on your solution to improve the business measure. In other words, what should
    employees do or stop doing that will appropriately influence the business measure?

    Step 3: Expect Success: Designing for Results. Assessing your needs should define a
    clear set of objectives. Those objectives will define the success that's required at each
    level. At the payoff level, the ROI objective is the minimum acceptable return on
    investment. At the business impact level, it's the minimum amount of business
    improvement required to be successful. And so on. Specific objectives are important to the
    success of the program, and they define the expectations for everyone, from content
    designers and developers to facilitators, participants, and managers of the participants.

    Step 4: Make It Matter: Designing for Input, Reaction, and Learning. You should develop a
    program with content that is relevant, meaningful, important to the individuals and the
    organization, action-oriented, and useful. This requires prospective participants to decide if
    this is the right program for them.

    Step 5: Make it Stick: Designing for Application and Impact. The reality is that if a person
    doesn't use what they've learned, then it has failed the organization. Sadly, research shows
    that much of what is learned in formal talent development programs is not used on the job.
    Yet, simple things can make an impact. Research shows that it takes only 30 to 60
    seconds for a participant's manager to make the transfer of learning, by having a brief
    discussion to set expectations with the participant prior to attending the program, and then
    another afterward to reinforce expectations.

    Step 6: Make It Credible: Measuring Results and Calculating ROI. Simple techniques can
    help you sort out the effects of your learning program from other influences. Often you and
    others can clearly see the connection of the program to business measures. If evaluation is
    needed at the ROI level, the impact measures are converted to money, the costs are
    tabulated, and the ROI is calculated.
    The traditional financial ROI is the comparison expressed as a percentage when the
    fractional values are multiplied by 100. In formula form, the ROI is:

    ROI (%) = Net Program Benefits x 100
    Program Costs

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    This article was previously published on HR People + Strategy Blog, June 2017

    Net benefits are program benefits minus costs. This formula is essentially the same as the ROI for
    capital investments. For example, when a firm builds a new plant, the ROI is developed by dividing
    annual earnings by the investment. The annual earnings are comparable to net benefits (annual
    benefits minus the cost). The investment is comparable to fully loaded program costs, which represent
    the investment in the program.

    Step 7: Tell the Story: Communicating Results to Key Stakeholders. There are many ways to
    communicate results to appropriate audiences, from detailed executive briefings to quick blog posts.
    The important point is to tell a story with results. The five levels of outcome data represent a
    compelling story with very credible, executive-friendly evidence and anecdotes.

    Step 8: Optimize Results: Using Black Box Thinking to Increase Funding. Steps 4, 5, and 6 indicate
    your success or failure. And you can now correct disappointing results with black box thinking. In the
    airline industry, investigators analyze black boxes to indicate the cause of a crash, and prevent the
    accident from occurring again. Likewise, CHROs can evaluate your programs and use the data to
    improve them and enhance the ROI. This presents the best case for increasing funding.

    In these ever-changing times, organizations need to invest more, not less, in learning. But you should
    stop asking for funding based on vague hopes and lofty promises, and start asking based on hard
    evidence that your programs work. If you can prove that the results will actually drive your business,
    funding is far more likely to happen, and you'll create a better, richer, and more fulfilling work
    experience for the entire company.

    The Authors:

    Jack J. Phillips, Ph.D., is chairman of ROI Institute, the leading provider of services for measurement,
    evaluation, metrics, and analytics. He provides consulting services for Fortune 100 companies and
    workshops for major conference providers worldwide. He is the coauthor of The Business Case for
    Learning: Using Design Thinking to Deliver Business Results and Increase the Investment in Talent
    Development.

    Patti Phillips, Ph.D., is president and CEO of ROI Institute. Her clients include Fortune 500 companies,
    federal and state government agencies, and NGOs. She serves as faculty for the UN System Staff
    College in Turin, Italy. She is the coauthor of The Business Case for Learning: Using Design Thinking
    to Deliver Business Results and Increase the Investment in Talent Development.

    **Week5JWI556DonnaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556donnaresponse-jpeg-10368911)

    **Week5JWI556ShauntellResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556shauntellresponse-jpeg-10368913)

    **Week5JWI556Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556discussion-jpeg-10368915)

    **JWI556Week5LectureNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi556week5lecturenotes-pdf)

    **JWI556Week5LectureNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi556week5lecturenotes-pdf)

    **## OrganizationalCultureasaToolforChange.pdf**

    Copyright of Stanford Social Innovation Review is the property of Stanford Social Innovation
    Review and its content may not be copied or emailed to multiple sites or posted to a listserv
    without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## TheNeedtoChallengeandMotivate.pdf**

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    Copyright of Human Capital is the property of HR Information Services and its content may
    not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
    express written permission. However, users may print, download, or email articles for
    individual use.

    **## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf**

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    How CHROs Can Use Design Thinking to Show Results

    By Jack J. Phillips, Ph.D. and Patti P. Phillips, Ph.D.

    Learning and development professionals today are in a tight spot. C-suite leaders are funding
    learning functions differently than in past years, a shift you've likely noticed at your own organization.
    More and more executives are asking for proof of results before funding learning and development
    programs.

    Unfortunately, many CHROs aren't able to provide that proof, either because they don't know how to,
    or because they don't have the data to support a claim. One study conducted by the ROI Institute
    found that 74 percent of senior executives want to see ROI, yet only 4 percent actually see it up front.
    And 96 percent of Fortune 500 CEOs want to see the business connection, yet only 8 percent do.

    To protect funding in the future, learning and talent development programs must directly connect to
    the business objectives of the companies they're serving, and CHROs must learn how to show their
    value up front.

    The learning and development focus has shifted from a focus on job training, scale (in terms of
    volume), and reporting on inputs to a new focus on talent development, speed, adaptability, and
    results. CHROs are now expected to be value creators, not value capturers. Learning is now
    considered an investment, which makes ROI measurements a necessity.

    The key is to managing this change is to use design thinking-a concept popular in innovation-to
    create programs and reimagine the learning process. More specifically, L&D must design for
    success, which means including credible data connecting the learning directly to your business.

    Participants engaging in learning programs will reach one of the following levels of outcome, based
    on 6 categories of data that follow a logical flow or chain of impact. They are:

    • Level 0: Input
    • Level 1: Participant reaction
    • Level 2: Learning acquisition
    • Level 3: Application of knowledge and skills
    • Level 4: Impact on the organization
    • Level 5: Economic contribution, or ROI

    CHROs need Level 4 data, preferably Level 5, and these 8 steps can help you get there.

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    Step 1: Start with Why: Aligning Programs with the Business. Your end game shouldn't be
    having great programs that participants see as valuable. Instead, the end is an important
    business measure for the organization-the "why" for the program. No matter what type of
    growth you're trying to achieve, express it as a specific measure.

    Step 2: Make It Feasible: Selecting the Right Solution. When you've clarified the business
    need, land on your solution to improve the business measure. In other words, what should
    employees do or stop doing that will appropriately influence the business measure?

    Step 3: Expect Success: Designing for Results. Assessing your needs should define a
    clear set of objectives. Those objectives will define the success that's required at each
    level. At the payoff level, the ROI objective is the minimum acceptable return on
    investment. At the business impact level, it's the minimum amount of business
    improvement required to be successful. And so on. Specific objectives are important to the
    success of the program, and they define the expectations for everyone, from content
    designers and developers to facilitators, participants, and managers of the participants.

    Step 4: Make It Matter: Designing for Input, Reaction, and Learning. You should develop a
    program with content that is relevant, meaningful, important to the individuals and the
    organization, action-oriented, and useful. This requires prospective participants to decide if
    this is the right program for them.

    Step 5: Make it Stick: Designing for Application and Impact. The reality is that if a person
    doesn't use what they've learned, then it has failed the organization. Sadly, research shows
    that much of what is learned in formal talent development programs is not used on the job.
    Yet, simple things can make an impact. Research shows that it takes only 30 to 60
    seconds for a participant's manager to make the transfer of learning, by having a brief
    discussion to set expectations with the participant prior to attending the program, and then
    another afterward to reinforce expectations.

    Step 6: Make It Credible: Measuring Results and Calculating ROI. Simple techniques can
    help you sort out the effects of your learning program from other influences. Often you and
    others can clearly see the connection of the program to business measures. If evaluation is
    needed at the ROI level, the impact measures are converted to money, the costs are
    tabulated, and the ROI is calculated.
    The traditional financial ROI is the comparison expressed as a percentage when the
    fractional values are multiplied by 100. In formula form, the ROI is:

    ROI (%) = Net Program Benefits x 100
    Program Costs

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    This article was previously published on HR People + Strategy Blog, June 2017

    Net benefits are program benefits minus costs. This formula is essentially the same as the ROI for
    capital investments. For example, when a firm builds a new plant, the ROI is developed by dividing
    annual earnings by the investment. The annual earnings are comparable to net benefits (annual
    benefits minus the cost). The investment is comparable to fully loaded program costs, which represent
    the investment in the program.

    Step 7: Tell the Story: Communicating Results to Key Stakeholders. There are many ways to
    communicate results to appropriate audiences, from detailed executive briefings to quick blog posts.
    The important point is to tell a story with results. The five levels of outcome data represent a
    compelling story with very credible, executive-friendly evidence and anecdotes.

    Step 8: Optimize Results: Using Black Box Thinking to Increase Funding. Steps 4, 5, and 6 indicate
    your success or failure. And you can now correct disappointing results with black box thinking. In the
    airline industry, investigators analyze black boxes to indicate the cause of a crash, and prevent the
    accident from occurring again. Likewise, CHROs can evaluate your programs and use the data to
    improve them and enhance the ROI. This presents the best case for increasing funding.

    In these ever-changing times, organizations need to invest more, not less, in learning. But you should
    stop asking for funding based on vague hopes and lofty promises, and start asking based on hard
    evidence that your programs work. If you can prove that the results will actually drive your business,
    funding is far more likely to happen, and you'll create a better, richer, and more fulfilling work
    experience for the entire company.

    The Authors:

    Jack J. Phillips, Ph.D., is chairman of ROI Institute, the leading provider of services for measurement,
    evaluation, metrics, and analytics. He provides consulting services for Fortune 100 companies and
    workshops for major conference providers worldwide. He is the coauthor of The Business Case for
    Learning: Using Design Thinking to Deliver Business Results and Increase the Investment in Talent
    Development.

    Patti Phillips, Ph.D., is president and CEO of ROI Institute. Her clients include Fortune 500 companies,
    federal and state government agencies, and NGOs. She serves as faculty for the UN System Staff
    College in Turin, Italy. She is the coauthor of The Business Case for Learning: Using Design Thinking
    to Deliver Business Results and Increase the Investment in Talent Development.

    **Week5JWI556DonnaResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556donnaresponse-jpeg-10368911)

    **Week5JWI556ShauntellResponse.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556shauntellresponse-jpeg-10368913)

    **Week5JWI556Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5jwi556discussion-jpeg-10368915)

    **JWI556Week5LectureNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi556week5lecturenotes-pdf)

    **## OrganizationalCultureasaToolforChange.pdf**

    Copyright of Stanford Social Innovation Review is the property of Stanford Social Innovation
    Review and its content may not be copied or emailed to multiple sites or posted to a listserv
    without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## TheNeedtoChallengeandMotivate.pdf**

    ◆

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    Copyright of Human Capital is the property of HR Information Services and its content may
    not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
    express written permission. However, users may print, download, or email articles for
    individual use.

    **## How_CHROs_Can_Use_Design_Thinking_to_Show_Results.pdf**

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    How CHROs Can Use Design Thinking to Show Results

    By Jack J. Phillips, Ph.D. and Patti P. Phillips, Ph.D.

    Learning and development professionals today are in a tight spot. C-suite leaders are funding
    learning functions differently than in past years, a shift you've likely noticed at your own organization.
    More and more executives are asking for proof of results before funding learning and development
    programs.

    Unfortunately, many CHROs aren't able to provide that proof, either because they don't know how to,
    or because they don't have the data to support a claim. One study conducted by the ROI Institute
    found that 74 percent of senior executives want to see ROI, yet only 4 percent actually see it up front.
    And 96 percent of Fortune 500 CEOs want to see the business connection, yet only 8 percent do.

    To protect funding in the future, learning and talent development programs must directly connect to
    the business objectives of the companies they're serving, and CHROs must learn how to show their
    value up front.

    The learning and development focus has shifted from a focus on job training, scale (in terms of
    volume), and reporting on inputs to a new focus on talent development, speed, adaptability, and
    results. CHROs are now expected to be value creators, not value capturers. Learning is now
    considered an investment, which makes ROI measurements a necessity.

    The key is to managing this change is to use design thinking-a concept popular in innovation-to
    create programs and reimagine the learning process. More specifically, L&D must design for
    success, which means including credible data connecting the learning directly to your business.

    Participants engaging in learning programs will reach one of the following levels of outcome, based
    on 6 categories of data that follow a logical flow or chain of impact. They are:

    • Level 0: Input
    • Level 1: Participant reaction
    • Level 2: Learning acquisition
    • Level 3: Application of knowledge and skills
    • Level 4: Impact on the organization
    • Level 5: Economic contribution, or ROI

    CHROs need Level 4 data, preferably Level 5, and these 8 steps can help you get there.

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    Step 1: Start with Why: Aligning Programs with the Business. Your end game shouldn't be
    having great programs that participants see as valuable. Instead, the end is an important
    business measure for the organization-the "why" for the program. No matter what type of
    growth you're trying to achieve, express it as a specific measure.

    Step 2: Make It Feasible: Selecting the Right Solution. When you've clarified the business
    need, land on your solution to improve the business measure. In other words, what should
    employees do or stop doing that will appropriately influence the business measure?

    Step 3: Expect Success: Designing for Results. Assessing your needs should define a
    clear set of objectives. Those objectives will define the success that's required at each
    level. At the payoff level, the ROI objective is the minimum acceptable return on
    investment. At the business impact level, it's the minimum amount of business
    improvement required to be successful. And so on. Specific objectives are important to the
    success of the program, and they define the expectations for everyone, from content
    designers and developers to facilitators, participants, and managers of the participants.

    Step 4: Make It Matter: Designing for Input, Reaction, and Learning. You should develop a
    program with content that is relevant, meaningful, important to the individuals and the
    organization, action-oriented, and useful. This requires prospective participants to decide if
    this is the right program for them.

    Step 5: Make it Stick: Designing for Application and Impact. The reality is that if a person
    doesn't use what they've learned, then it has failed the organization. Sadly, research shows
    that much of what is learned in formal talent development programs is not used on the job.
    Yet, simple things can make an impact. Research shows that it takes only 30 to 60
    seconds for a participant's manager to make the transfer of learning, by having a brief
    discussion to set expectations with the participant prior to attending the program, and then
    another afterward to reinforce expectations.

    Step 6: Make It Credible: Measuring Results and Calculating ROI. Simple techniques can
    help you sort out the effects of your learning program from other influences. Often you and
    others can clearly see the connection of the program to business measures. If evaluation is
    needed at the ROI level, the impact measures are converted to money, the costs are
    tabulated, and the ROI is calculated.
    The traditional financial ROI is the comparison expressed as a percentage when the
    fractional values are multiplied by 100. In formula form, the ROI is:

    ROI (%) = Net Program Benefits x 100
    Program Costs

    This article was previously published on HR People + Strategy Blog, June 2017

    Phone: 205-678-8101 ·
    Email: info@roiinstitute.net

    © 2017 ROI Institute, Inc.  All rights reserved.

    This article was previously published on HR People + Strategy Blog, June 2017

    Net benefits are program benefits minus costs. This formula is essentially the same as the ROI for
    capital investments. For example, when a firm builds a new plant, the ROI is developed by dividing
    annual earnings by the investment. The annual earnings are comparable to net benefits (annual
    benefits minus the cost). The investment is comparable to fully loaded program costs, which represent
    the investment in the program.

    Step 7: Tell the Story: Communicating Results to Key Stakeholders. There are many ways to
    communicate results to appropriate audiences, from detailed executive briefings to quick blog posts.
    The important point is to tell a story with results. The five levels of outcome data represent a
    compelling story with very credible, executive-friendly evidence and anecdotes.

    Step 8: Optimize Results: Using Black Box Thinking to Increase Funding. Steps 4, 5, and 6 indicate
    your success or failure. And you can now correct disappointing results with black box thinking. In the
    airline industry, investigators analyze black boxes to indicate the cause of a crash, and prevent the
    accident from occurring again. Likewise, CHROs can evaluate your programs and use the data to
    improve them and enhance the ROI. This presents the best case for increasing funding.

    In these ever-changing times, organizations need to invest more, not less, in learning. But you should
    stop asking for funding based on vague hopes and lofty promises, and start asking based on hard
    evidence that your programs work. If you can prove that the results will actually drive your business,
    funding is far more likely to happen, and you'll create a better, richer, and more fulfilling work
    experience for the entire company.

    The Authors:

    Jack J. Phillips, Ph.D., is chairman of ROI Institute, the leading provider of services for measurement,
    evaluation, metrics, and analytics. He provides consulting services for Fortune 100 companies and
    workshops for major conference providers worldwide. He is the coauthor of The Business Case for
    Learning: Using Design Thinking to Deliver Business Results and Increase the Investment in Talent
    Development.

    Patti Phillips, Ph.D., is president and CEO of ROI Institute. Her clients include Fortune 500 companies,
    federal and state government agencies, and NGOs. She serves as faculty for the UN System Staff
    College in Turin, Italy. She is the coauthor of The Business Case for Learning: Using Design Thinking
    to Deliver Business Results and Increase the Investment in Talent Development.

    **Week5JWI556DonnaResponse.jpeg**

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    **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail. 1. Describe the pathophysiology of the chosen condition. What is the condition’s etiology, signs and symptoms, complications, and risk factors? 2. Discuss how the condition is diagnosed. What are the rel…

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    **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.
    1. Describe the pathophysiology of the chosen condition. What is the condition’s etiology, signs and symptoms, complications, and risk factors?
    2. Discuss how the condition is diagnosed. What are the relevant assessment findings, labs, and imaging studies?
    3. Explain how the pathophysiology of the condition might differ across the lifespan. Does the condition manifest in pediatric, pregnant, breastfeeding, and older adult populations? How might the condition look different across the lifespan?
    4. Create your case study based on the chosen condition (~ 1,000 words or less using bullet points and full sentences). Start with the diagnosis and work backward to develop a clinical scenario that leads to this diagnosis. Include the client’s name, social background, symptoms, lab results, medical or surgical history, and other relevant details.
    2. **Integration of Evidence:** Integrate relevant scholarly sources as defined by program expectations:
    1. Cite a scholarly source in the initial post.
    2. Cite a scholarly source in one faculty response post.
    3. Cite a scholarly source in one peer post.
    4. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.

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