improvement and leadership for advanced nurse practitioners

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improvement and leadership for advanced nurse practitioners

(improvement and leadership for advanced nurse practitioners)

Question description

This week you will be assigned to a group and be given a domain to develop/discuss applying all or some of the 7 core competencies. Group members need to assume AP roles (clinical and non-clinical) either by volunteering or being assigned by the group leader. A group leader must be decided and may be a nurse manager/nurse administrator, CNS, NP (maybe more than one and from different specialties), NI, and NE.CNLs and RNs may be also be part of the group scenario. All members are expected to demonstrate leadership knowledge and skills, but also must be willing to follow.Each group will demonstrate the core competencies and principals of transformational leadership in the group work. (See rubric).To ensure understanding of leadership styles, each group member will discover their own professional leadership style by an individual self-assessment online.Assignments and responsibilities should be equally assumed by group members.(improvement and leadership for advanced nurse practitioners)

How to Become a Better Leader

In conclusive remarks, search and agree upon a quotation from a library article related to leadership in an advanced nursing role and include with how it applied to your clinical decision/management issue of your assigned domain. Leadership journals from SOU Library areThe Journal of Nursing Scholarship or Nursing Leadership Forum or the American Journal of Nursing, Journal of Nursing Administration, Nursing Administration Quarterly, Nursing Management or Health Care Management Review (quality improvement and leadership for advanced nurse practitioners)

Health Systems: Daniel, a DNP prepared ED NP identified that patients seen in the ED for various reasons had undiagnosed HTN. He observed that the patient’s chief compliant was well addressed but the HTN was not. He has approached the hospital system about the problem and suggested an outpatient clinic adjacent to the ED to address the HTN and other coincidentally found problems. What AP roles, core competencies and support are needed to make this happen?

Leadership style is autocractic

 
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Management of Planned and Unplanned Termination

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Management of Planned and Unplanned Termination

(Management of Planned and Unplanned Termination)

Ending a client relationship can be just as difficult as ending a personal relationship. In fact, while much of the literature addresses when to terminate, a more significant topic is the feelings that surround termination. Depending on the client and the length of treatment, saying goodbye can be hard for both of you. As a result, you should prepare for termination and the feelings surrounding this step of the GIM process early in the client-social worker relationship.

While you generally anticipate that successful treatment will lead to the eventual termination of the client relationship, there are a variety of other reasons for why this relationship might come to an end. There might be a set number of sessions the client’s insurance will allow, or maybe the end of your internship is quickly approaching. Maybe termination results from the unexpected, like a new job, an illness, or the client leaves without notice. Regardless of the cause, you and your client must be prepared for the end of your working relationship. Not discussing termination can result in uncomfortable feelings, including anger and disappointment for the client. As the social worker, you might feel disappointed about not being able to see the treatment through to completion. Even when termination is a planned event, clients might respond with anger, increased silence, missed sessions, or early termination. If they feel positive about this next step, they might express feelings of satisfaction and pride, with an appropriate amount of sadness about losing this relationship. While you are involved in a purely working relationship, you may be surprised at how many emotions or what types of emotions might surface for both of you when terminating the relationship.

For this Discussion, review this week’s Learning Resources. Consider potentially positive and negative feelings that you, as a social worker, and the client might feel regarding the termination of a therapeutic relationship. Then, think about how you might assist the client with the potential negative feelings. Finally, reflect on how you might help yourself with your own potentially negative feelings.(Management of Planned and Unplanned Termination)

By Day 4

Post a brief description of two potential positive and two potential negative feelings that both you, as the social worker, and the client might feel, regarding the termination of a therapeutic relationship. Then, explain a skill you might use to assist a client with the potential negative feelings. Finally, explain how you might help yourself with your own potentially negative feelings.

Support your posts and responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references. (Discussion 2: Management of Planned and Unplanned Termination)

300-400 WORDS…..

REFERENCES:

Kirst-Ashman, K. K., &  Hull, G. H., Jr. (2018). Understanding generalist practice (8th  ed.). Stamford, CT: Cengage Learning.

  • Chapter 8, “Evaluation, Termination, and Follow-Up in Generalist Practice” (pp. 307-348)
 
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Psychology 315 Inferential Research And Statistics Project

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Psychology 315 Inferential Research And Statistics Project

(Psychology 315 Inferential Research And Statistics Project)

Part 1

 

Select one of the following scenarios based on your particular field of interest in psychology:

 

·         Industrial/Organizational Psychology:

o   A few months ago, the upper management at a large corporation decided they wanted to make major changes in the organization. Leadership is concerned that employees may be resistant to the change, and they want to find out if there is a change management method that would help employees accept change more effectively and keep employee satisfaction high. Two methods they have considered are the ADKAR Framework and the Prosci Change Management Methodology. The company wants to implement a small change in two departments before they make any major organization changes and would like to test the methods. The corporation uses the Devine Company to measure employee satisfaction with an anonymous survey.

·         Applied Psychology: 

o   A large medical facility is experiencing too many missed appointments in its primary and specialty care clinics. The facility has noticed that not all patients respond well to reminder calls regarding follow-up appointments. Some patients do not answer calls and do not seem to respond to voice mail requesting they call the facility. The result is that many follow up appointments are missed. Management has read articles that people respond very well to text messages and would like to see which method provides the least amount of missed appointments. Missed appointments are tracked in the facility database on a monthly basis.

·         General Psychology: 

o   Clinicians at a small clinic have been introduced to a new method to treat post-traumatic stress disorder (PTSD) in their clients for veterans. Research indicates that virtual reality (VR) is a highly effective treatment option for patients with PTSD. Currently, the clinic uses only cognitive processing therapy (CPT) with their patients suffering from PTSD. The clinicians would like to find out whether VR therapy has different results from CPT therapy. The measure used by the clinic to measure PTSD symptoms is the Combat Exposure Scale. Both therapies need to be applied for a minimum of 12 weeks to be effective.(Psychology 315 Inferential Research And Statistics Project)

 

Write a 525- to 750-word paper that addresses the following for your chosen scenario:

 

·         Clearly define the problem or issue you are addressing. Provide a brief background of any research you have found that might affect your research hypothesis.

·         Create a research hypothesis based on the information provided in each scenario. You have been given a data set (Excel document) with two sets of interval data (just the numbers, as you must decide what they represent, such as method A results or method B results). This means you are going to test one thing against another, such as which method works best (step 1 of the steps to hypothesis testing). State the null and research hypotheses. Explain whether these hypotheses require a one-tailed test or two-tailed test, and explain your rationale.

·         Describe the sample you will use. Sample size will be 30 for each group, which are provided in your data set. Explain what type of sampling you selected.

·         Do you think you would also collect some descriptive data, such as gender, age, or shift? Why do you think it makes sense to collect descriptive data?

 

Format your paper according to APA guidelines.(Psychology 315 Inferential Research And Statistics Project)

 

Example

 

You have a hypothesis that two drugs have different effects on lowering anxiety. You would have anxiety scores for drug A and anxiety scores for drug B (all after 4 weeks of treatment) to run inferential analysis for after 4 weeks.

 

·         Null hypothesis is H0: drug A = drug B

·         Research hypothesis is H1: drug A ≠ drug B

·         Dependent variable: Anxiety score changed after treatment.

·         Independent variable: drug treatment

 

Because you did not state a direction in your hypotheses (better than or worse than), this will be a two-tailed test. You are looking for differences in either direction. You would set your alpha level of .05 and have a sample for each group of 30 people that were volunteers for the study.

 

 

Part 2

(Psychology 315 Inferential Research And Statistics Project)

Analyze the data from Part 1 using Microsoft® Excel® software.

Write a 700- to 875-word paper that includes the following information:

 

·         Describe what method you are using to compare groups.

·         Copy and paste the output into a Microsoft® Word document, and also answer the following questions:

o   What is the significance level of the comparison?

o   What was the alpha level you identified in Week 3?

o   What was the means and variance for each variable?

o   What was the test statistic?

o   What was the critical value for both the one- and two-tailed test?

o   Was your test one-tailed or two-tailed?

o   Were you able to reject the null hypothesis? In other words, did you prove there was a difference?

 

·         Talk about what these results mean in everyday language and in context to your chosen scenario.

·         Make a recommendation based on the findings.

(Psychology 315 Inferential Research And Statistics Project)

Format your paper according to APA guidelines.

 

Example of Output You Would Use to Answer These Questions

 

t Test: Two-Sample Assuming Equal Variances
          Variable 1        Variable 2
Mean 4.875 8
Variance 5.267857143 18.28571429
Observations 8 8
Pooled variance 11.77678571
Hypothesized mean difference 0
df 14
t stat -1.821237697
P(T <= t) one-tail 0.045002328
t Critical one-tail 1.761310136
P(T <= t) two-tail 0.090004655
t Critical two-tail 2.144786688

 

(Psychology 315 Inferential Research And Statistics Project)

Part 3

 

Create a 12- to 15-slide presentation using the information you gathered and submitted in Weeks 3 & 4. Include the following:

 

·         Describe the problem, and provide some brief background about the situation.

·         Explain the research hypothesis.

·         Describe your sample and your sampling method.

·         Explain the four steps of the research process you followed, and define the critical value and the test statistic your analysis provided.

·         Provide the main finding of the study. What did you prove or fail to prove?

·         Provide recommendations based on your findings.

(Psychology 315 Inferential Research And Statistics Project)

 

Format any citations in your presentation according to APA guidelines.

 
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Strategies For Decision Making

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Strategies For Decision Making

(Strategies For Decision Making)

Strategies for Decision Making – Week 1 Assignment

The Nature of Arguments

Critical thinking makes use of arguments. In this week’s lesson, you gained an overview of what arguments are and what it means for something to be a good or bad argument. In your week one assignment, you will be writing a five paragraph essay in which you explain and illustrate the nature of the critical thinking process.

Paragraph one should answer the following questions:

·  What is an argument?

·  What are some indicators of an argument?

·  What is an example of an argument?

Your example does not have to be detailed. It can be a single sentence or two. It can be informal – there’s no need to make a premise-by-premise argument. Make sure your argument contains a rational inference, otherwise it isn’t an argument.

Paragraph two should explain the meaning of cogent reasoning. In this paragraph, be sure to reference the three criteria for cogent reasoning.

Paragraph three should explain the difference between deductive valid and inductively strong arguments.

Paragraph four should explain the role of background beliefs, worldviews, and philosophies to the critical thinking process. Be sure to give examples of what some background beliefs might be.

Finally, in paragraph five, write about a time in which you used a rational argument to persuade someone. What was the argument about? What evidence did you utilize in order to make your case? (Strategies For Decision Making)

Your completed assignment should be written primarily in first person and should be 500-750 words in length. If you use sources in your writing, be sure to identify them. If you use any direct language from a source, be sure to place those words in quotation marks.

Your assignment should adhere to the stated page length requirement for the week and use APA style formatting including a title page and reference section. You should use Times New Roman, 12pt. font, double-spaced lines, and one inch margins. A description of APA style and the APA template can be found under the Assignments link in the left hand navigation menu of the course

 
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Understanding A Constructivist-Lev Vygotsky (1896–1934)

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Understanding A Constructivist-Lev Vygotsky (1896–1934)

(Understanding A Constructivist-Lev Vygotsky (1896–1934))

Over the past weeks, you have been introduced to Behaviorism, Cognitivism, and Constructivism in relationship to learning psychology. To further expand your knowledge and understanding of Constructivism and its theoretical components/principles, in this paper you will research and write about one of the prominent constructivists listed below based on the first letter of your last name. Please look over the list to find the constructivist who corresponds with the first letter of your last name:

Last name begins with K-O: Lev Vygotsky (1896–1934)

To successfully accomplish this assignment:

First, create the following headings and subheadings in your paper to indicate the organization of your information.  (Note: The bullets will not be included in your paper and are included here only for organizational purposes.)

Introduction- The introduction is based on the principle of introducing the topic of the paper. A good introduction explains what you will be addressing. In this paper it will specifically, in a broad way, clarify each area (below) that you will be discussing. Often, writer’s write this last to make sure nothing is forgotten.

Researcher’s Biography/Background (Vygotsky’s Biography)- Under this heading you will provide the important historical perspectives of your subject’s life and work and how these influenced his/her work in this field. Information on the subject’s personal and professional background should be logically presented.

Researcher’s Theoretical Perspectives– Under this heading you will describe the theoretical perspectives and other major concepts pioneered or promoted by your subject.

Experiments and Findings- Under this subheading you will provide a thorough summary of at least two empirical research projects your subject performed including the empirical findings of the research.(Understanding A Constructivist-Lev Vygotsky (1896–1934))

Historical Trends- Under this subheading you will provide information on the trends which lead to your subject’s line of research.

Notable Characteristics- Under this subheading you will provide information about the cognitivist and his/her line of research and how it exemplifies the cognitivist constructs.

Conclusion- This can be hard to write because the writer thinks everything has already been said. However, this is where the writer leaves behind an impression about the writer and what he/she wrote about. The reader often remembers the last part of what has been read, so consider how you want someone reading your paper to remember about what you wrote.

Next, apply basic research methods in psychology to your paper by accessing the Ashford University Library and researching at least three appropriate peer-reviewed articles about your assigned researcher. Write key words under each heading to help you remember what you have read. Be sure to use these sources to support your statements within the paper. Cite your sources according to APA style, but do not directly quote them within your paper.

Now you will put it all together, by using the key words to help you write about what you learned. Try not to, at first, use the sources directly. Try to remember what you can and just write about what you learned to avoid plagiarism issues.(Understanding A Constructivist-Lev Vygotsky (1896–1934))

After you have accomplished this, go back to your sources adding in the citations of where you learned the information and clarifying points. Read your paper aloud to make sure it makes sense. It is not unusual after writing a paper that our mind will actually fill in the blanks of missed information, but the reader cannot do this, so reading it aloud is helpful.

Make corrections and continue to edit and clean up your paper.

Add your references. Make sure what you include is applied within your paper as well. Do not use quotes if possible.

Writing the “Understanding a Constructivist” Paper

The paper:(Understanding A Constructivist-Lev Vygotsky (1896–1934))

Must be three to four double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.

Must include a title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Note: Please do not use a template

Must begin with an introductory paragraph that has a succinct thesis statement.

Must address the topic of the paper with critical thought.

Must end with a conclusion that reaffirms your thesis.

Must use at least three scholarly sources from the Ashford University Library. To assist you, view this great tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.(Understanding A Constructivist-Lev Vygotsky (1896–1934))

Must not use quoted material. Please synthesize what you learn about the researcher.

Must document all sources in APA style, as outlined in the Ashford Writing Center.

Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. If you are unsure how to create an APA style reference page, please visit the Citation and Reference page on the Ashford Writing Center website.

Must be submitted to the Grammarly tool within the course prior to submission.

 
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health promotion concepts and strategies

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health promotion concepts and strategies

(health promotion concepts and strategies)

Question description

REQUIRED UNIFORM ASSIGNMENT: HEALTH PROMOTION PROJECT PURPOSE To apply concepts you have learned about health promotion concepts and strategies, enhance your written communication skills, and demonstrate a beginning understanding of cultural competency. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes. CO #1 Discuss the professional nurse’s role in health promotion activities. (PO #1 & 2) CO #3 Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO #1 & 2) CO #7 Identify health promotion strategiesthroughout the life span. (PO #1 & 2) DUE DATE The Health Promotion Project (RUA) is due in Unit 5. However, refer to the Course Calendar for variations in campus requirements and details. The Late Assignment Policy applies to this assignment. TOTAL POINTS POSSIBLE 100 Points REQUIREMENTS 1. Identify a health problem or need for health promotion for a particularstage in the life span of a population from a specific culture in your area (this might include age and gender population as well). Choose one of the Leading Health Indicators(LHI) priorities from Healthy People 2020 (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). Studentsin a cultural concentration will use that specific cultural focus to complete this assignment. 2. Research a topic related to health and wellness associated with one of the Healthy People 2020 topic areas. Studentsin a cultural concentration will use that specific cultural focus to complete this assignment. 3. Submit your topic to the instructor for approval at least 2 weeks prior to the assignment (during Unit 3) but earlier if desired. All topics must be approved. 4. You will develop an educational health promotion project addressing the population/culture in your area. For or example, if you are in the Hispanic concentration, your project might be educational interventionsto address how food choices are related to the high rates of diabetes among Latinos; or, a community project that addressesthe statistic that Hispanics experience new HIV infections at more than twice the rate of whites; or, finding opportunitiesto intervene with Puerto Ricans, a Hispanic subculture, who suffer asthma at twice the rate of the general population (2020 LHI Topic Three: Environmental Quality: (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignmentsection for Unit 2 under “Web Links). 5. General expectations  All articles must be from nursing or scholarly journals and should include health promotion and wellness content. Articles must be published within the last five (5) years. If you are unsure whether the article is appropriate, ask your instructor. You could lose significant points if the article is not from a scholarly source and/or appropriate to the topic.  Please ask questionsif you need clarification. NR‐222HEALTH AND WELLNESS NR222 RUA Health Promotion Project Guidelines.docx Revised 06/2016 psb 2(health promotion concepts and strategies)

PREPARING THE ASSIGNMENT

1. Writing the Paper: You will explore the topic and explain the information in writing a 3‐4 page APA formatted paper. a. Select a minimum of three (3) scholarly nursing or research article (published within the last 5 years) related to your topic that include health promotion and wellness content. Studentsin a cultural concentration will select at least one article specifically related to the cultural focus for this assignment. You may need to evaluate several articles before you find appropriate selections. For more information on how to choose a scholarly article, open the “Course Resources” tab under the “Course Home” Menu to the left of your Learning Studio (eCollege) course page and open “What Is a Scholarly Source.” b. Write a 3‐4 page paper (excluding the title and reference pages) using the following guidelines:  Write brief introduction of the topic and describe why it is important to health promotion in the specific cultural population in your area.  Include a description of the topic and the targeted sub culture or population (include statistics).  Explain how the project relates to the Healthy People 2020 topic area you have chosen.  Summarize the articles; include key points or findings from the articles.  Discuss how you used the information from the articles for your Health Promotion Project. Provide specific examples.  Describe the approach/approaches you developed to educate the target population about the topic. Include specific ways to promote lifestyle changes within the specified population relative to your specific culture. The approach should be appropriate for your cultural concentration.  Write your conclusion and summary. c. Your paper must follow APA format. Include a title page and a reference page. Use 12‐point Times New Roman font and include in‐text citations (use citations whenever paraphrasing, using statistics, or quoting from the article). Please refer to your APA manual as a guide for in‐text citations and sample reference pages. d. Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to submitting your paper to your instructor. Consult with your instructor about the acceptable Similarity Index for this paper

 
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Annotated Bibliography for the Article Review Final Paper

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Annotated Bibliography for the Article Review Final Paper

(Annotated Bibliography for the Article Review Final Paper)

This week, you will research and create an annotated bibliography of five peer-reviewed articles that were published within the last 10 years and relate to the article you selected in Week Two for your Article Review. The peer-reviewed articles you select should be researched in the Ashford University Library and represent a variety of viewpoints on the subject matter. They may support or refute the information presented in your chosen article for review. Each of the peer-reviewed articles must include a complete reference that is correctly formatted in APA style as outlined by the Ashford Writing Center and an annotation of five to six well-developed sentences in your own words that summarize the source and describe its applicability to your selected topic. Please note that no sections from the abstracts of the articles should be included in your annotation.

In your annotation for each peer-reviewed article, analyze psychology as a science as it is presented in the article and explain how it relates to this particular topic. Assess the professional roles presented in the article and describe how they relate to the roles as presented in the article you have chosen for review. Explain any psychological theoretical perspectives presented in the article and how they either support or refute the information provided in the review article. Evaluate contemporary applications of psychology as they are described in the article and compare these to the descriptions within the article for review.

For more in-depth assistance with your annotated bibliography, please visit the Ashford Writing Center located under the Learning Resources tab in the left-hand navigation panel of your online course.(Annotated Bibliography for the Article Review Final Paper)

The Annotated Bibliography:

  • Must be two to three double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources.
  • Must provide a well-developed summary for each source used.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

 
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Evaluating Interdisciplinary Collaboration Skills

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Evaluating Interdisciplinary Collaboration Skills

(Evaluating Interdisciplinary Collaboration Skills)

The achievements of an organization are the results of the combined effort of each individual.—Vince LombardiCollaboration is a critical component of quality improvement. It is also a central tenet of your endeavors as a scholar-practitioner in this Walden University Master’s program. To succeed in your role as a nurse leader-manager, it is important to engage in ongoing development of collaborative skills and to help foster a culture that values collaboration.In Weeks 1 and 2 of this course, you analyzed your strengths and considered how to leverage these strengths for effective leadership. In a similar vein, this week you evaluate your strengths and areas for growth with regard to interdisciplinary collaboration.

To prepare:Review the competencies described in the Interprofessional Education Collaborative report and in Chapter 9 of the Hickey and Brosnan text.

As you reflect on the competency statements outlined for each domain, think about which ones reflect your strengths. Which competency statements point to areas for growth?Consider the benefit of working with interdisciplinary teams for addressing quality improvement initiatives.Conduct a search of the literature and select at least one article that illustrates the benefits of interprofessional collaboration for nurse leader-managers as it relates to improving quality.(Evaluating Interdisciplinary Collaboration Skills)

Required ReadingsHickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.Chapter 11, “Health Care Teams” (pp. 227-264)This chapter focuses on the function of teams within health care with particular focus on methods of evaluation.Bainbridge, L., Nasmith, L., Orchard, C., & Wood, V. (2010). Competencies for interprofessional collaboration. Journal of Physical Therapy Education, 24(1), 6–11. Retrieved from the Walden Library databases. The authors of this article put forth a competency framework for interprofessional collaboration that can be used by various stakeholders. The framework consists of six competencies and the authors also provide detailed descriptions of the associated skills each competency requires.Braithwaite, J., Westbrook, M., Nugus, P., Greenfield, D., Travaglia, J. Runciman, W. … Westbrook, J. (2012). A four-year, systems-wide intervention promoting interprofessional collaboration. BMC Health Services Research, 12(1), 99–106.Retrieved from the Walden Library databases. This article examines strategies and challenges of working to improve interprofessional collaboration. The benefits of this type of teaming are also discussed.Petri, L. (2010). Concept analysis of interdisciplinary collaboration. Nursing Forum, 45(2), 73–82.Retrieved from the Walden Library databases. This literature review explores the meaning of interdisciplinary collaboration and identifies important antecedents and attributes of the process

 
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Strategic HR Management Unit 3

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Strategic HR Management Unit 3

(Strategic HR Management Unit 3)

Question description

Unit 3 assignment

Read the Discussion Case at the end of Chapter 7 regarding County General Hospital and write a 2-3 page APA style paper addressing the questions found in the Rubric below

One of the most difficult obstacles encountered by the hospital is finding and retaining qualified nurses. The annual turnover rate among nurses is nearly 100 percent. A few of the nurses are long-term employees who are either committed to County General or attached to the community. Employment patterns suggest that many of the nurses who are hired stay for only about six months. In fact, County General often appears to be a quick stop between graduation from college and a better job.

Many who leave acknowledge that they were contacted by another hospital that offered them more money. Exit interviews with nurses who are leaving similarly suggest that low pay is a concern. Another concern is the lack of social atmosphere for young nurses. Nurses just finishing college, who are usually not married, complain that the community does not provide them enough oppor- tunity to meet and socialize with others their age.(Strategic HR Management Unit 3)

Hospital administrators are afraid that paying higher wages will cause finan- cial disaster. Big insurance companies and Medicaid make it difficult for them to increase the amount they charge patients. However, the lack of stability in the nursing staff has caused some noticeable problems. Nurses sometimes appear to be ignorant of important hospital procedures. Doctors also com- plain that they spend a great deal of time training nurses to perform proce- dures, only to see those nurses take their new skills someplace else.

Questions:

1. What is the HR strategy pursued by County General (chose one of the four HR strategies outlined in Chapter 2 of your text)? Differentiation or cost reduction? Internal or external labor orientation? Describe the reasons for your selection.

2. Turnover is high at almost every facility where nurses are employed. What programs do you suggest County General implement to decrease turnover? Suggest at least two programs and be specific.

3. What benefits would the various stakeholders (e.g., customers, employees, management, and the community) gain by reducing turnover?

 
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Week 6 – Final Assignment

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Week 6 – Final Assignment

(Week 6 – Final Assignment)

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.(Week 6 – Final Assignment)

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (student’s choice)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.(Week 6 – Final Assignment)

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets. Be sure to reference the content requirements prior to completing each of the information sheets on the following categories of assessment.(Week 6 – Final Assignment)

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Assessment Guide(Week 6 – Final Assignment)

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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