Leading IHHS: Group Visionary Presentation

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Leading IHHS: Group Visionary Presentation

(Leading IHHS: Group Visionary Presentation)

Question description

A Group Project Due in Module 6

rfer to sylabus for full schedule

Group Project

Ideal Hospital and Health System (IHHS; fictitious name), is hiring a group of administrators to help staff their hospital and is looking to the incumbent group for leadership, strength, and determination. IHHS is a medium-sized hospital and a diversified healthcare organization with revenues last year of $165 million. IHHS is in a small metropolitan area and competes with several other larger hospital and health care organizations.

The search committee is bringing your group back for a second interview and they want your group to make a short PowerPoint presentation to the Board of Trustees. You are to address how this group will lead IHHS into the future. The committee is looking for your group to demonstrate several key qualities of good leaders. Working well in a group atmosphere is among their top priority, as this hospital has often been celebrated for its interdisciplinary approach to patient care. They are looking to your group to continue this trend and help lead the organization into the future.

There are NO individual projects allowed.

Group Project instructions

As a part of your group’s PowerPoint Presentation there should be information on:

  • The theory that most often drives this group (the leadership theory)
  • What values this group view as important in an organization the size of IHHS?
  • How are internal conflicts within the group approached?
  • How your group’s vision of health care influences the leadership abilities of the group? Consider how the vision and values of this group can trickle down to each individual group member as they working with this organization in the future.

Demonstration of these key requirements is sure to win your group the position for the new group administrators! The hospital Board of Trustees have already completed research on your group and have advised you to be truthful in your group representation.

For the purposes of this assignment, you should identify an area of the hospital your group will specialize in, and cater your presentation to this area. For example: emergency medicine, radiology, risk management, infection control, information technology etc. For instance, your group might be geared toward Information Technology; as such your group presentation should address this area.

When choosing a leadership theory that drives your group – remember that Servant Leadership is a “style” not a theory. Please choose a theory from Chapter 2 of your textbook.

You will need to use your textbook as a reference and at least four other resources; make sure to include an APA reference slide (s). Please note that all resources used in the HSA program need to be scholarly – not just something from the Wikipedia website (which is not scholarly and a resource you should never use for research). You will also need a title slide that lists the title of your presentation as well as the names of all group members and group number.

There are NO individual projects allowed.

Your group will create a power point presentation that will be presented to the Board of Trustees of IHHS for further deliberation.

  1. There must be at least three different types of slide layouts (e.g. a title slide, a picture with caption slide, bullet points).
  2. Bullet points must be used rather than long complete sentences.
  3. Use one background or theme for the entire presentation and make sure font size is appropriate for a presentation. Remember, this is your groups professional document -make it look nice!
  4. Use at least 4 relevant images. They can be clip art or photos, they must include a citation on the slide.
  5. Use APA citations to support content slides on the slide.
  6. Must use notes section.
  7. Use a final reference slide in APA format.
  8. Use 13-15 slides total to present your information. (The title slide and one reference slide can be a part of the 13-15 slide count)
  9. Name file: HSA4184_IHHS_PPT_Group_Number (you will be assigned a group number). Only the group captain will need to submit the assignment.Make sure to include all names of the participants in the title slide. The dropbox will be in Module 6.
  10. Be certain to review the rubric carefully. It documents how you will earn your points on this assignment. You do not need to include the rubric with your final submission; the instructor will include a copy of the rubric for you.
  11. This assignment may only be submitted once. Carefully review your assignment before clicking submit!

Your instructor for the course will assign you to groups. These groups need to utilize their Group Discussion Forum when working on the assignment as this iswhere everyone in the group will communicate on the group project. The GROUP discussion forum assigned to your particular group is a requirement for all members of the group and needs to be utilized from day one of the group assignment. Please do NOT use outside sources such as texting, email or chat forums to discuss your group project. If there is a problem in the group later on I will not be able to see what occurred which could affect everyone’s grades. Participating in the group discussion forum is important as this will be a part of peer review form grade.

There are NO individual projects allowed.

Peer Review forms will be filled out at the end of the project by each member of the group (peer review forms can be found in Course Rubrics). I except honest comments and scoring on each group member by the other – note that comments on each member are copied to their peer review form to be shared with them

 

 
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Health System Impact

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Health System Impact: African Economic Perspectives

(Health System Impact)

Introductory Paragraph, Problem Statement and Justifications for the Study

Question description

For this assignment you are expected to submit a file attached to the assignment dropbox reflecting the introduction and statement of problem/research question of your Capstone Project or Thesis (the introduction and statement of problem/research question should be one paragraph of your work). This will be followed by your Justifications for the Study section (the second section of your work that will contain four paragraphs where each reflects a solid argument that explains why your research is important).

I recommend you present the research question or statement of research problem at the end of an informative and well-written discussion that first introduces the topic at a general level and then walks the reader through to the more specific research question or statement of problem that reflects the four elements emphasized in my notes and in our initial discussion regarding your topic (see my pdf under Writing the Research Question or Statement of Problem.pdfPreview the document ).

For the Justifications for the Study section, I expect you to develop no less than four valid arguments for the justifications section that clearly make a case for why your research is important. These four arguments should be supported by the published literature (see my pdf under Writing the Justifications for the Study.pdfPreview the document ).

Cite your sources in-text using the APA style and prepare an APA formatted reference page.

You will also need to create a cover page (see my pdf under Capstone Project Cover Page and Abstract Formatting Guide.pdfPreview the document) and Executive Summary or Abstract. The Executive Summary or Abstract should be no more than 150 words.

This is the topic of this assignment. The health system how to affect the personal economy in Africa

First of all, the topic of paper is health system how to affect the economy in Africa. In the paper, I will divide the article into seven parts. The capstone project will conclude with series of recommendations and strategies of how a health system affect the people economy in Africa. How can be better run and what kind of plans, strategies will help them develop.

We all know is that population is the most important factor in the development of the country. The development of country requires the existence of human beings as a precondition. The better health system is the foundation of a country’s development. We all know that the situation of economy in Africa is not good. The developing of the society is not fast as other countries, The health system has not been developed. People’s medical conditions is not good too.

The capstone of this project will focus on the current economic situation in Africa, the existing medical system in Africa. I am trying to find the relationship between the health system and the economy. I will select some special countries as examples, carefully analyze the status and shortcomings of the country, and use those examples to find out the rules. There is no doubt that a person’s economy is matter for country, the medical system is the most basic guarantee for everyone. I will mainly analyze the relationship between the individual economy and the medical system from the paper and analyze how they promote each other. And from several aspects to analyze the important role of medical systems in the development of the personal economy, and how an imperfect medical system consumes personal wealth and damages the development of the individual economy.

 
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Basic Cardiac Life Support

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Basic Cardiac Life Support

(Basic Cardiac Life Support)

Question description

Assignment 2: Part 2 – Case Study: Basic Cardiac Life Support

As a nurse educator, you are responsible for preparing a clinically-proficient and culturally-competent nursing workforce through nursing education. In addition, you are expected to promote excellence in patient care and safe patient outcomes through patient education.

Motivating learners is the key to achieving learning outcomes. The motivational strategies that you use will help determine the successes or failures of the learning experience. Both intrinsic and extrinsic motivation can foster active learning and develop professional expertise in your learners. However, it is important to strike a balance between both approaches.

In the scenario below, you will use emerging technologies to keep learners engaged and interested. Using technology in classrooms, clinics, or community education centers can be an efficient and effective alternative to conventional learning.

You will create an 8-page paper (excluding title page, references, and Appendices) addressing the following items looking through the lens of the Staff Development Educator, the Community Health-Based Educator, or the Academic Nurse Educator (choose only one educator perspective through which to view the scenario).

Scenario: Basic Cardiac Life Support

You are working for a facility that has just purchased a $60,000 simulation mannequin. As you read the instructions, you find out that the modules you need to teach basic cardiac life support (BCLS) were not included in the simulator purchase. You find that the simulator cannot be used to its fullest potential because the interactive EKG and AED modules have not been purchased. You learn from the director of nursing education that there was not enough money in the budget to purchase the entire package. You are told that you must “make do” with what has been purchased to teach a class of 30 leaners of varying ages and diverse backgrounds.

  1. Explain how will you deal with motivational issues in this diverse learning group.
  2. How will you discover intrinsic motivating factors to help the various members of your audience learn the material that you plan to present?
  3. Determine what possible issues related to resistant learners may you encounter.
  4. Assess how will you manage the resistant learner.
  5. What are the possible programs on BCLS support that you can design using this simulation mannequin, despite the limitations imposed on you?
  6. Outline the advantages of using this simulation package to teach BCLS.
  7. Determine the limitations of using a simulation mannequin, which does not have an interactive EKG and AED modules, to teach BCLS.
  8. Plan how can you overcome these limitations.
  9. Construct a method to evaluate your learners with a percentage to pass.

Submit this assignment to the W2: Assignment 2 Dropbox by Saturday, October 22, 2016.

Assignment 2 Grading Criteria Maximum Points
Identified strategies to manage motivational issues specific to the target audience. 25
Described methods to assess intrinsic motivational factors of the target audience. 20
Identified potential challenges related to the resistant learner. 25
Described ways to manage the resistant learner. 25
Identified and discussed various ways that the BCLS program can be taught within the limited technology of the simulation mannequin. 25
Identified methods that can handle the limitations of the simulation mannequin and provided ways it can enhance the learning experience. 25
Identified strategies to manage further unforeseen technology failures in the learning environment. 20
Successfully evaluated the learners at the end of the class using the designed method and percentage to pass. 25
Followed APA guidelines for writing style, spelling and grammar, and citation of sources. 10
Total: 200

APA Format

Scholarly references

 
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Practicum Professional Experience Plan

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Nurs 6600 Assignment 1: Practicum Professional Experience Plan (PPEP)

(Practicum Professional Experience Plan )

Section 2: Practicum Professional Development Objectives

Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course.

Objective 1: Analyze three common barriers to effective communication, then compare and contrast two effective resolution strategies as defined in evidence-based literature.

Objective 2: Contrast units that have success with retention and recruitment of novice nursing staff and those who have high turnover; identifying factors of influence and comparing to peer reviewed literature.

Assignment 1:
Practicum Professional Experience Plan (PPEP)Success comes from knowing that you did your best to become the best that you are capable of becoming.
— John Wooden, My Personal Best: Life Lessons from an All-American JourneyAs you considered in this week’s Discussion, your experiences in the practicum can provide a vital avenue for professional development.For this Assignment, you develop a Practicum Professional Experience Plan (PPEP) to outline how your involvement in the practicum will contribute to your growth as a professional and allow you to hone your specialization knowledge and skills. The PPEP consists of two or three objectives related to professional development that you will address during your Practicum Experience.Note: In the practicum manual these are referred to as your individualized learning objectives.To prepare:As necessary, review the information related to developing objectives provided in this week’s Learning Resources.Revisit the objective(s) you crafted for this week’s Discussion, and reflect on the ideas exchanged in this forum. Refine the objective(s) as needed, making sure they reflect the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above). Note: You will be developing two to three professional development objectives for this assignment.Think more deeply about areas for which you would like to gain application-level experience and/or continued professional growth. How can your experiences in the practicum help you achieve these aims?Discuss your professional aims and your proposed practicum professional development objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.Download and save the Practicum Professional Experience Plan Form provided in this week’s Learning Resources.

To complete your Practicum Professional Experience Plan:Record the required information in each area of the Professional Practicum Experience Plan, including two or three objectives you will use to facilitate your professional development during the practicum.

Objective 3: Develop and prioritize a one-month productivity expense report that will be used to budget upcoming expenditures and incorporate a balanced unit financial statement in accordance with previous budgets and evidence based literature.

Resources

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases. “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases. This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases. The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases. “Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

 
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Ethical Perspectives on End-of-Life Decisions

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Ethical Perspectives on End-of-Life Decisions

(Ethical Perspectives on End-of-Life Decisions)

Ethical perspectives on end-of-life decisions vary widely, reflecting diverse cultural, religious, and philosophical beliefs. Some view euthanasia or assisted suicide as compassionate choices, allowing individuals to avoid unnecessary suffering. From a utilitarian standpoint, these actions may be justified if they minimize overall harm and promote the greatest happiness for the greatest number. However, others argue that such decisions violate the sanctity of life and undermine the physician’s role as a healer. Religious perspectives often emphasize the importance of preserving life and leaving matters of death to a higher power. Ethical frameworks like deontology prioritize adherence to moral principles, such as respect for autonomy and beneficence, but may lead to conflicting conclusions in end-of-life scenarios. Ultimately, navigating these complexities requires careful consideration of individual autonomy, societal values, and the ethical obligations of healthcare professionals.

HPRS-1303 (End Of Life Issues)–Discussion Post And Journal Entry #3 Assignments

Hello this is a discussion post, so please read the instructions and no plagiarism. The instructions are below and the two videos please watch to the  discussion post and the journal entry. (Please list the references to the discussion post also). This is due February 25, 2018 before 11:59 pm , central time please. Please upload each assignment answers separate document, it makes it easier for me

End of Life Legal Issue

What  did you learn from these videos?  What are your thoughts?  Support your  answers through the use of peer reviewed scholarly sources from  MedLine, Ebsco, Proquest, and/or Google Scholar.  You must provide at  least three additional sources in addition to the videos.

Please write a 300 to 500 word essay adhering to APA 6th Edition formatting guidelines

1. https://www.youtube.com/watch?v=XlxQLYoH8j4

2.  https://www.youtube.com/watch?v=r9qR4ZiGX2Y

Journal Entries (Assignments)Journal Entry assignment

One requirement for HPRS 1303:  End of Life Issues class is  that students keep a reflective journal summarizing what they have  learned from each assignment and subsequent discussion.   The Journal Entries provide a way for students to make personal  connections to the material and to apply the concepts they have learned.   Journal entries should be written in a well-developed paragraph rather  than just a phrase.  (please list the references even if it is the videos links)

 

This is the rubric that I will be using to grade all journal entries (assignments) throughout the semester:

APA Journal Entries (Assignments) Rubric

Score _____/50

____ (5) In-text citations include necessary info in parentheses after borrowed material

____ (5) References per APA

____ (5) Grammar and spelling

____ (35) Application of three or more concepts from the learned material

 
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Social Language Dynamics

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Social Language Dynamics: Bridging Theory and Practice

(Social Language Dynamics)

Language And Individual Differences Resources Language And Individual Differences Scoring Guide. Capella Graduate Online Writing Center – APA Style And Formatting. Competencies Addressed In This Assignment Competency 1: Apply Research Findings To Topics I

Language and Individual Differences

Competencies Addressed in This Assignment

  • Competency 1: Apply research findings to topics in human learning and cognition.
  • Competency 2: Apply psychology theories and concepts to human learning and cognition.
  • Competency 3: Describe the research methods used in the study of human learning and cognition.
  • Competency 4: Analyze theory and research to solve problems and inform professional behavior in human learning and cognition.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.

We study language in the context of how we think, read, and comprehend and derive meaning from words. But what about language from our social environment? A recent area of linguistic research is the study of language in a social context. From this perspective, language is examined in terms of how people communicate whether in person or on the Internet. People change their pronunciations, grammar, vocabulary, and styles of language for many different purposes. Given that, sociolinguists are curious about how a language is acquired and learned in the context of one’s gender, community and society. Some of these differences are related to biology. Others are related to the social environment and some differences are related to both, for example, do men and women speak different languages in our culture? Can misspelled words on a person’s Facebook wall hurt their employability?

For this assignment, research either the language differences between men and women from a social context, or between one culture and another. Are there differences in their conversational, nonverbal, and cross-cultural styles of communicating? Analyze how knowledge gained from research about language differences can be used to solve problems in social and work settings.

For this assignment, think about situations where you had to adjust your use of language to suit a particular context. How did you change the language? What did you say or do? Feel free to use an example from one of the activities in the course.

In your written assignment:

  1. Describe examples of events or situations where you changed your language in response to a situation or people with whom you were speaking. Since these are personal examples, you may write in first person for this part. Use third person throughout the remainder of the work.
  2. Find at least three peer-reviewed research articles that help you understand language in a social context.
  3. Describe the theoretical foundation for each study, including the psychological concepts that the researchers are using.
  4. Summarize the research articles, including the research questions being asked in each study, the methods and measures, and the conclusions reached in each article.
  5. Address how the research findings on language apply in solving communication problems.
  6. Use the implications of the research to explain how people use language and how the knowledge can apply to personal and professional life. (Think about how this information can guide communication in social contexts).
  7. Describe one or more specific ways that the information can be applied in the workplace to guide and improve communications.

To meet the criteria for the assignment, your paper should comprise 6–8 pages of content plus title and references pages. You should include a minimum of three scholarly sources. Strive to be as concise as possible and support your statements and analyses with references and citations from the three academic resources as well as any necessary scholarly resources.

Be sure to review the Language and Research Scoring Guide to review the criteria upon which your assignment will be graded.

original work and 7 to 8 full pages please. front times roman 12 double space APA style

 
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Evaluating Evidence in Medicine

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Evaluating Evidence in Medicine

(Evaluating Evidence in Medicine)

Comment1.

In medicine, Levels of evidence (LoE) are arranged in a ranking system used in evidence based practices to describe the strength of the results measured in a clinical trial or research study (Wikipedia, 2018). A method utilized in evidenced based medicine to determine the clinical value of a study (Moore, n.d.). In grading scheme, scientific evidence can range from level 1 that is the most scientifically valid; to level 5 that is the weakest form of evidence (Sharma, n.d)

Different levels of evidence is categorized as follows:

Level 1: Randomized controlled trial (RCT) is a study in which the patients are randomly assigned to the treatment or controlled group and are followed prospectively. It can also be in a form of Meta-analysis of randomized trials with homogenous results (Moore, n.d). Sharma (n.d) states that optic neuritis treatment trial study is a perfect example of this level of evidence.

Level 2: Lesser quality RCT is a prospective comparative study. It is a study in which patient groups are separated non-randomly by exposure or treatment, with exposure occurring after the initiation of the study (Moore, n.d). Example of this study according to Sharma (n.d) is a scatter laser photocoagulation for occult choroid neovascularization.

Level 3: Retrospective cohort study pertains to the study in which groups are separated by the current presence or absence of disease and examined for the prior exposure of interest. A perfect example of this level is thrombolytic therapy for acute retinal arterial occlusion (Sharma, n.d).

Level 4: Moore (n.d) states that a level 4 is a Case Series, which means a report of multiple patients with the same treatment, but no control groups or comparison group. Example is macular translocation surgery for the treatment of Chroidal neovascular membrane (CNVM) and Age-related Macular Degeneration (AMD) (Sharma, n.d).

Level 5: Is a case report, or expert opinion, a mere personal observation. An interventional case reports can be classified as level 5 evidence, example is a removal of choroid neovascular membrane (Sharma, n.d).

Comment2

Meta-analyses –This is a high level of evidence due to the ability of meta-analyses being able to establish statistical significance across studies that may have had contradictory results.  By evaluating multiple studies at one time this increases the statistical significance than with just one study alone. Practice changes in psychology can occur as a result of meta-analyses.  The researcher looks over published studies, and then studies the results for trends.

Experimental studies and Quasi-experimental studies-These types of studies help to determine how effective certain nursing interventions are for patient outcomes.  As a result this could lead to many practice changes in nursing.

Nonexperimental studies-Descriptive and correlational studies are sometimes referred to as nonexperimental and the reason being is that evaluating the study variables is observed naturally and not under any type of control set by the researcher.

Program Evaluations, RU studies, quality improvement projects, case report.  In our textbook there is an example of a descriptive study design where women were studied with postpartum depression after having pregnancy complications.  The purpose was to describe barriers to treatment, use on internet resources for assistance for postpartum and their inclination for Internet treatment for postpartum depression.

 
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 Teacher vs Educator

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 Teacher vs Educator

( Teacher vs Educator)

Week 1 – Discussion 2

10      10 unread replies.    10      10 replies.

Your  initial discussion thread is due on Day 3 (Thursday) and you have until  Day 7 (Monday) to respond to your classmates. Your grade will reflect  both the quality of your initial post and the depth of your responses.  Refer to the Discussion Forum Grading Rubric under the Settings icon  above for guidance on how your discussion will be evaluated.

 Teacher vs. Educator

Read the “Teacher vs. Educator (Links to an external site.)Links to an external site.”  article and reflect on a school leader who has been influential in your  life.  Based on the example given in the article, explain why you would  categorize that influential school leader as either a teacher or an  educator.

Guided Response: Consider and respond to the ideas  shared in at least two of your classmates’ posts. Provide your reaction  to how they categorized that influential educator. In addition to your  two classmate responses, be sure to In addition to your two classmate  responses, be sure to respond to any questions or comments posted by  your instructor.

You can use the Writing a Good Discussion Board Post (Links to an external site.)Links to an external site. document to help create your responses.

Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher
http://blogs.edweek.org/teachers/work_in_progress/2016/05/teachers_vs_educators_which_ar.html?cmp=eml-eb-popweek+05132016[6/30/2016 12:25:02 PM]
Teacher Blogs > Work in Progress
See more Opinion
Starr
Sackstein
Starr Sackstein teaches writing and
journalism in New York City. She is a
National Board-certified teacher and
the New York director for the
Journalism Education Association.
Sackstein is also the author of the
book
Teaching Mythology
.
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How Being a Mom Changed My
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Teachers vs Educators: Which Are You?
By
Starr Sackstein
on May 5, 2016 5:00 AM
How often do we meet
people who leave a
lasting impression?
How many of those
people were
educators who spent
time helping to sculpt
us into the people we
are today?
This past weekend I
had the experience of
a lifetime when I
presented my first
TedxTalk at a
TedxYouth
event at Burlinton High School in Massachusetts.
All of the speakers were very inspiring, but I’d say that the student speakers stole the show.
Timmy Sullivan, a senior at Burlington High School, closed the event with a compelling talk
about the difference between teachers and educators, which got me thinking (and I’m sure
I’m not the only person who was wondering which
he’d classify me
as).
First he sought to define what a teacher is using the dictionary. Courtesy of Webster:
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Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher

http://blogs.edweek.org/teachers/work_in_progress/2016/05/teachers_vs_educators_which_ar.html?cmp=eml-eb-popweek+05132016[6/30/2016 12:25:02 PM]

A teacher is “one that

teaches

;

especially( Teacher vs. Educator)

:  one whose occupation is to instruct” versus an

educator, who is “one skilled in teaching

:

teacher

.” I agree with Timmy that these two

definitions don’t really distinguish between the two well enough.

For me, like Timmy, a teacher is someone who shows up for a teaching job every day. He or

she knows the content and likely teaching like a job. Whereas an educator is one of those

people who goes farther than what is expected. It’s the teacher who makes relationships with

students more important than the content, but because of those relationships, the content

comes alive.

Teaching isn’t just a job to an educator,

it’s a calling

. It’s passion and commitment and a

desire to amplify the voices and dreams of the many children whose lives touch them as

much as the educator touches theirs.

Timmy spent time going through his schooling career and came up with a short list and tried

to figure out what they had in common. Being much farther away from my formative

education, the fact that some educators still remain inside my consciousness to this day as I

continue to grow in this profession as I try to emulate the impact they made on me supports

their classification as such.

So for this

Teacher Appreciation Week

, I’d like to give a little shout out to a few educators

who have helped shape me as the person, writer, and educator I hope to become.

Margery Kashman

– MK taught 12th grade honors English. She read my personal

writing and encouraged me to keep at it, as a matter fact, she still does now. Being

in her class made me love reading and we shared many probing conversations at

lunch about

Grendel.( Teacher vs. Educator)

When it came time for me to do my observations as I was

becoming a teacher, MK was the teacher I wanted to observe most. She invited

me back with open arms.

Mr. Johannan-

Calculus teacher who made math an experience. His classes were

fun, challenging and engaging. I enjoyed math that year.

Mr. Williams

– High School music teacher. He knew I was shy and lacked

confidence as a singer, but always offered me opportunities to try. Performing in

his groups taught me discipline and made me feel a part of something that really

mattered. The music bled from him and his excitement for the subject filled the

hallways with song.

Ted Chereskin

– an art teacher who let me follow my whims, no matter how crazy

they were. He allowed me to test my curiosity, even if it meant me casting my

entire body in plaster or using pencil shavings as filler in a collage. No suggestion I

made was out of bounds. I took risks in his class and he supported everyone.

Mr. Scheiner

– my 4th grade teacher who I accidentally called “daddy” once. He

didn’t shame me, he was flattered. It was in his class that I learned to love reading

not fear it. His presence was a commanding one and despite the way he looked,

his demeanor was so gentle and warm. I was going through a hard time in my life

at that time and school became a place I wanted to come to hide away.

Dr. Maxwell

– 11th grade honors English. She challenged us all to consider

literature in a way that made me think. We put novels on trial. Ours was

Deliverance

. I’ll never forget the experience of arguing against censorship despite

the content of a novel.

Dr. Berman –

9th grade honors English. English came alive as we passed the

conch shell around the room in our discussion of

Lord of the Flies

or we talked

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about phonies in

Catcher in the Rye.

Each of these educators had a profound impact on my life both at the time and now as I look

back and consider the legacy I want to leave in this profession. After 14 years of teaching, I

can only hope that I touch the lives of my students in the same way that each of these adults

did mine. Their compassion and excitement for learning permeated what they did and that

mattered.

So thank you to the special educators in my life, past and present.

Who are the educators in your life that made a difference and why? Please share

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School/Life Balance

What if

authentic learning

student empowerment

11 comments

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Oldest to Newest

Score: 2

William Soderholm

7:02 AM on May 5, 2016

This is very interesting.

The problem is we keep getting things added to our

list that interefere with all of these positives.

The bigger problem is

education is promoting these things at an exponential rate all the while

providing lip service along the lines of this article.

1 reply

Report Abuse( Teacher vs. Educator)

Score: 2

John Bennett

9:06 AM on May 5, 2016

Though many true educators still refer to themselves as teachers, in my

mind, the difference is fairly straightforward: Educators facilitate learning,

occasionally teaching when needed; Teachers deliver information following

lesson plans, occasionally educating some students.

Back when dirt was clear (you know – so long ago, it wasn’t even dirty yet…)

when I was in school, most were teachers with a few like Ted Strein who

were educators. Today, more and more are educators but the change can

never be fast enough!!!

3 replies

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Score: 5

DCGMentor

11:22 AM on May 5, 2016

Teachers had this calling long before the term educator was in vogue. Non

of the students I have had a lasting impact on since 1970 have ever called

me their educator.

Report Abuse

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1 reply

Score: 4( Teacher vs. Educator)

bradley3

11:50 AM on May 5, 2016

As a teacher, I personally dislike the term “educator” and never refer to

myself as such. However, I do full believe that teaching is my calling, not just

a job. My dislike for “educator” stems from the fact that it is used to

describe everyone involved in education, superintendents, curriculum

managers, and the like. Many “educators” do not teach. That is not to say

that people in those positions are not necessary to the work that teachers

do, but they do not fit the author’s or Timmy’s definition of “educator”.

1 reply

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Score: 4

leibniz

3:36 PM on May 5, 2016

This “line in the sand” description is ridiculous.

My next door neighbor insists

that she be addressed as an “educator” and will correct any other title.

To

imply that some are “educators” and others merely “teachers” would be like

distinguishing between “preachers” and “ministers” because you like the

style that one of them employs and denigrate the other.

Additionally, any

teacher also knows that the students perception of the class (and teacher)

relies not just on the teacher (educator, instructor, professor, whatever you

insist on being called) but also on the content of the class or perhaps more

so on the other students in the class.

While we’re at it, let’s decide what

other monikers we need to distinguish between.

Which is better, doctor or

physician? Preacher or minister? Manager or supervisor?

Cooperating

teacher or instructional coach?

Let’s not get too full of ourselves here.

At

the end of the day, do I love my job?

Sure.

But I also hope that everyone has

the feeling that they make a difference in their job, regardless of the

profession.

To think otherwise could only imply that I’m unappreciative of

their service.

Report Abuse

Score: 4( Teacher vs. Educator)

Nancy Flanagan

6:24 PM on May 5, 2016

I once gave a keynote address on the joys of teaching. Immediately

following, a woman in a business suit and heels approached me and said

“Don’t ever call ME a teacher! I’m an…educator.” I was taken aback–but it

was an opportunity to give the terms some thought.

I think “teacher” is a perfect word–a noun made from an equally perfect

although simple verb: teach.

Parents teach their children. Children teach

each other.

The opposite of teach is lean, a seesaw of meaning. The

opposite of education is…well maybe what Donald Trump meant when he

referred to the “poorly educated.”

When people believe they’re not teachers any more—they’re educators–

my “rhetorical excess” radar goes on. I will always be a teacher.

Report Abuse

Score: 4

Yukio

1:07 PM on May 7, 2016

Teacher or educator?

Who gives a rip?

If respect is missing from the

equation it doesn’t matter what they call us.

How about “Administrator or

Classroom Failure?”

Now that would be a topic for discussion.

1 reply

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Score: 4

AEPriester

3:02 PM on May 8, 2016

I can see the distinction you are trying to make, but I have always held the

title “teacher” as sacred.

Even as a college professor, I thought of myself

first as a “teacher,” and I prefer the old-fashioned Anglo-Saxon word to

“educator” any day. Being a teacher is my calling, and I do more than show

up everyday for a job.

Society at large may belittle the job and title of

teacher, but that doesn’t mean we have to accept their assessment of

teachers and give ourselves a new name.

Report Abuse

Score: 3

bloolight

11:10 AM on May 9, 2016

So I suppose a good teacher is a teacher but a great teacher is an educator?

Or is a mediocre educator a teacher? If I teach students I’m a teacher, but if

I get students to teach themselves I’m an educator?

What if I try to get

students to educate themselves and they fail to do so?

Am I still an

educator, or am I a teacher?

I get that you are trying to say something profound here, but I think that

you are missing the point.

The general public already believes that teaching

is a calling rather than a job, which is why they find it so hard to accept that

we deserve salaries and benefits.

Missionaries don’t complain about their

lack of good dental coverage, do they?

I see myself as a cognition-expert, standing at the boundary between

working memory and long-term memory to facilitate the transfer of

information.

In other words, I’m a teacher.

Report Abuse

Score: 2

aradeba1

12:28 PM on May 12, 2016

On behalf of the teachers you’ve honored in this blog, “Thank you, my dear!”

What a lovely thing to do for those who made such a difference in your life.

As for teacher vs educator, I don’t care what the official term is as long as

I’m working with my wonderful 10th grade English students and we’re all

learning together.

Bravo!

1 reply

Report Abuse

Score: 0

dflier

9:16 AM on May 13, 2016

I have a problem with referring to teaching as a calling.

Being a teacher is

not the same as being a priest or a nun.

Claiming that teaching is a calling has too often been used as an excuse to pay teachers next to nothing.

I love

my job, but I won’t do it for free.

Calling?

No. Profession? I’d like to think so.

1 reply

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Ethical Case Studies

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Ethical Case Studies

(Ethical Case Studies)

Consider the ethical dilemma the health care professional faces in the selected case study. Pay particular attention to details that will help you analyze the situation using the three components of the Ethical Decision Making Model (moral awareness, moral judgment, and ethical behavior).

Note: The case study may not supply all of the information you may need for the assignment. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any speculations that you make.

Open Icon View All

Open and Close Icon Reducing Hospital Readmissions

Caleb Powell was preparing the agenda for the upcoming executive leadership meeting and he shook his head ruefully. As chief executive officer for Virginia County Regional Hospital (VCRH), Caleb believes that a key piece of VCRH’s future success lies in reducing readmission rates, not only in the areas identified by federal guidelines, but across the board. A few weeks ago, he read a piece from the National Institutes of Health discussing strategies associated with reduction in readmission rates. He decided that he wanted to discuss the issue in detail with his leadership team.

Caleb’s goal is to align the hospital’s strategic planning with the goal of reducing readmissions. The stakes are high; under provisions of the Affordable Care Act, hospitals with higher than expected 30 day readmission rates for heart failure, heart attack and pneumonia are penalized with reduced payments. Historically, hospitals (including VCRH) have struggled to avoid the penalties, but Caleb believes that believes that a focused approach will allow them to be successful. He also believes that reducing readmission rates will improve patient satisfaction, which has become a key metric in measuring hospital quality.

Caleb’s initial research into this issue revealed that while many facilities were incurring the Centers for Medicare and Medicaid Services (CMS) penalties, there was still significant variability in terms of hospitals implementing successful strategies for reducing their readmission rates. However, several themes have emerged. Hospitals that established partnerships with physicians, physician groups and other local hospitals have had greater success. In addition, a clear discharge planning process and nurse driven medication reconciliation have also been associated with reducing the risk of readmissions.

At the same time, Caleb is concerned that an aggressive policy to avoid readmissions could be construed as too focused on the hospital’s bottom line and indifferent to patient needs. The last thing he wants is to create a policy that prevents patients from seeking or receiving care. Caleb hopes that this meeting will begin a productive discussion around developing strategies to improve VCRH’s performance in this area.

Caleb’s email to the executive leadership team with the agenda for the meeting included the following note:

“As we research the readmission rate issue for improvement, we need to be aware that we cannot add additional days to the patient’s initial stay. It’s a balancing act. We also cannot hinder a patient from coming back into the hospital for a readmission. I’ll be asking for your input about whether we should create a system to profile health care providers whose patients have high readmission rates.”

(Ethical Case Studies)

Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solution in a 3-5 page paper.

For this assessment, you will develop a solution to a specific ethical dilemma faced by a health care professional. Read each portion of the assessment carefully and use the suggested resources to help you complete the assessment. This assessment provides an opportunity to consider ethical principles and how they can be applied in health care situations.

(Ethical Case Studies)

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance level descriptions for each criterion to see how your work will be assessed.

For this assessment, you will develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:

  1. Access the Ethical Case Studies media piece linked in the Resources to review the case studies you may use for this assessment and select the case most closely related to your area of interest and use that case study to complete the assessment.
    • Note: The case study may not supply all of the information you may need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.
  2. Identify which case study you selected, briefly summarize the facts surrounding the case study, and identify the problem or issue in the case study that presents an ethical dilemma or challenge and describe that dilemma or challenge.
    • Use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) found in the Ethical Decision-Making Model media piece in the Resources to analyze the ethical issues.
  3. Analyze the factors that contributed to the problem or issue.
    • Identify who is involved or affected by the problem or issue.
    • Describe the factors that contributed to the problem or issue and explain how they contributed.
    • In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation.
      • Cite and apply the journal article as evidence to support your critical thinking and analysis of the case.
      • Assess the credibility of the information source.
      • Assess the relevance of the information source.
  4. Discuss the effectiveness of the communication approaches present in the case study.
    • Describe how the health care professional communicated with others.
    • Describe the communication and communication strategies that were applied, both in creating and in resolving the problems or issues presented.
    • Assess instances where the professional communicated effectively or ineffectively.
  5. Discuss the effectiveness of the approach used by the professional related to any problems or issues involving ethical practice in the case.
    • Describe the actions taken in response to the ethical dilemma or challenge presented in the case study.
    • Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.
    • Discuss the key lessons this case provides for health care professionals.
  6. Apply ethical principles to a possible solution to the proposed problem or issue from the case study.
    • Describe the proposed solution.
    • Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.
    • Discuss how likely it is the proposed solution will foster professional collaboration.
  7. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
    • Determine the proper application of the rules of grammar and mechanics.
  8. Write using APA style for in-text citations, quotes, and references.
    • Determine the proper application of APA formatting requirements and scholarly writing standards.
    • Apply the principles of effective composition.
    • Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Additional Requirements(Ethical Case Studies)
  1. Length: At least 3–5 typed, double-spaced pages, not including the title page and reference page.
  2. Font and font size: Times New Roman, 12 point.
  3. APA Template: Use the APA Style Paper Template as the paper format and the APA Style Paper Tutorial for guidance. See the Resources for these documents.
  4. Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
  5. References: Integrate information from outside sources to include at least two references (the case study and an academic peer-reviewed journal article) and three in-text citations within the paper.
  6. APA format: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.
  7. Turnitin: Submit your assessment to Turnitin prior to grading. Then, only submit your final assessment to faculty for grading.

Note: Read the Applying Ethical Principles Scoring Guide to fully understand how your paper will be graded.

Submit your paper for evaluation by clicking on the assessment title and uploading the paper as a Word document.

If you would like assistance in organizing your assessment, or if you simply have a question about your assessment, please do not hesitate to ask your courseroom instructor or the teaching assistants in the NHS Learner Success Lab for guidance and suggestions.

 

Ethics for Health Care
 
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Inclusion Vs Segregation

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Inclusion Vs Segregation

(Inclusion Vs Segregation)

BE SURE TO COVER ALL THE GRADING CRITERIA RUBRIC

One of the top issues in special education is the ongoing debate of “inclusion versus segregation.” The idea of inclusion in education is that all students, no matter what disability they may have, should learn together in the same environment. Fully inclusive schools do not differentiate between special education courses and general education courses, but rather include students with learning, emotional, behavioral, or physical disabilities in classes with all of the other students.

The idea of segregation in education suggests that there are benefits to providing classes separate from general education classes that meet the needs of students with special needs. For some students, this may be for just one or two subjects, while for other students, this encompasses all of their courses.

In this assignment, you will consider those students who suffer from behavioral disorders or social skill deficits.

Using the module readings, the Argosy University online library resources, and the Internet, research observational learning. Then, address the following:

  • Based on your learning about observational learning in this module, what are the benefits that these students could gain through their inclusion into a regular classroom?
  • How could the principles of observational learning help to improve the classroom behavior of students with behavioral disorders or social skill deficits?
  • What are some of the classroom disadvantages for employing inclusion for other typically developing students?
  • Do you support the move toward inclusion? Why or why not?

Write a 4–5-page paper in Word format. Apply APA standards to citation of sources. Be sure to include a reference page.

Assignment 2 Grading CriteriaMaximum PointsIdentified benefits to be gained from inclusion of students with behavioral disorders and described ways in which principles of observational learning could improve classroom behavior of such students.32Identified classroom disadvantages for employing inclusion for other typically developing students.24Provided reasons for or against the move towards inclusion.24Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.20Total:100

Rubric Name: PSY383_M4A2_Grading Rubric

CriteriaMaximum PointsGR1 Identified benefits to be gained from inclusion of students with behavioral disorders and described ways in which principles of observational learning could improve classroom behavior of such students.32 points
GR2 Identified classroom disadvantages for employing inclusion for other typically developing students.24 points
GR3 Provided reasons for or against the move towards inclusion.24 points
GR4 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.20 points
Overall ScoreTotal Score
0 or more

 
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