Posts in category: Nursing Papers

Mental Health Disorder in Nursing

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Mental Health Disorder in Nursing

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

• Guarantee
  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

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Assessment1: Matrix of Ethical Theories

Assessment1: Matrix of Ethical Theories

Instructions

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Identify the professional code of ethics for your professional specialty or a specialty that you are interested in, describe the decision criteria, and analyze each theory using examples and the Ethical Theory Matrix Template. Moral Theories, Principles of Health Care Ethics, and Professional Ethics Codes Ethics is a branch of philosophy devoted to the study of morality. Ethics has a long history of theories about determining right from wrong and identifying the principles of living a good life. For this assessment, you will be asked to apply foundational principles in ethics, such as autonomy and justice, in a relevant health care setting. Each profession within health care has its own code of ethical behavior designed to help individuals within that profession to make sound ethical choices in carrying out the tasks and practices particular to their professional role. It may be useful to locate one or more relevant codes of ethics for your current or desired career path. This research will be beneficial to your professional development, and you will have a chance to apply it to the Tonya’s Case: Ethics and Professional Codes assessment in this course. Autonomy, Truth-Telling, and Confidentiality These are broad-ranging topics, which, if taken alone, seem almost comically simple. Of course, rational people of legal age should be able to make decisions concerning themselves and their minor children. Of course, medical professionals should be honest with patients, and, of course, patients should be honest with members of their health care teams. Of course, one’s medical issues should be kept private.

But rarely are things as simple as they seem. Take some time to scratch beneath the surface, and we encounter myriad ethical dilemmas. Honesty tends to be a revered trait in many cultures. However, many people admit to lying occasionally, especially if the intent is to spare someone pain, embarrassment, or anguish. Is lying to someone because of love, concern, or reputation ever ethical? Privacy and confidentiality are also important concepts. But are there limits? Can the greater good ever outweigh the rights of individuals? And at what point can others, whether an individual or an entity such as a government body, ethically determine someone’s actions, fate, or choices? Fluoridated water, smoking regulations, compulsory K–12 education, and speed limits are only a few examples of how we, as a society, agree to limited personal freedoms because these things are good for us. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 1: Articulate ethical issues in health care.
    • Articulate the time-tested theories of ethics.
    • Describe the strengths and weaknesses of the time-tested theories of ethics.
  • Competency 4: Explain the conceptual framework that health care leaders use to make ethical decisions.
    • Identify the decision criteria of the time-tested theories of ethics.
  • Preparation As you begin work on your Ethical Theories Matrix assessment, it may be helpful to review the suggested resources focused on moral and ethical considerations. For your own reference, you may want to briefly jot down your thoughts related to:
  • An inventory of the basic principles of health care ethics. These principles are nonmaleficence, beneficence, utility, distributive justice, and autonomy.
    • An explanation of each principle as well as your own example to illustrate the application of each.
  • Instructions Drawing from the material covered in the resources as well as your own research, complete this assessment using the Ethical Theory Matrix Template [DOC].
  • For each theory, first describe the decision criteria. The decision criteria are the instructions the theory gives for how to reach the morally correct choice in a situation that requires action.
  • Then, provide your own example of how someone might act using the decision criteria of the theory.
  • Finally, briefly describe the strengths and weaknesses of each theory using the last two columns of the Ethical Theory Matrix Template.
  • The suggested resources for this assessment could help you get a start on completing the matrix, but do not hesitate to use any outside resources that you can find online, the Capella library, or elsewhere. This matrix is a tool you will use throughout the rest of the course. Submit your completed matrix as an attachment to this assessment. Refer to the Matrix of Ethical Theories Scoring Guide for more information on how this assessment will be graded.
• SCORING GUIDE Use the scoring guide to understand how your assessment will be evaluated. VIEW SCORING GUIDE

Adverse Event and Near-Miss Analysis

Adverse Event and Near-Miss Analysis

Write a comprehensive analysis (5-7 pages) of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.
Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.

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This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
  • Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
  • Analyze the missed steps or protocol deviations related to an adverse event or near miss.
  • Analyze the implications of the adverse event or near miss for all stakeholders.
  • Outline a quality improvement initiative to prevent a similar adverse event or near miss.
• Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
  • Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
• Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
  • Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.
• Instructions
  For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization.
  The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels relating to each grading criterion.

1. Analyze the missed steps or protocol deviations related to an adverse event or near miss.
   • Describe how the event resulted from a patient’s medical management rather than from the underlying condition.
   • Identify and evaluate the missed steps or protocol deviations leading to the event.
   • Explain the extent to which the incident was preventable.
   • Research the impact of the same type of adverse event or near miss in other facilities.
2. Analyze the implications of the adverse event or near miss for all stakeholders.
   • Evaluate the short- and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community). Analyze each stakeholder’s contribution to the event.
   • Analyze the interprofessional team’s responsibilities and actions. Explain what measures each interprofessional team member should have taken to create a culture of safety.
   • Describe any change to process or protocol implemented after the incident.
3. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
   • Analyze the quality improvement technologies put in place to increase patient safety and prevent recurrence of the near miss or adverse event.
   • Determine the appropriateness of the technology application for a specific patient or situation.
   • Research scholarly, evidence-based literature to learn how institutions can integrate solutions to prevent similar events.
4. Incorporate relevant metrics of the adverse event or near-miss incident to support need for improvement.
   • Identify the salient data associated with the adverse event or near miss that is generated from the facility’s dashboard.
     • Note: Dashboard means data generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management.
   • Analyze what the relevant metrics show.
   • Explain research or data related to the adverse event or near miss that is available outside of your institution. Compare internal data to external data. Use resources such as the Centers for Disease Control and Prevention (CDC), Agency for Healthcare Research and Quality (AHRQ), Institute for Healthcare Improvement (IHI), and the World Health Organization (WHO).
5. Outline a quality improvement initiative to prevent the recurrence of an adverse event or near miss.
   • Explain, from an evidence-based viewpoint, how your facility now manages or should manage the process or protocol.
   • Evaluate how other institutions addressed similar incidents or events.
   • Analyze QI initiatives developed to prevent similar incidents. Explain why they are successful. Provide evidence of their success.
   • Propose solutions for your selected institution that can be implemented to prevent similar future adverse events or near-miss incidents.
6. Communicate analysis and proposed initiative in a professional, effective manner, writing content clearly and logically, with correct use of grammar, punctuation, and spelling.
7. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.
8. Example Assessment: You may use the Adverse Event or Near-Miss Analysis Exemplar [PDF] for an idea of what an assessment receiving a proficient or higher evaluation would look like.
   Additional Requirements

• Submission length: 5–7 typed, double-spaced pages.
• Font: Times New Roman, 12 points.
• Number of references: Cite a minimum of 5 current scholarly and/or authoritative sources to support your evaluation, recommendations, and plans. Current literature is defined as no older than 5 years unless it is a seminal work.
• APA formatting: Citations and references must adhere to APA style and formatting guidelines. Consult these resources for an APA refresher:
  • APA Style & Format.
  • APA Module.
  • American Psychological Association. (n.d.). APA style. Retrieved from https://www.apastyle.org/

Community DQ4 Discussion Paper

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Community DQ4 Discussion Paper

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Community DQ4 Discussion Paper

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

• Guarantee
  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, affordable, plagiarism-free paper

Protected Health Information-PHI

Protected Health Information-PHI

Privacy, Security, and Confidentiality Best Practices

Assessment 2 Instructions

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Prepare a 2-page interprofessional staff update on HIPAA and appropriate social media use in health care.
As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement. Protected Health Information-PHI
Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

• Meaningful use of electronic health records (EHR).
• Provision of EHR incentive programs through Medicare and Medicaid.
• Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
• Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.
• Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.
  At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:
• Keeping passwords secure.
• Logging out of public computers.
• Sharing patient information only with those directly providing care or who have been granted permission to receive this information.
• Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.
  Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.
  This assessment will require you to develop a staff update for the interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.
  Demonstration of Proficiency
  By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
  • Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.
  • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
• Competency 2: Implement evidence-based strategies to effectively manage protected health information.
  • Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.
  • Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.
• Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
  • Follow APA style and formatting guidelines for citations and references.
  • Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.
• Preparation
  To successfully prepare to complete this assessment, complete the following:
• Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.
  • Analyze these infographics, and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.
• Select from any of the following options, or a combination of options, the focus of your interprofessional staff update:
  • Social media best practices.
  • What not to do: Social media.
  • Social media risks to patient information.
  • Steps to take if a breach occurs.
• Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
• Instructions
  In this assessment, assume you are a nurse in an acute care, community, school, nursing home, or other health care setting. Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook. The post states, “I am so happy Jane is feeling better. She is just the best patient I’ve ever had, and I am excited that she is on the road to recovery.”
  You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.
  You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.
  Based on this incident’s severity, your organization has established a task force with two main goals:
• Educate staff on HIPAA and appropriate social media use in health care. Protected Health Information-PHI
• Prevent confidentiality, security, and privacy breaches.
• The task force has been charged with creating a series of interprofessional staff updates on the following topics:
• Social media best practices.
• What not to do: Social media.
• Social media risks to patient information.
• Steps to take if a breach occurs.
• You are asked to select one of the topics, or a combination of several topics, and create the content for a staff update containing a maximum of two content pages. When distributed to interprofessional team members, the update will consist of one double-sided page.
  The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topic(s):
• What is protected health information (PHI)?
  • Be sure to include essential HIPAA information.
• What are privacy, security, and confidentiality?
  • Define and provide examples of privacy, security, and confidentiality concerns related to the use of the technology in health care.
  • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
• What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
  • How many nurses have been terminated for inappropriate social media usage in the United States?
  • What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
  • What have been the financial penalties assessed against health care organizations for inappropriate social media usage?
  • What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?
• Notes
• Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so that you are able to meet the page length requirement. Include need-to-know information. Leave out nice-to-know information.
• Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.
• Also supply a separate reference page that includes 2–3 peer-reviewed and 1–2 non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.
• Additional Requirements
• Written communication: Ensure the staff update is free from errors that detract from the overall message.
• Submission length: Maximum of two double-spaced content pages.
• Font and font size: Use Times New Roman, 12-point.
• Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current mean no older than 5 years.
• APA format: Be sure your citations and references adhere to APA format. Consult the APA Style and Format page for an APA refresher. Protected Health Information-PHI
• Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final capstone course.
• SCORING GUIDE
  Use the scoring guide to understand how your assessment will be evaluated.
  VIEW SCORING GUIDE

Assessment 2: Diversity Project Kickoff Presentation

Assessment 2: Diversity Project Kickoff Presentation

Instructions

Create a 6-8 slide presentation (with detailed speaker’s notes) on how you would select, foster collaboration among, and educate a team dedicated to solving a diversity issue.

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Introduction

Assessments 1 and 2 are scenario-based, so you must complete them in the order in which they are presented.

Finding, organizing, and motivating teams is a key leadership skill as is the ability to communicate and present information.

Overview

In this assessment, you will continue your work on the project by creating a 5–7 slide PowerPoint presentation for the diversity project kickoff meeting.

Preparation

• View the PowerPoint Presentation Instructions for guidelines and hints for an effective presentation.
• Download the PowerPoint Template found in the resources and use it to complete this assessment.

The following resources are required to complete the assessment.

• PowerPoint Template [PPTX]. Use this template to complete your presentation for this week’s assessment.

Scenario

Imagine that Lynette follows up with you in an e-mail shortly after reading your views on leadership and collaboration:

Hi,
Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select a team of professionals who can help you in this project and prepare an introduction of the project for a first meeting with them.
I want you to prepare a presentation to serve as a brief, but substantive introduction for the first meeting with a group of 4–5 members who will participate on the committee tasked with addressing the diversity issue. Once I review more information about the proposed team I can help you with the recruitment. The presentation should be 5–7 minutes and use 6–8 slides with detailed speaker’s notes so I can understand your approach. Not a lot of time or space, so keep things pretty high level. Do the following:
Briefly outline the project goals and highlight 2–3 of the initial priorities to be addressed by the group. Also, explain why they are important.
Explain the composition of the team and why you chose them. Note that you will not know the exact individuals yet, but assume we will recruit the people with the desired qualities and characteristics that you outline in the presentation. Consider the following:Include a group of professionals you believe can help define the problem and ultimately make recommendations on how to address it.
Make sure each member is either trained in, sensitive to, or has experience with the concept of workplace diversity.
Give some thought to having some members from outside the organization.
Provide member profiles: their diversity, qualifications, experience, internal versus external, and so forth.
Explain your role and describe how the committee will work together and achieve effective interprofessional collaboration.Describe how the group will communicate. How and when they will meet.
Describe how ideas will be shared and decisions made.
Describe roles, group function, and structure.
Describe the basic characteristics of a diverse workplace.
Provide a convincing argument regarding the benefits of a diverse workforce using support from current research. Thanks,
Lynette

Instructions

Create a 6–8 slide presentation in response to the content defined in the above scenario and submit it in the courseroom.

Presentation Guidelines

• Length: 5–7 PowerPoint slides (not including title slide) that would accompany an approximately 5-minute oral presentation.
• Notes: Prepare detailed speaker’s notes describing items on each slide so that the viewer can accurately interpret the deeper meanings and intentions that would have been conveyed orally. Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
• Visuals: Create visuals that are easily read and interpreted. Use colors, fonts, and formatting and other design principles that make the information clear and generally add to the aesthetic of the presentation.