Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

Assessment 3

Care Coordination Presentation to Colleagues

INSTRUCTIONS-Develop a 20-minute video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length. This is a video presentation.

INTRODUCTION- This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. 

PREPARATION– You are encouraged to complete the Managing Change activity. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

Scenario

Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.
To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.
You may also wish to:
· Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
· Allow plenty of time to rehearse your presentation.

Recording Equipment Setup and Testing

Check that your recording equipment and software are working properly and that you know how to record and upload your presentation. You may use Kaltura (recommended) or similar software for your audio recording. A reference page is required. However, no PowerPoint presentation is required for this assessment.
· If using Kaltura, refer to the 

Using Kaltura
 tutorial for directions on recording and uploading your video in the courseroom.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact 

[email protected]
 to request accommodations.

INSTRUCTIONS- Complete the following:

· Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.

Note: You are 
not required to deliver your presentation.

Presentation Format and Length

Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
· Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
· Provide, for example, drug-specific educational interventions, cultural competence strategies.
· Include evidence that you have to support your selected strategies.
· Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
· Explain the rationale for coordinated care plans based on ethical decision making.
· Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
· Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
· What are the logical implications and consequences of relevant policy provisions?
· What evidence do you have to support your conclusions?
· Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
· Fine tune the presentation to your audience.
· Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
· Adhere to presentation best practices.

Additional Requirements-Submit both your presentation video and script. The script should include a reference page. See 
Using Kaltura for more information about uploading multimedia files. You may submit the assessment only once, so be sure that both assessment deliverables are included.

Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Course Competencies- By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 2: Collaborate with patients and family to achieve desired outcomes.
· Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
· Competency 3: Create a satisfying patient experience.
· Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
· Competency 4: Defend decisions based on the code of ethics for nursing.
· Explain the rationale for coordinated care plans based on ethical decision making.
· Competency 5: Explain how health care policies affect patient-centered care.
· Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
· Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
· Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Explain the rationale for coordinated care plans based on ethical decision making.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.

Apply information literacy and library research skills to obtain scholarly information in the field of health care.

Introduction

In your health care career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real-world problem.

Instructions

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.
Describe the health care problem or issue you selected for use in Assessment 2 (from the Assessment Topic Areas media piece) and provide details about it.
Explore your chosen topic. For this, you should use the first four steps of the Socratic Problem-Solving Approach to aid your critical thinking. This approach was introduced in Assessment 2.
Identify possible causes for the problem or issue.
Use scholarly information to describe and explain the health care problem or issue and identify possible causes for it.
Identify at least three scholarly or academic peer-reviewed journal articles about the topic.
You may find the How Do I Find Peer-Reviewed Articles? library guide helpful in locating appropriate references.
You may use articles you found while working on Assessment 2 or you may search the Capella library for other articles.
You may find the applicable Undergraduate Library Research Guide helpful in your search.
Review the Think Critically About Source Quality to help you complete the following:
Assess the credibility of the information sources.
Assess the relevance of the information sources.
Analyze the health care problem or issue.
Describe the setting or context for the problem or issue.
Describe why the problem or issue is important to you.
Identify groups of people affected by the problem or issue.
Provide examples that support your analysis of the problem or issue.
Discuss potential solutions for the health care problem or issue.
Describe what would be required to implement a solution.
Describe potential consequences of ignoring the problem or issue.
Provide the pros and cons for one of the solutions you are proposing.
Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented.
Describe what would be necessary to implement the proposed solution.
Explain the ethical principles that need to be considered (Beneficence, Nonmaleficence, Autonomy, and Justice) if the potential solution was implemented.
Provide examples from the literature to support the points you are making.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

introduction

Selecting a topic for your written assessments can be challenging, but it’s important to make a thoughtful choice.
Choose a topic area of interest to you from the topic suggestions in this media piece. You will use this topic to complete Assessments 2 and 3. Be sure to select a topic that will be manageable for a written assessment.
To explore the chosen topic, you should use the Socratic Problem-Solving Approach, focusing on the sections specifically called out in the assessment guidelines.

Topic 3: Medication Errors

Short Description:
A medication error is a preventable adverse effect of a patient taking the wrong medication or dosage, whether or not it is evident or harmful to the patient. Medication errors can be a source of serious patient harm, including death.
Potential Intervention Approaches:
– Medical staff education
– Packaging improvements
– Patient medication safety training
Keywords for Articles:
medication administration, medication errors, medication safety

Socratic Problem-Solving Approach

The Socratic Method is a teaching style in which teachers ask students questions designed to stimulate more complete thinking and deeper insight. It also relates to the steps of performing scientific research. When the Socratic approach is applied, students are prompted to look more closely at your ideas, question your assumptions and accepted premises, and view your choices through a rigorous lens.
Apply the Socratic approach
Applying the Socratic approach to problem solving helps you identify gaps and improve your thinking when writing papers or completing projects. The questions may be used to spark new insights when responding to discussion topics and posts.
Apply the Socratic approach
Applying the Socratic approach to problem solving helps you identify gaps and improve your thinking when writing papers or completing projects. The questions may be used to spark new insights when responding to discussion topics and posts.
Identify the elements of the problem, issue, or question
Analyze, define, and frame the problem, issue, or question
Consider solutions, responses, or answers
Choose a solution, response, or answer
Implement your choice
Evaluate the results

Competencies Measured:

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.
Use scholarly information to describe and explain a health care problem or issue and identify possible causes for it.
Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.
Analyze a health care problem or issue by describing the context, explaining why it is important and identifying populations affected by it.
Discuss potential solutions for a health care problem or issue and describe what would be required to implement a solution.
Competency 3: Apply ethical principles and academic standards to the study of health care.
Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented
Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Write following APA style for in-text citations, quotes, and references.

The prokaryotes possess numerous metabolic pathways that are not found in the eukaryotes. You will be conducting a geriatric functional assessment. Use your textbook to review the general structure of prokaryotic cells.

As a group,This geriatric functional assessment tool is the 
Katz Index of Independence in Activities of Daily Living & depression screening tool document your findings & provide a brief summary of each of the six categories For example: many can ‘fix’ nitrogen (convert nitrogen gas into ammonia – a form plants can use to build proteins and other molecules); others can use light energy to drive their metabolism, but they don’t necessarily use chlorophyll a or release oxygen; and, some are actually poisoned by the presence of oxygen gas.
As our understanding of these organisms increased, it became obvious that they are not all closely related. Current classification systems place the prokaryotes in two domains – Archaea and Bacteria – and all the eukaryotes in another. Again, this underscores their extreme amounts of difference, both when compared to each other and when compared to the eukaryotes.
In this lab, we will briefly survey the structural variability and some of the metabolic diversity of these groups.

Activity A: Use your textbook to review the general structure of prokaryotic cells. Fill in the table below to contrast them to typical eukaryotic cells:

Present in all cells

Present only in (some or all) prokaryotes

Present only in (some or all) eukaryotes

DNA

Nucleus

Ribosomes

Cell membrane

Flagella made of microtubules

Cytoskeleteon

Membranous organelles

Cell wall

Divide by mitosis

Divide by binary fission

Part I: Domain Bacteria

The majority of prokaryotes belong to domain Bacteria, including all those known to cause human diseases as well as many that are either beneficial or harmless. Members of domain Bacteria occupy diverse habitats, including on and in other organisms, fresh and salt water and soil. Many form mutually beneficial relationships with eukaryotes, including ourselves.

Typical photosynthetic bacteria – the cyanobacteria

These bacteria are the only prokaryotic group that does ‘typical’ photosynthesis, using chlorophyll
a and releasing oxygen from water. They are the closest relatives of the eukaryotic chloroplast. They also include species with some of the largest prokaryotic cells and some which show limited cooperation between cells and specialization of function.

·

Oscillatoria (Figure 1)
has the cells arranged in elongate filaments.

·

Anabaena (Figure 2)
is another filamentous genus, which will have occasional cells that are enlarged and have thickened end walls. These large cells are
heterocysts, which fix nitrogen.

·

Nostoc (Figure 3)
is similar to

Anabaena
, but differs strongly in the amount of
gelatinous matrix that it secretes. When growing on moist soil, it actually forms macroscopic spheres.

Figure 1

Figure 2

Figure 3

Purple Non-sulfur Bacteria

This is one of several groups of bacteria that use chlorophyll-like molecules to capture light energy, but photosynthesize without producing O2. Reminder: O2 is generated by photosynthesis only when chlorophyll
a uses water as a source of H+ and electrons. These bacteria don’t generate O2 because they use different pigments and molecules other than water as sources of electrons.

A: Bacterial Identification by Shape

One of the ways that prokaryotes are categorized is by their shape:
Coccus Bacillus Spirillum
Although some prokaryotes live independently as individual cells, others remain joined together rather than separating after cell division. They form colonies that appear to be strings or grape-like clusters.
Diplococcus Streptococcus Staphylococcus

Some rod-shaped (bacilli) bacteria contain spores, called
endospores.

These are formed when the cells are faced with adverse conditions, such as high temperature. When environmental conditions are more favorable for survival, the spores germinate to form new cells.

B: Bacterial Identification by Gram Stain

Gram staining is a common technique used to differentiate bacteria based on their different cell wall constituents. Gram staining involves three processes: staining with a water-soluble dye called crystal violet, decolorization, and counterstaining, usually with safranin.
The Gram staining process is as follows:
1. Cells are stained with crystal violet dye. Next, a Gram’s iodine solution (iodine and potassium iodide) is added to form a complex between the crystal violet and iodine. This complex is a larger molecule than the original crystal violet stain and iodine and is insoluble in water.
2. A decolorizer, such as ethyl alcohol or acetone, is added to the sample; this dehydrates the peptidoglycan layer, shrinking and tightening it. The large crystal violet-iodine complex is not able to penetrate this tightened peptidoglycan layer, and is thus trapped in the cell in Gram-positive bacteria. Conversely, the outer membrane of Gram-negative bacteria is degraded and the thinner peptidoglycan layer of Gram-negative cells is unable to retain the crystal violet-iodine complex and the color is lost.
3. A counterstain, such as the weakly water-soluble safranin, is added to the sample, staining it red. Since the safranin is lighter than crystal violet, it does not disrupt the purple coloration in Gram-positive cells. However, the decolorized Gram-negative cells are stained red.
In summary, due to differences in the thickness of a peptidoglycan layer in the cell membrane between Gram-positive and Gram-negative bacteria, Gram-positive bacteria (with a thicker peptidoglycan layer) retain crystal violet stain during the decolorization process, while Gram-negative bacteria lose the crystal violet stain and are instead stained by the safranin in the final staining process.

Activity B: Gram Stain Activity

· Click the hyperlink to view the Gram stain animation:
http://learn.chm.msu.edu/vibl/content/gramstain.html

· Click “Start” and allow animation to run.
· Click “View Slide under the Microscope”
· Click “Examine Samples”
· Complete the table below

Sample Name

Physical Description

(What does it look like?)

Example species

Gram-positive cocci in clusters

Gram-positive cocci in chains

Gram-positive diplococci

Gram-positive pleiomorphic* rod

Gram-positive rod

Gram-negative rod

Gram-negative diplococci

Gram-negative pleiomorphic* rod

*Pleiomorphic: Variable in size or shape of cells.

Activity C: Survey of Prokaryotes

For each of the prokaryote species listed in the table below, fill in the shape, whether the species is Gram-positive or Gram-negative, and what disease condition is associated with the species.

Prokaryote Species

Shape

Gram-positive or Gram-negative

Disease Condition(s)

Pseudomonas aeruginosa

Staphylococcus aureus

Cornybacterium diphtheriae

Bacillus anthracis

Haemophilus influenzae

Vibrio cholerae

Escherichia coli

Yersinia pestis

Clostridium perfringens

Heliobacter pylori

Part II: Domain Archaea

The best known archaeans have highly specialized habitats (including, but not limited to, extremes of temperature, pressure and pH) and thus can be quite difficult to culture. Among the easiest to culture are the halophiles (salt-lovers), which typically thrive in solutions of 10 – 40% salt. For comparison, seawater is typically around 3.5% salt.

Halobacterium salinarum
. These organisms are aerobic heterotrophs and can generate ATP from absorbed organic molecules. However, oxygen is often not readily available in their environment (oxygen’s solubility in water declines with increasing salinity), and they have an alternative method of ATP generation. They use a purple pigment,
bacteriorhodopsin, which absorbs light energy and generates ATP.

Note that this is
NOT photosynthesis, because it does not result in the production of carbohydrates from carbon dioxide.

Activity D: Research the Archaea further. Select either one group or a specific species within the Archaea and discuss their relevance to humans.

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How do we perceive the world around us? What catches our attention and makes us want to remember something?

Module Overview1.html
Social Cognition and Social Perception
How do we perceive the world around us? What catches our attention and makes us want to remember something? Why do we make some decisions on the spot while others take much longer to make? These are all questions asked by social cognition theorists.
Social cognition is defined as how we think about the social world and how we process the information that we receive. It deeply involves the field of cognitive psychology and helps us understand why we make the choices that we do (Fiske, 2019). One of the key topics studied by social cognition researchers are schemas. Schemas are the mental models that we create for the world (Fiske, 2019). For instance, we all have a schema or mental image of what a classroom looks like. You also have a schema for what happens in a doctor’s office because you have been in one. You may even have a schema for what Paris, France, is like, even if you have never been there. Social cognition studies how we create these schemas for events that we have experienced as well as for places we may have never been before.
The second topic from this module is social perception. Social perception is a component of social cognition and is focused on how we perceive and understand the behavior of others. One of the key topics studied by social perception theorists is nonverbal behaviors used in communication. The purpose of studying nonverbal behavior is to better understand and interpret another person’s body language so we can better communicate with them (Kassin et al., 2021).
Another topic studied by social perception theorists is attribution theory. Attribution theory, made famous by Fritz Heider, helps us find the source of a person’s behavior (Kassin et al., 2021). Heider stated that a person’s behavior is caused by an interaction between that person’s personality and their environment. However, Heider noted that if you are observing a person’s behavior, you tend to assume that their behavior is caused by their personality and not by their environment (Cialdini & Griskevicius, 2019). Simply put, if you are rushing because you are late for your train, a stranger observing you might think that you are a person who is always in a hurry even if this is an uncommon occurrence for you.
Social cognition and social perception theories are so essential to the field of social psychology that they can be found in every module in the course. These two topics can be used to help us understand behaviors such as prejudice and aggression, as well as more positive topics such as empathy and helping. There is hardly a topic in this course that has not been impacted by these two theories.
References
Cialdini, R. B., & Griskevicius, V. (2019). Social influence. In Finkel, E. J., & Baumeister, R. F., Advanced social psychology: The state of the science (2nd ed., pp. 157–178). Oxford University Press.
Fiske, S. T. (2019). Social cognition. In Finkel, E. J., & Baumeister, R. F., Advanced social psychology: The state of the science (2nd ed., pp. 117–156). Oxford University Press.
Kassin, S., Fein, S., & Markus, H. R. (2021). Social psychology (11th ed.). Cengage.

Discuss one example of data from either the AHRQ site or National Quality Strategy site related to colonoscopy care and how this information could be valuable to a healthcare organization .

IHP 604 Module One Short Paper Guidelines and Rubric

Overview

You are the quality director at a long-term care facility. Your manager has asked you to investigate two areas of care: colonoscopy care and pressure ulcer injuries. Your facility has seen a

recent increase in their patients needing colonoscopy care that goes beyond what your facility can provide. It would be helpful to gather information on the quality of colonoscopy care by local

hospitals.

For pressure ulcer injuries, you are concerned about this quality indicator: the percentage of patients with pressure ulcer injuries that are new or that have worsened since their arrival at your

facility. In your facility, that quality indicator is 15% of residents, while the state percentage is 2.5%. Your manager has requested that you investigate how to improve this quality indicator in

your long-term care facility so that the percentage will become closer to the state percentage.

This assignment will help prepare you for your course project through the application and analysis of problem-solving frameworks.

Prompt

Part 1: Part 1: For the first part of this assignment, explore the following websites that are public sources of healthcare industry data: AHRQ;; Find and Compare Nursing Homes, Hospitals, and

Other Providers Near You; and About the National Quality Strategy. Take some time to review the content of each of these sites in terms of available data information, and then write a 1-page

paper on what you found.

Specifically, you must address the following rubric criteria:

1. Types of data information: Types of data information: Describe the types of data information that the find-and-compare website contains on providers and hospitals.

2. Data example: Data example: Discuss one example of data from either the AHRQ site or National Quality Strategy site related to colonoscopy care and how this information could be valuable to a

healthcare organization (you must provide the link for the data source that you used).

Part 2:Part 2: In the second part of this assignment, you will select a process improvement framework from the list in the first item below and then apply that framework to your goal of lowering

your facility’s metrics on pressure ulcer injuries. Nursing Home Pressure Ulcer Rates: Spring 2019 provides data on pressure ulcer injuries in long-term care facilities. You should consider

preventative measures such as understanding which residents are at higher risk, ensuring frequent changes in their position, providing proper nutrition, and using specialized beds to reduce

Specifically, you must address the following rubric criteria:

1. Differentiate between frameworks: Differentiate between frameworks: Differentiate between the following problem-solving/performance improvement frameworks by examining their goals and processes:

A. Root cause analysis (RCA)

B. Plan-do-study-act investigation (PDSA)

C. Tracers

D. Failure mode effect analysis (FMEA)

2. Framework steps:Framework steps: Select one of the four frameworks and discuss each step in the process of your chosen framework.

3. Benefits of framework: Benefits of framework: Explain the value and benefits of your chosen framework.

4. Apply framework:Apply framework: Apply your framework to the problem at your facility with pressure ulcer injuries.

A. List what you would do in each step of your chosen framework for that issue.

B. Assess the significance of any data or metrics in each step.

5. Organizational process improvement: Organizational process improvement: Discuss what healthcare organizational issue or process might need to be revised to improve the performance area.

What to Submit

Submit this assignment as a Word document. It must be 3–4 pages in length. You must also include an APA-style title page. Use 12-point Times New Roman font, double spacing, and one-inch

margins. Sources should be cited according to APA style. If you need writing support, you can access the Online Writing Center through the Academic Support module of your course.

Module One Short Paper Rubric

CriteriaCriteria Exemplary (100%)Exemplary (100%) Proficient (90%)Proficient (90%) Needs Improvement (70%)Needs Improvement (70%) Not Evident (0%)Not Evident (0%) ValueValue

Types of DataTypes of Data

InformationInformation

Exceeds proficiency in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Describes types of data

information that the sites

provide

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 10

Data ExampleData Example Exceeds proficiency in an

exceptionally clear, insightful,

Discusses example of data from

public data sites related to

Shows progress toward

proficiency, but with errors or

Does not attempt criterion 15

?

9/18/23, 9:51 AM
Page 1 of 2

sophisticated, or creative

manner

colonoscopy care and how this

information could be valuable

to a healthcare organization

omissions

Differentiate BetweenDifferentiate Between

FrameworksFrameworks

Exceeds proficiency in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Differentiates among problem-

solving/performance

improvement frameworks by

examining their goals and

processes

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 15

Framework StepsFramework Steps Exceeds proficiency in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Discusses each step in the

process of chosen framework

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 15

Benefits of FrameworkBenefits of Framework Exceeds proficiency in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Explains the value and benefits

of chosen framework

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 10

Apply FrameworkApply Framework Exceeds proficiency in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Applies a framework to the

problem of facility with

pressure ulcer injuries

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 15

Organizational ProcessOrganizational Process

ImprovementImprovement

Exceeds proficiency in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Discusses what healthcare

organizational issue or process

might need to be revised to

improve the performance area

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 10

Articulation of ResponseArticulation of Response Exceeds proficiency in an

exceptionally clear, insightful,

sophisticated, or creative

manner

Clearly conveys meaning with

correct grammar, sentence

structure, and spelling,

demonstrating an

understanding of audience and

purpose

Shows progress toward

proficiency, but with errors in

grammar, sentence structure,

and spelling, negatively

impacting readability

Submission has critical errors in

grammar, sentence structure,

and spelling, preventing

understanding of ideas

5

Citations andCitations and

AttributionAttribution

Uses citations for ideas

requiring attribution, with few

or no minor errors

Uses citations for ideas

requiring attribution, with

consistent minor errors

Uses citations for ideas

requiring attribution, with

major errors

Does not use citations for ideas

requiring attribution

5

Total:Total: 100%

9/18/23, 9:51 AM
Page 2 of 2

What will be the impact on national resilience with this framework for the National Security Strategy?

The Department of Homeland Security
The Department of Homeland Security offered a unique insight into how this cabinet level agency viewed the issue.
The 2014 Quadrennial Homeland Security Review (QHSR) was the document to offer this perspective.

The QHSR is an important foundational document in this discussion as it established multiple resilience goals and
objectives in the areas of critical infrastructure, supply chain systems, and cyber. The resilience of all of these areas,
and other sectors covered by the QHSR is a national imperative. Recent threat activities in the cyber sphere
underscores this need. From OPM, and Home Depot, to EQUIFAX and even the Department of Homeland Security itself
have suffered breaches.

DHS specifically noted in the Quadrennial Homeland Security Review (QHSR):

This second quadrennial review reflects a more focused, collaborative Departmental strategy, planning, and
analytic capability. The risk-informed priorities set forth in this Review will drive operational planning, as well as
analysis of resource and capability options and tradeoffs over the next four years. The Review also recognizes the
responsibility the Department shares with hundreds of thousands of people across the federal, state, local, tribal,
and territorial governments, the private sector, and other nongovernmental organizations, and provides a path
forward for engaging in public-private partnerships. These are the people who regularly interact with the public,
who are responsible for public safety and security, which own and operate our nation’s critical infrastructure and
services, who perform research and develop technology, and who keep watch, prepare for, and respond to
emerging threats and disasters.

It should come as no surprise that one of the five QHSR missions is devoted to resilience: Mission 5 – Strengthening
National Preparedness and Resilience. It should be noted the Congressionally mandated 2018 QHSR was never
released.

But there are even more agencies, within the Department of Homeland Security such as the Federal Emergency
Management Agency, (FEMA) which released the country’s first-ever National Preparedness Goal in 2011. Again,
another foundational document dealing with resilience.

(Image: https://www.cisa.gov/)

The creation, in 2018, of the DHS Cybersecurity and Infrastructure Security Agency (CISA) assed to the national
resilience effort. According to that agency’s web site:

We coordinate security and resilience efforts using trusted partnerships across the private and public sectors and
deliver technical assistance and assessments to federal stakeholders as well as to infrastructure owners and operators
nationwide. CISA (n.d.) also delivers insights on these assessments related to current capabilities to identify gaps,
which—along with an examination of emerging technologies—help determine the demand for future capabilities (both
near- and long-term).

CISA has developed Sector Coordinating Councils (SCC) that are, “self-organized and self-governed councils that
enable critical infrastructure owners and operators, their trade associations, and other industry representatives to
interact on a wide range of sector-specific strategies, policies, and activities. The SCCs coordinate and collaborate with
sector-specific agencies (SSAs) and related Government Coordinating Councils (GCCs) to address the entire range of
critical infrastructure security and resilience policies and efforts for that sector.”

Finally, perhaps the document that is most talked about regarding resilience is President Policy Directives-8 or PDD-8.
Within this PDD a vision is presented for nationwide preparedness and identifies the core capabilities and targets
necessary to achieve preparedness across the following five mission areas: prevention, protection, mitigation,
response and recovery. Recognizing that preparedness is a shared responsibility, Presidential Policy Directive / PPD-8:
National Preparedness was signed by the President on March 30, 2011.

At its core, PPD-8 requires the involvement of everyone—not just the government—in a systematic effort to keep the
nation safe from harm and resilient when struck by hazards, such as natural disasters, acts of terrorism and
pandemics. When you think about it in the purest sense, isn’t that what resilience as an element of Homeland Security
really is?

One other Homeland Security resilience issue that has received a lot of focus from DHS’ Office of Academic
Engagement or OAE is the new Campus Resilience program. Released in April of 2018 this program which was based
on TableTop Exercises (TTX). This effort is driven by active shooter type events.

This policy directive calls on federal departments and agencies to work with the whole community to develop a
national preparedness goal and a series of frameworks and plans related to reaching the goal.

To help resilience get the kind of academic focus that it should the Department of Homeland Security Science and
Technology Directorate Office of University programs has established two academic centers of excellence. One is at the
University of North Carolina (Chapel Hill) – Coastal Resilience Center or CRC and one at the University of Illinois
Champaign-Urbana – the Critical Infrastructure Resilience Institute or CIRI. To get an understand of the research that
has done please visit these links:

https://coastalresiliencecenter.unc.edu/

https://ciri.illinois.edu/

Finally, to get a real sense of where the issue of Homeland Security and resilience stands entering 2021 listen to the
speech by Dr. Stephen Flynn, the Founding Director of the Global Resilience Institute at Northeastern University, and
one of America’s true experts on resilience. The link for this closed caption “Skype speech” from the 2020 Maritime

Risk Symposium provides Dr. Flynn’s perspective on maritime resilience in the face of growing human-made and
naturally occurring turbulence.

As you consider this issue keep in mind that the new Administration has issued Interim National Security Strategic
Guidance. Noted the Congressional Research Service:

In drafting national security strategies, every administration faces central questions about how the U.S.
government should define and advance national security. The Biden Administration argues that the COVID-19
pandemic and other systemic issues, including (but not limited to) climate change and the rise of anti-democratic
authoritarian populism, are forcing the United States to take an expansive view of what constitutes matters of
national security. In so doing, the INSSG articulates some continuity with the Trump Administration in identifying
the challenge that strategic competition with China poses to U.S. national security. (Congressional Research
Service)

What will be the impact on national resilience with this framework for the National Security Strategy? This is what the
Congressional Research Service noted:

How might Interagency Resources be Rebalanced? Since 2001, the Department of Defense (DOD) and U.S.
military have taken on missions beyond traditional warfighting responsibilities (including, but not limited to,
providing more security assistance and assisting with international disease responses). The State Department,
the U.S. Agency for International Development (USAID), the U.S. Trade Representative, and other agencies
provide critical national security capabilities, but possess narrower authorities and command fewer budgetary and
personnel resources.

How does national resilience get impacted or does it? Is there a direct connection between the NSS and national
resilience?

Write a program critique that examines a health or healthcare program intended to meet a specific health need by addressing program risks, external barriers and program benefits.

IHP 670 Module Six Program Critique Guidelines and Rubric

Overview

You will complete five program critique assignments in the course to support your work as you prepare for your final project. These assignments ask that you critique a program described

within an identified article located in the module’s resources. These articles were chosen because they relate to the module’s topics and demonstrate some common problems that programs

encounter. In each assignment, you will have the opportunity to critique certain program components, such as resources, activities, outcome measures, use of feedback loops, assumptions, and

external barriers. Once planners have identified the details for each of the program components, they must step back and assess how those components can best operate within the program’s

environment. That involves considering concepts such as cultural competency, systems thinking, ethical practice, and others. You will focus on these different concepts, in turn, through the

program critiques. As you develop your program critique skills, you will be asked to identify areas that could be or need to be improved and offer recommendations.

In this assignment, you will critique a health or healthcare program selected for you. It is the program critique reading in the Resources section of the module. This is the only reading that can

be used for this assignment.

This assignment will help you examine activities used to improve participation in a sexual and reproductive health program. Pay particular attention to the activity that was designed to remove

an external barrier to care. Focus your critique on elements such as the risks involved, the benefits or desired results, and the intended results achieved to evaluate the program’s ability to

adjust.

This program critique will help you plan for the risks and external barriers to your program and improve the program’s ability to adjust and adapt over time.

Prompt

Write a program critique that examines a health or healthcare program intended to meet a specific health need by addressing program risks, external barriers and program benefits. Specifically, you must address the following rubric criteria:

1. External Barriers to Care: External Barriers to Care: Describe why it is important to identify barriers that impede an individual’s or a group’s access to care. Consider the following question to guide your

response:

Why do you think the use of vouchers was effective or ineffective in achieving desired results?

2. Program Risks: Program Risks: Describe why identifying potential risks is important in program planning. Consider the following questions to guide your response:

What two risks did the program create?

What actions would you take to minimize these risks?

3. Program Benefits: Program Benefits: Describe what secondary benefits are achieved in addition to the desired results and their importance to stakeholders and the overall program. Consider the

following questions to guide your response:

Why is it important to appreciate these secondary benefits?

How would you let other program planners know about these secondary benefits?

4. Impact on Desired Results: Impact on Desired Results: Determine whether the planned activities achieved the desired results for the program and why you feel they did or did not achieve these results..

Consider the following question to guide your response:

How might the activities be adjusted for improving the program’s desired results if the program were to run again in the future?

Note that all the claims in your deliverable should be evidence based. Your citations should be from your independent search for evidence (not from the scenario, textbook, or module

resources) of credible sources and be current within the last five years. You are required to cite a minimum of one source overall. Refer to the Shapiro Library Guide: Nursing—Graduate

located in the Start Here section of the course for additional support. If you need writing support, access the Online Writing Center through the Academic Support module of your course.

What to Submit

Your submission should be a 2- to 3-page Word document. Also include a title page. Use 12-point Times New Roman font, double spacing, and one-inch margins. You should include a minimum

of two sources. Sources should be cited according to APA style.

Module Six Program Critique Rubric

CriteriaCriteria Exemplary (100%)Exemplary (100%) Proficient (90%)Proficient (90%) Needs Improvement (70%)Needs Improvement (70%) Not Evident (0%)Not Evident (0%) ValueValue

External Barriers toExternal Barriers to

CareCare

Exceeds proficiency in an

exceptionally clear and

insightful manner, using

industry-specific language

Describes why it is important to

identify barriers that impede an

individual’s or a group’s access

to care

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 20

Program RisksProgram Risks Exceeds proficiency in an Describes why identifying Shows progress toward Does not attempt criterion 20

?

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exceptionally clear and

insightful manner, using

industry-specific language

potential risks is important in

program planning

proficiency, but with errors or

omissions

Program BenefitsProgram Benefits Exceeds proficiency in an

exceptionally clear and

insightful manner, using

industry-specific language

Describes what secondary

benefits are achieved in

addition to the desired results

and their importance to

stakeholders and the overall

program

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 20

Impact on DesiredImpact on Desired

ResultsResults

Exceeds proficiency in an

exceptionally clear and

insightful manner, using

industry-specific language

Determines whether planned

activities achieved the desired

results for the program and

why they did or did not achieve

these results

Shows progress toward

proficiency, but with errors or

omissions

Does not attempt criterion 15

Articulation of ResponseArticulation of Response Exceeds proficiency in an

exceptionally clear and

insightful manner

Clearly conveys meaning with

correct grammar, sentence

structure, and spelling,

demonstrating an

understanding of audience and

purpose

Shows progress toward

proficiency, but with errors in

grammar, sentence structure,

and spelling, negatively

impacting readability

Submission has critical errors in

grammar, sentence structure,

and spelling, preventing

understanding of ideas

10

Professional SourcesProfessional Sources Incorporates more than two

professional, current (within

the last five years) sources, or

use of sources is exceptionally

insightful

Incorporates two professional,

current (within the last five

years) sources that support

claims

Incorporates fewer than two

professional, current (within

the last five years) sources, or

not all sources support claims

Does not incorporate sources 10

APA StyleAPA Style Formats in-text citations and

reference list according to APA

style with no errors

Formats in-text citations and

reference list according to APA

style with fewer than five

errors

Formats in-text citations and

reference list according to APA

style with five or more errors

Does not format in-text

citations and reference list

according to APA style

5

Total:Total: 100%

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Write an essay about (or discuss) whether public servants should be held to higher standards than the rest of us

Morality, Ethics and Human Behavior-Assignment

 
1. Write an essay about (or discuss) whether public servants should be held to higher standards than the rest of us. Touch on the following questions in your response: Should we be concerned about a politician who has extramarital affairs? Drinks to excess? Gambles? Use Drugs? Abuse his or her spouse? What if the person is a police officer? A judge? Should a female police officer be sanctioned for posing naked in a men’s magazine, using pieces of her uniform as “props”? Should a probation officer socialize in bars that his or her probationers are likely to frequent? Should a prosecutor be extremely active in a political party and then make decisions regarding targets of “public integrity” investigations of politicians?
2. Write an essay about (or discuss) a difficult ethical dilemma that you faced. What was it? What were the options available to you? Who was affected by your decision? Were there any laws, rules, or guidelines that affected your decision? How did you make your decision?
How Ethics Can Help You Make Better Decisions-TEDx Talk
Please watch the video and give three key points or statements that you didn’t know before watching the video. And how can you apply these three points or statement to your life, family, job or community.

https://youtu.be/BAswj8evFZkLinks to an external site.

Ethical Dilemma: Determining Moral Behavior
 

Situation 1

You are a manager of a retail store. The owner of the store gives you permission to hire a fellow classmate to help out. One day you see the classmate take some clothing from the store. When confronted by you, the peer laughs it off and says the owner is insured, no one is hurt, and it was under $100, “Besides, ” says your acquaintance, “friends stick together, right?” What would you do?
 

Situation 2

You have a best friend who has confessed a terrible secret to you. Today the man is married and has two children. He has a good family, has a good life, and is a good citizen. However, 14 years earlier he killed a woman. A homeless person was accused of the crime but died before he could be tried and punished. Nothing good can come of this man’s confession. His family will suffer, and no one is at risk of being mistaken as the murderer. What would you advise him to do?
Determining Moral Behavior-Assignment

*Please do both assignments*

 
1. Write an essay on (or discuss) whether civil disobedience is ever justified. Discuss war protesters or antiabortion activists who are arrested for trespassing and so on. If you believe that civil disobedience might be justified, when and in what circumstances would be acceptable?
 
2. Write an essay on (or discuss) how the government should distribute societal resources such as education and healthcare. How would you answer the argument of a couple who did not believe they should have to pay school taxes because they have no children? What about the argument that rich school districts should share their wealth with poor districts (keeping in mind that those who pay higher taxes in that district might have moved there because of the reputation of the school)? What are the arguments for and against universal healthcare?
How Culture Drives Behaviors-TEDx Talk
Please watch the video and give three key points or statements that you didn’t know before watching the video. And how can you apply these three points or statement to your life, family, job or community.

https://youtu.be/l-Yy6poJ2zsLinks to an external site.

SUBMISSION OF ASSIGNMENTS
All major assignments for this course will be submitted electronically using Canvas. Please use a
standard 12-point font such as Times New Roman, Palatino, or Garamond. Use one inch margins
and standard MLA or APA headers, (citation style according to the discipline), and double-space
all documents.
Certain daily assignments, such as reading quizzes, will be composed in-class. Therefore, please
be sure you are prepared with ample pens, pencils, and notebook paper, and make sure you
include your name, title of the course and date on all submissions. Your response to all
assignments must be 100 words or more for each question in order to get full credit for that
particular assignment. Do not send assignments to my email address but upload them in
CANVAS.
LATE ASSIGNMENTS
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Consider the skills you have developed in the process of doing critical analysis as strategies for understanding your goals. How might those skills be used to address issues in globalization?

Overview
For this activity, you will consider influences on constructive engagement with your topic. You will also suggest ways that critical analysis can be used to meet personal and professional goals. This activity contributes to your draft of the Critical Analysis section of your project. It also provides an opportunity to obtain valuable feedback from your instructor that you can incorporate into your project submission.
Directions
In this activity, you will work on the second part of the critical analysis of your topic in globalization. You should consider the feedback from your instructor on the previous activities to inform this assignment. Throughout the writing process, you will support your analysis with reliable evidence from varied sources. You should continue to gather the sources you will integrate into your project. These sources will include two resources from the module resource sections of this course and two resources that you find through your own research using the Shapiro Library. It may be beneficial to identify more than the number of sources required for the project so that you can eventually choose the most useful and credible ones. For this activity, you will assess factors that may influence constructive engagement with your topic and then explain one potential obstacle that could interfere with that engagement. Finally, you will recommend strategies for using critical analysis skills for meeting personal and professional goals.
You are not required to answer each question below the rubric criteria but may use them to better understand the criteria and guide your thinking.
Specifically, you must address the following rubric criteria:

Integrate reliable evidence from varied sources throughout your paper to support your analysis.

It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions rubric criterion.
Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text citations and a reference list at the end of your work.
You will be evaluated on both criteria.

Assess at least two significant factors that could impact your topic, such as biases, beliefs, assumptions, and/or values.

Determine factors that might influence society’s engagement with your topic. What might impact their perceptions of the topic or how they talk about it?

Explain how at least one potential obstacle could interfere with the population’s engagement with your topic.

In the previous activity, you identified elements of your topic that present opportunities for change. Now, determine a possible obstacle that could interfere with this constructive engagement.

Recommend strategies for using this kind of critical analysis for meeting your personal and professional goals.

Consider the skills you have developed in the process of doing critical analysis as strategies for understanding your goals. How might those skills be used to address issues in globalization? How could they be used to address the day-to-day responsibilities or questions faced by yourself as well as practitioners in your field or discipline?

What to Submit
Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

Why are the original/raw data not readily usable by analytics tasks? What are the main data preprocessing steps? List and explain their importance in analytics.

When submitting work, be sure to include an APA cover page and include at least two APA formatted references (and APA in-text citations) to support the work this week.
All work must be original (not copied from any source).
2- pages
TEXTBOOK:
Title: Business Intelligence and Analytics
ISBN: 9780135192016
Authors: Ramesh Sharda, Dursun Delen, Efraim Turban
Publisher: Pearson
Publication Date: 2019-01-04
Edition: 11th ED.

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