Read the instructions carefully and make sure that you review the rubrics before submitting an assignment. 

Create a PowerPoint Presentation as a group on the following topic:- 

Sports classes should become mandatory for everybody. 

–  PowerPoint Presentation
.  Each group has three members and each one of you will present your part.  Make sure that you type all of your members’ names on the first slide. Use in-text citations following an APA 7th edition format. 

– The PowerPoint (PPT) should not have complete sentences. Use bullets.

– Presentation should be clear in speech and convincing.

-Include pictures and a video (60 Sec)  

– Reference page should be included with a minimum of five references.

Attached is the essay and the document with the rubrics.

Required Readings

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.

• Chapter 1, “Expert Clinician to      Transformational Leader in a Complex Health Care Organization:      Foundations” (pp. 7–20 ONLY)
• Chapter 6, “Frameworks for      Becoming a Transformational Leader” (pp. 145–170)
• Chapter 7, “Becoming a Leader:      It’s All About You” (pp. 171–194)

Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://b

At least 3 citations. APA Format 7th Edition. 

Discussion 2: Your Leadership Profile

Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.

To Prepare:

Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.

Please Note: This Assessment will take roughly 30 minutes to complete.

NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:

If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.

· Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.

Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific

StrengthsFinder Assessment

Your Top 5 Themes 

1. Strategic 

2. Learner 

3. Restorative 

4. Responsibility 

5. Input 

2

Strategic 

SHARED THEME DESCRIPTION People who are especially talented in the Strategic theme create alternative ways to proceed. Faced

THEME DESCRIPTION People who are especially talented in the Strategic theme create alternative ways to proceed. Faced with any given scenario, they can quickly spot the relevant patterns and issues. 

YOUR PERSONALIZED STRENGTHS INSIGHTS What makes you stand out? 

It’s very likely that you automatically generate numerous ways to enhance, upgrade, revise, correct, or revamp a process, action plan, or itinerary. Your suggestions often influence how a project will unfold in the coming months, years, or decades. You tend to find fault with your own and even other people’s talents, skills, and/or knowledge. Fixing people or things ranks high on your favorite activities. Instinctively, you invent original ideas of your own. Your imagination is typically stimulated when you collaborate — that is, team up — with future-oriented thinkers. By nature, you can reconfigure factual information or data in ways that reveal trends, raise issues, identify opportunities, or offer solutions. You bring an added dimension to discussions. You make sense out of seemingly unrelated information. You are likely to generate multiple action plans before you choose the best one. Driven by your talents, you probably feel very good about yourself and life in general when you know the exact words to express an idea or a feeling. Language has fascinated you since childhood. Your ever-expanding vocabulary often earns you compliments. Chances are good that you appreciate straightforward, plainspoken, and concise conversations. Often you have these exchanges with people who are as comfortable speaking about their ideas as you are. 

Questions 

1. As you read your personalized strengths insights, what words, phrases, or lines stand out to you? 

2. Out of all the talents in this insight, what would you like for others to see most in you? 

3Learner 

SHARED THEME DESCRIPTION People who are especially talented in the Learner theme have a great desire to learn and want to continuously improve. In particular, the process of learning, rather than the outcome, excites them. 

YOUR PERSONALIZED STRENGTHS INSIGHTS What makes you stand out? 

By nature, you see yourself as a contributing member of the group. You enjoy partnering with intelligent people. You like to exchange information, share observations, or offer tips for doing things more easily, efficiently, or swiftly. You are happiest collaborating with individuals who are not stingy with what they know. You have an ability to figure out how everyone on the team can benefit from each other’s knowledge, skills, experiences, or wisdom. Driven by your talents, you channel your efforts into the task at hand. You persevere until you have gained the knowledge and skills needed to attain a goal. You can toil for many hours to secure your objective. You probably work hardest and most productively at a particular time of day. Chances are good that you not only buy books or check them out from the library; you also read them. Your investigative mind is restless until you have collected lots of information about factors that produce various outcomes. You are motivated to read more about topics of personal and professional interest. These can range from history to science, from politics to mathematics, from entertainment to sports, or from art to law. Instinctively, you have the extra energy to work hard whenever you are acquiring information to broaden your base of knowledge. You desire to deepen your understanding of various topics, opportunities, problems, solutions, situations, events, or people. Because of your strengths, you fill your mind with new ideas by asking questions, reading, studying, observing, or listening. Normally, you accumulate facts, data, stories, examples, or background information from the people you meet. Determining what they want to accomplish in the coming weeks, months, or years generally satisfies your curiosity. These insights also allow you to understand why individuals behave the way they do in different situations. 

Questions 

1. As you read your personalized strengths insights, what words, phrases, or lines stand out to you? 

2Out of all the talents in this insight, what would you like for others to see most in you? 

4

Restorative 

SHARED THEME DESCRIPTION People who are especially talented in the Restorative theme are adept at dealing with problems. They are good at figuring out what is wrong and resolving it. 

YOUR PERSONALIZED STRENGTHS INSIGHTS What makes you stand out? 

By nature, you are honest with yourself about yourself. You can admit your shortcomings. You speak frankly about the areas where you need to do things better and more completely than you have done them in the past. Instinctively, you gather candid feedback from trustworthy individuals to heighten your awareness of areas you need to upgrade. Their frank comments fuel your desire to continually correct things. Because of your strengths, you usually offer people useful suggestions about what needs to be fixed, upgraded, renovated, or done better. It’s very likely that you conclude that life is a lot more fulfilling when you concentrate on conquering your shortcomings. This explains why self-improvement programs appeal to you so much. You probably gravitate to those that teach techniques you can immediately put into practice. Driven by your talents, you easily detect areas of weakness and concentrate on them. You seize opportunities to improve in the things you do poorly at worst and average at best. You help people pinpoint targets for personal and professional growth. You strive to compensate for shortcomings that prevent you and others from being successful. 

Questions 

1. As you read your personalized strengths insights, what words, phrases, or lines stand out to you? 

2. Out of all the talents in this insight, what would you like for others to see most in you? 

5

Responsibility 

SHARED THEME DESCRIPTION People who are especially talented in the Responsibility theme take psychological ownership of what they say they will do. They are committed to stable values such as honesty and loyalty. 

YOUR PERSONALIZED STRENGTHS INSIGHTS What makes you stand out? 

Driven by your talents, you probably are the team member who wants to be held accountable for the results you produce and the obligations you assume. You can readily admit when you are wrong. You usually accept without complaining the consequences of your words and deeds. It’s very likely that you have a reputation for showing care and precision in whatever you do. Your distinct and noticeable attention to detail can be seen in your financial records, personal appearance, study notes, home, workplace, closets, drawers, or computer files. You want to keep things orderly. You also are impelled to do things right. When you are ultimately held accountable, your need for order and structure intensifies. By nature, you bring an exceptionally mature perspective to your team. Most people regard you as the dependable and reliable one. Instinctively, you are the team member whom others count on to do what is right. You make sure your job and assignments are done correctly. You customarily conduct yourself in such a way that your ethics are above reproach — that is, anyone’s disapproval. Because of your strengths, you genuinely feel pleased with yourself and life in general when you do tasks correctly and behave in accordance with your core values. 

Questions 

1. As you read your personalized strengths insights, what words, phrases, or lines stand out to you? 

2. Out of all the talents in this insight, what would you like for others to see most in you? 

SHARED THEME DESCRIPTION People who are especially talented in the Input theme have a craving to know more. Often they like to collect and archive all kinds of information. 

YOUR PERSONALIZED STRENGTHS INSIGHTS What makes you stand out? 

Chances are good that you probably help your teammates understand the pieces, parts, or steps of elaborate procedures or systems. You are likely to outline how all the human or material resources are scheduled for distribution. Instinctively, you have no difficulty diving into books, journals, files, correspondence, or Internet sites to prepare yourself for new assignments. By nature, you are driven to gather lots of information, facts, data, or insiders’ perspectives about an upcoming project. All this newfound knowledge probably prepares you to tackle first-time projects with gusto — that is, vigor and enthusiasm. By nature, you probably gather lots of information, facts, or insights from a variety of written materials. Fortunately, your passion for reading fills you with the reassurance you need to render a proper decision, state the right points, or tackle an assignment correctly. It’s very likely that you enjoy reading as long as you can savor each sentence and consider each idea. Your goal is to comprehend everything you read. It makes no sense to you to rush through books, magazine or newspaper articles, Internet sites, or other forms of written material just to say you finished them. Because of your strengths, you put yourself in the middle of mentally stimulating conversations. You want to gather new ideas, discover new approaches, hear about new theories, consider new concepts, or apply new technologies. Often you are one of the early discoverers of innovations. Others can lag behind if they wish, but you consistently acquire knowledge. You exhibit little need to know precisely where all this information ultimately will lead you. 

Questions 

1. As you read your personalized strengths insights, what words, phrases, or lines stand out to you? 

2. Out of all the talents in this insight, what would you like for others to see most in you? 

Many years of research conducted by The Gallup Organization suggest that the most effective people are those who understand their strengths and behaviors. These people are best able to develop strategies to meet and exceed the demands of their daily lives, their careers, and their families. 

A review of the knowledge and skills you have acquired can provide a basic sense of your abilities, but an awareness and understanding of your natural talents will provide true insight into the core reasons behind your consistent successes. 

Your Signature Themes report presents your five most dominant themes of talent, in the rank order revealed by your responses to StrengthsFinder. Of the 34 themes measured, these are your “top five.” 

Your Signature Themes are very important in maximizing the talents that lead to your successes. By focusing on your Signature Themes, separately and in combination, you can identify your talents, build them into strengths, and enjoy personal and career success through consistent, near-perfect performance. 

Strategic 

The Strategic theme enables you to sort through the clutter and find the best route. It is not a skill that can be taught. It is a distinct way of thinking, a special perspective on the world at large. This perspective allows you to see patterns where others simply see complexity. Mindful of these patterns, you play out alternative scenarios, always asking, “What if this happened? Okay, well what if this happened?” This recurring question helps you see around the next corner. There you can evaluate accurately the potential obstacles. Guided by where you see each path leading, you start to make selections. You discard the paths that lead nowhere. You discard the paths that lead straight into resistance. You discard the paths that lead into a fog of confusion. You cull and make selections until you arrive at the chosen path—your strategy. Armed with your strategy, you strike forward. This is your Strategic theme at work: “What if?” Select. Strike. 

Learner 

You love to learn. The subject matter that interests you most will be determined by your other themes and experiences, but whatever the subject, you will always be drawn to the process of learning. The process, more than the content or the result, is especially exciting for you. You are energized by the steady and 

2

deliberate journey from ignorance to competence. The thrill of the first few facts, the early efforts to recite or practice what you have learned, the growing confidence of a skill mastered—this is the process that entices you. Your excitement leads you to engage in adult learning experiences—yoga or piano lessons or graduate classes. It enables you to thrive in dynamic work environments where you are asked to take on short project assignments and are expected to learn a lot about the new subject matter in a short period of time and then move on to the next one. This Learner theme does not necessarily mean that you seek to become the subject matter expert, or that you are striving for the respect that accompanies a professional or academic credential. The outcome of the learning is less significant than the “getting there.” 

Restorative 

You love to solve problems. Whereas some are dismayed when they encounter yet another breakdown, you can be energized by it. You enjoy the challenge of analyzing the symptoms, identifying what is wrong, and finding the solution. You may prefer practical problems or conceptual ones or personal ones. You may seek out specific kinds of problems that you have met many times before and that you are confident you can fix. Or you may feel the greatest push when faced with complex and unfamiliar problems. Your exact preferences are determined by your other themes and experiences. But what is certain is that you enjoy bringing things back to life. It is a wonderful feeling to identify the undermining factor(s), eradicate them, and restore something to its true glory. Intuitively, you know that without your intervention, this thing—this machine, this technique, this person, this company—might have ceased to function. You fixed it, resuscitated it, rekindled its vitality. Phrasing it the way you might, you saved it. 

Responsibility 

Your Responsibility theme forces you to take psychological ownership for anything you commit to, and whether large or small, you feel emotionally bound to follow it through to completion. Your good name depends on it. If for some reason you cannot deliver, you automatically start to look for ways to make it up to the other person. Apologies are not enough. Excuses and rationalizations are totally unacceptable. You will not quite be able to live with yourself until you have made restitution. This conscientiousness, this near obsession for doing things right, and your impeccable ethics, combine to create your reputation: utterly dependable. When assigning new responsibilities, people will look to you first because they know it will get done. When people come to you for help—and they soon will—you must be selective. Your willingness to volunteer may sometimes lead you to take on more than you should. 

3

Input 

You are inquisitive. You collect things. You might collect information—words, facts, books, and quotations—or you might collect tangible objects such as butterflies, baseball cards, porcelain dolls, or sepia photographs. Whatever you collect, you collect it because it interests you. And yours is the kind of mind that finds so many things interesting. The world is exciting precisely because of its infinite variety and complexity. If you read a great deal, it is not necessarily to refine your theories but, rather, to add more information to your archives. If you like to travel, it is because each new location offers novel artifacts and facts. These can be acquired and then stored away. Why are they worth storing? At the time of storing it is often hard to say exactly when or why you might need them, but who knows when they might become useful? With all those possible uses in mind, you really don’t feel comfortable throwing anything away. So you keep acquiring and compiling and filing stuff away. It’s interesting. It keeps your mind fresh. And perhaps one day some of it will prove valuable. 

Assignment: Personal Leadership Philosophies

Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.

What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.

What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership.

To Prepare:

· Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.

· Reflect on the leadership behaviors presented in the three resources that you selected for review.

· Reflect on your results of the CliftonStrengths Assessment, and consider how the results relate to your leadership traits.

·  

The Assignment (3 pages):

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

· A description of your core values

· A personal mission/vision statement

· An analysis of your CliftonStrengths Assessment summarizing the results of your profile

· A description of two key behaviors that you wish to strengthen

· A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.

· Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.

Chamberlain Care emphasizes person-centered communication. Provide an example of using person-centered care in communicating to another who disagrees with you.

P.S, please follow the instructions as it asks and answer the question.

I only need half-page and two references from  Potter, P, A., Perry book and Scholar article that are less than five years of publication.
Thank you 

Choose one of the following case study scenarios and answer the following questions:

Case study 1: Child male (5yo) Height 3’4” Weight 70 lbs. Family obesity

Case study 2: Adult female (33yo) Height 5’8” Weight 140 lbs. Hx Diabetes-Type II

Case study 3: Elderly female (65yo)Height 5’2” Weight 92 lbs. Hx Irritable Bowel Syndrome

1. Determine the patient’s BMI and present how you calculated it.

2. How is BMI used in health assessment, promotion and disease prevention? What are the strengths and weaknesses of the method?

3. What evidence-based practice health promotion interventions (strategies) would you suggest for this patient?

4. What resources and/or technology applications could be provided to guide the patient in self-management of health? Be specific by providing an actual, usable app or website.

Must have experience with healthcare/nursing related topics. Additional documents attached.

INTRODUCTION

Healthcare organizations accredited by the Joint Commission are required to conduct a root cause analysis (RCA) in response to any sentinel event, such as the one described in the scenario attached below. Once the cause is identified and a plan of action established, it is useful to conduct a failure mode and effects analysis (FMEA) to reduce the likelihood that a process would fail. As a member of the healthcare team in the hospital described in this scenario, you have been selected as a member of the team investigating the incident. 

SCENARIO

It is 3:30 p.m. on a Thursday and Mr. B, a 67-year-old patient, arrives at the six-room emergency department (ED) of a sixty-bed rural hospital. He has been brought to the hospital by his son and neighbor. At this time, Mr. B is moaning and complaining of severe pain to his (L) leg and hip area. He states he lost his balance and fell after tripping over his dog.

Mr. B was admitted to the triage room where his vital signs were B/P 120/80, HR-88 (regular), T-98.6, and R-32, and his weight was recorded at 175 pounds. Mr. B. states that he has no known allergies and no previous falls. He states, “My hip area and leg hurt really bad. I have never had anything like this before.” Patient rates pain at 10 out of 10 on the numerical verbal pain scale. He appears to be in moderate distress. His (L) leg appears shortened with swelling (edema in the calf), ecchymosis, and limited range of motion (ROM). Mr. B’s leg is stabilized and then is further evaluated and discharged from triage to the emergency department (ED) patient room. He is admitted by Nurse J. Nurse J finds that Mr. B has a history of impaired glucose tolerance and prostate cancer. At Mr. B’s last visit with his primary care physician, laboratory data revealed elevated cholesterol and lipids. Mr. B’s current medications are atorvastatin and oxycodone for chronic back pain. After Mr. B’s assessment is completed, Nurse J informs Dr. T, the ED physician, of admission findings, and Dr. T proceeds to examine Mr. B.

Staffing on this day consists of two nurses (one RN and one LPN), one secretary, and one emergency department physician. Respiratory therapy is in-house and available as needed. At the time of Mr. B’s arrival, the ED staff is caring for two other patients. One patient is a 43-year-old female complaining of a throbbing headache. The patient rates current pain at 4 out of 10 on numerical verbal pain scale. The patient states that she has a history of migraines. She received treatment, remains stable, and discharge is pending. The second patient is an eight-year-old boy being evaluated for possible appendicitis. Laboratory results are pending for this patient. Both of these patients were examined, evaluated, and cared for by Dr. T and are awaiting further treatment or orders.

After evaluation of Mr. B, Dr. T writes the order for Nurse J to administer diazepam 5 mg IVP to Mr. B. The medication diazepam is administered IVP at 4:05 p.m. After five minutes, the diazepam appears to have had no effect on Mr. B, and Dr. T instructs Nurse J to administer hydromorphone 2 mg IVP. The medication hydromorphone is administered IVP at 4:15 p.m. After five minutes, Dr. T is still not satisfied with the level of sedation Mr. B has achieved and instructs Nurse J to administer another 2 mg of hydromorphone IVP and an additional 5 mg of diazepam IVP. The physician’s goal is for the patient to achieve skeletal muscle relaxation from the diazepam, which will aid in the manual manipulation, relocation, and alignment of Mr. B’s hip. The hydromorphone IVP was administered to achieve pain control and sedation. After reviewing the patient’s medical history, Dr. T notes that the patient’s weight and current regular use of oxycodone appear to be making it more difficult to sedate Mr. B.

Finally, at 4:25 p.m., the patient appears to be sedated, and the successful reduction of his (L) hip takes place. The patient appears to have tolerated the procedure and remains sedated. He is not currently on any supplemental oxygen. The procedure concludes at 4:30 p.m.,and Mr. B is resting without indications of discomfort and distress. At this time, the ED receives an emergency dispatch call alerting the emergency department that the emergency rescue unit paramedics are enroute with a 75-year-old patient in acute respiratory distress. Nurse J places Mr. B on an automatic blood pressure machine programmed to monitor his B/P every five minutes and a pulse oximeter. At this time, Nurse J leaves Mr. B’s room. The nurse allows Mr. B’s son to sit with him as he is being monitored via the blood pressure monitor. At 4:35 p.m., Mr. B’s B/P is 110/62 and his O2 saturation is 92%. He remains without supplemental oxygen and his ECG and respirations are not monitored.

Nurse J and the LPN on duty have received the emergency transport patient. They are also in the process of discharging the other two patients. Meanwhile, the ED lobby has become congested with new incoming patients. At this time, Mr. B’s O2 saturation alarm is heard and shows “low O2 saturation” (currently showing a saturation of 85%). The LPN enters Mr. B’s room briefly, resets the alarm, and repeats the B/P reading.

Nurse J is now fully engaged with the emergency care of the respiratory distress patient, which includes assessments, evaluation, and the ordering of respiratory treatments, CXR, labs, etc.

At 4:43 p.m., Mr. B’s son comes out of the room and informs the nurse that the “monitor is alarming.” When Nurse J enters the room, the blood pressure machine shows Mr. B’s B/P reading is 58/30 and the O2 saturation is 79%. The patient is not breathing and no palpable pulse can be detected.

A STAT CODE is called and the son is escorted to the waiting room. The code team arrives and begins resuscitative efforts. When connected to the cardiac monitor, Mr. B is found to be in ventricular fibrillation. CPR begins immediately by the RN, and Mr. B is intubated. He is defibrillated and reversal agents, IV fluids, and vasopressors are administered. After 30 minutes of interventions, the ECG returns to a normal sinus rhythm with a pulse and a B/P of 110/70. The patient is not breathing on his own and is fully dependent on the ventilator. The patient’s pupils are fixed and dilated. He has no spontaneous movements and does not respond to noxious stimuli. Air transport is called, and upon the family’s wishes, the patient is transferred to a tertiary facility for advanced care.

Seven days later, the receiving hospital informed the rural hospital that EEG’s had determined brain death in Mr. B. The family had requested life-support be removed, and Mr. B subsequently died.

Additional information: The hospital where Mr. B. was originally seen and treated had a moderate sedation/analgesia (“conscious sedation”) policy that requires that the patient remains on continuous B/P, ECG, and pulse oximeter throughout the procedure and until the patient meets specific discharge criteria (i.e., fully awake, VSS, no N/V, and able to void). All practitioners who perform moderate sedation must first successfully complete the hospital’s moderate sedation training module. The training module includes drug selection as well as acceptable dose ranges. Additional (backup) staff was available on the day of the incident. Nurse J had completed the moderate sedation module. Nurse J had current ACLS certification and was an experienced critical care nurse. Nurse J’s prior annual clinical evaluations by the manager demonstrated that the nurse was “meeting requirements.” Nurse J did not have a history of negligent patient care. Sufficient equipment was available and in working order in the ED on this day.

REQUIREMENTS

  Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Explain the general purpose of conducting a root cause analysis (RCA).

1. Explain each of the six steps used to conduct an RCA, as defined by IHI.

2. Apply the RCA process to the scenario to describe the causative and contributing factors that led to the sentinel event outcome.

B. Propose a process improvement plan that would decrease the likelihood of a reoccurrence of the scenario outcome.

1. Discuss how each phase of Lewin’s change theory on the human side of change could be applied to the proposed improvement plan.

C. Explain the general purpose of the failure mode and effects analysis (FMEA) process.

1. Describe the steps of the FMEA process as defined by IHI.

2. Complete the attached FMEA table by appropriately applying the scales of severity, occurrence, and detection to the process improvement plan proposed in part B. 

Note: You are not expected to carry out the full FMEA.

D. Explain how you would test the interventions from the process improvement plan from part B to improve care.

E. Explain how a professional nurse can competently demonstrate leadership in each of the following areas:

• promoting quality care

• improving patient outcomes

• influencing quality improvement activities

1. Discuss how the involvement of the professional nurse in the RCA and FMEA processes demonstrates leadership qualities.

F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

G. Demonstrate professional communication in the content and presentation of your submission.

Public Health Competencies Self-Reflection Paper

The Public Health Competencies Self-Reflection Paper is the last assignment that you will save in your ePortfolio this quarter. In practice-immersion learning, you are both a participant and observer; as a participant, you will be contributing to the organization in which you are completing your practicum and learning new skills. But this is not what makes the experience worthy of academic credit; rather, it is the development of your ability to systematically observe what is going on around you and apply the course competencies. A well-written reflection is a tool that helps you practice moving quickly from your working environment to the didactic curriculum and theories you have learned over the course of your MPH program.

Instructions

First, review the six course competencies carefully. Reflect on the past nine weeks at your practicum site, study of the activities, and projects you have worked on during your practicum, and consider how you have grown as a scholar and practitioner in the public health field.

1. Discuss the public health needs and capacities of the population served by your practicum agency. 
   • Define public health needs and capacities.
2. Discuss how you have applied a socioecological framework to the development of population-based intervention strategies to improve health and reduce inequities for the population you are serving.
   • Define the ecological framework.
   • Describe how you would apply an ecological framework to the development and implementation of population-based interventions.
3. Analyze the insights gained concerning gender, race, poverty, history, migration, and culture when working toward health equity at organizational, community, and societal levels.
   • Discuss how these determinants undermine health and create challenges.
   • Discuss inclusive ways to achieve health equity at organizational, community, and societal levels.
4. Differentiate among availability, acceptability, and accessibility of health care across diverse populations.
   • Describe how the population your agency serves is accessing health care and services, accepting the services available, and is willing to make behavioral changes.
   • Describe potential ways to improve the current state.
5. Compare your practicum agency to other agencies in terms of structure, systems, and public health practices.
   • Define the agency structure, systems, and public health practices.
   • Provide examples of the agency structure, systems, and public health practices.
6. Explain how professional ethics and practices relate to equity and accountability in diverse community settings.
   • Discuss how your own professional ethics have helped improve health equity for the populations served at your practicum site.
   • Identify ways to improve your knowledge, ethics, and practices to better serve diverse communities and populations.
7. Analyze the systems-thinking or building tools you have used at your practicum site.
   • Define systems-thinking or building tools.
   • Describe how you have employed these tools to influence the community’s health behaviors to address health disparities or public health concerns.
   • Describe other tools you would like to use.
   • Describe how use of these tools would benefit the community.
8. Write following APA style for in-text citations and references.
   • Determine the proper application of APA formatting requirements and scholarly writing standards.
   • Apply the principles of effective composition.
   • Describe any professional and scholarly resources, primarily peer-reviewed journal articles, government Web sites, and experiences gained in the practicum.
9. Write clearly and logically with correct use of spelling and grammar.
   • Determine the proper application of the rules of grammar and mechanics.
   • Assess the relevance and credibility of information sources.

Remember that your instructor will be providing feedback on your assignments.

Additional Requirements

• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style and formatting standards.
• Cited resources: Minimum of three scholarly sources that relate to your professional experiences, points and/or course competencies. All literature cited should be current, with publication dates within the past five years.
• Length of paper: 8–10 double-spaced pages.
• Font and font size: Times New Roman, 12 points.

Students are required to submit weekly reflective narratives  throughout the course that will culminate in a final, course-long  reflective journal due in Topic 10. The narratives help students  integrate leadership and inquiry into current practice.

This  reflection journal also allows students to outline what they have  discovered about their professional practice, personal strengths and  weaknesses, and additional resources that could be introduced in a given  situation to influence optimal outcomes. Each week students should also  explain how they met a course competency or course objective(s).

In  each week’s entry, students should reflect on the personal knowledge  and skills gained throughout the course. Journal entries should address  one or more of the areas stated below.  In the Topic 10 graded  submission, each of the areas below should be addressed as part of the  summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

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

This  assignment uses a rubric. Please review the rubric prior to beginning  the assignment to become familiar with the expectations for successful  completion.

Do an introduction on human trafficking and how it is an ethical ethical dilemma

include statistic on human trafficking.

Include 2 scholarly articles on this issue. apa format and a reference page

i need it to be half a page or more. no more than a full page.

Below I have attached the Rubric. No plagiarism, provide TurnItIn Document. APA style, no references older than 5 years old. 

Use JEAN WASTON theorist for brochure.