1. Compare and contrast definitions of health from a public health nursing perspective.

2. Explain the difference between public/community health nursing practice and community-based nursing practice.

3. Discuss major contemporary issues facing community/public health nursing and trace the historical roots to the present.

4. Discuss and explain the steps to identified/diagnosed community health problems.

*** 600 words!!! 

As stated in the syllabus please present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion board name “Week 1 discussion questions”.  A minimum of 2 evidence-based references is required (not counting the class textbook) no older than 5 years.

Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality

 

Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future.

 

—Watkins & Mohr, 2001

 

Without a doubt, promoting health care quality and patient safety presents a meaningful aim.

To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork.

In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety. 

 

To prepare:

 

Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources.

If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment.

Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results?

 

Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change?

As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety.

Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality?

Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality.

 

Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality.

 

 

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional resources.

 

Required Readings

 

Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart.

Chapter 1, “The Journey” (pp. 1–12)

Chapter 2, “The Big Picture” (pp. 13–22)

Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50)

The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment.

 

Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment.

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.

Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30)

 

This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality.

Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778.

Retrieved from the Walden Library databases.

Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34(1), 37–55.

Retrieved from the Walden Library databases.

 

This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery.

Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548.

Retrieved from the Walden Library databases.

 

Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged.

 Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths. Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm

 

The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry.

Required Media

Laureate Education (Producer). (2013c). The importance of emotional intelligence. Retrieved from https://class.waldenu.edu

 

Note:  The approximate length of this media piece is 5 minutes.

 

Dr. Kenneth Rempher shares insights on the importance of emotional intelligence for health care leaders. He also discusses using appreciative inquiry to address health care quality concerns.

 

 

Accessible player  

Optional Resources

 Cooperrider, D. L., & Whitney, D. (n.d.). A positive revolution in change: Appreciative inquiry. Retrieved March 18, 2013, from http://appreciativeinquiry.case.edu/uploads/whatisai.pdf

 Momeni, N. (2009). The relation between managers’ emotional intelligence and the organizational climate they create. Public Personnel Management, 38(2), 35–48.

Retrieved from the Walden Library databases.

 

Case Study

A 60 year old woman with a 10 year history of Type II diabetes presents with multiple complications including retinopathy, peripheral neuropathy and declining renal function.

She has not had the urge to eat as of recently she feels “full” after a few bites. The incidence of nausea and feeling bloated occurs at least twice a day and even after a glass of water she feels bloated. She also complains of fatigue and not been able to keep up with daily chores.

A radiographic gastric emptying study shows a prolonged gastric emptying time.

Assignment Questions

1. What is the typical diagnosis for a patient who presents with this clinical picture?
2. What is the likely pathophysiologic process responsible for the presenting symptom? Support your response with a credible source.
3. What is the class of the drug used to treat the pathophysiolog?. Discuss the pharmacologic management plan for this patient.
4. Outline the mechanism of action and any possible contraindications of the pharmacologic management plan that you identified for the patient.

Instructions

• Prepare and submit a 3-4 page paper [total] in length (not including APA format).
• Answer all the questions above.
• Support your position with examples.
• Please review the rubric to ensure that your assignment meets criteria.
• Submit the following documents to the Submit Assignments/Assessments area:
  • Case Study: Gastrointestinal

The Beer’s criteria contain a list of drugs that are potentially unsafe for use in older persons. Go to https://www.sigot.org/allegato_docs/1057_Beers-Criteria.pdf. Select a drug on the “avoid” list that you have administered to an older patient or a drug that you know is prescribed for an older adult. Relate the outcome of using this drug to the pharmacokinetics (absorption, metabolism, distribution, and excretion) of drugs in an older client. In addition to the link, cite one other reference to support your post. 250 words

Mrs. Jones, a widow, is no longer able to live independently and is requiring more and more help with her self-care. Her daughter, Susie, who is married with three school-aged children, agrees to let her mother move in with her. Susie is concerned with balancing the demands of her career and the needs of her family, especially now that her elderly and chronically ill mother will need assistance. She is also unsure about how she feels with the reversal of roles, having to now be the primary caregiver of her mother. How can the nurse, caring for this family, assist with the changes they are about to undergo? How can both the family structural theory and the family developmental theory be applied to this scenario? How can health education enhance health promotion for this family?