2025 description of a leader distinguishing his or her style as authoritative democratic or

can you complete 2025

description of a leader, distinguishing his or her style as authoritative, democratic, or laissez- faire . Describe the characteristics that inform your perception, and explain which ones you would integrate into your own leadership style, as well as which ones you would prefer not to integrate. Explain at least one potential effect of this leadership style on health care quality and patient outcomes.

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2025 For the middle aged adult exercise can reduce the risk of various health problems

DQ2-W 4 2025

For the middle-aged adult, exercise can reduce the risk of various health problems. Choose three health issues that regular physical exercise and activity can help prevent and manage. Discuss the prevalence of each of these health problems in society today. Describe measures that you would take as a nurse to assist clients with health promotion measures to incorporate exercise and physical activity into their lives. Include the kind of activities you would recommend, the amount of exercise, and the approach you would use to gain cooperation from the client. Support your response with evidence-based literature.

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2025 For the middle aged adult exercise can reduce the risk of various health problems Choose three health

DQ2-W 4 2025

For the middle-aged adult, exercise can reduce the risk of various health problems. Choose three health issues that regular physical exercise and activity can help prevent and manage. Discuss the prevalence of each of these health problems in society today. Describe measures that you would take as a nurse to assist clients with health promotion measures to incorporate exercise and physical activity into their lives. Include the kind of activities you would recommend, the amount of exercise, and the approach you would use to gain cooperation from the client. Support your response with evidence-based literature.

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2025 Primary Discussion Response is due by Friday 11 59 59pm Central Peer Responses are due by Tuesday

Discussion board 2025

Primary Discussion Response is due by Friday (11:59:59pm Central), Peer Responses are due by Tuesday (11:59:59pm Central). Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas. As a member of the Silver Creek Ethics Committee, you are aware of the many ethical concerns, challenges, and issues that face health care professionals every day. You have been asked by the chair of the ethics committee to research the ethics of confidentiality and why patient privacy and confidentiality are important.

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2025 American College of Healthcare Executives http www ache org PUBS research ceoissues cfm Top Issues Confronting Hospitals 2011 1 As you examine the lists of

Discussion question for ExceptionalGeek!!! 2025

American College of Healthcare Executives http://www.ache.org/PUBS/research/ceoissues.cfm “Top Issues Confronting Hospitals: 2011” 1.As you examine the lists of top issues, do any surprise you? Why or why not? 2.For the specific concerns listed by respondents, further down the page, of the top three overall issues think about how both leadership and management have a role to play. ANSWER BOTH QUESTIONS

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2025 Overview Your final project for this course will be a patient record

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Overview: Your final project for this course will be a patient record analysis. You will apply the knowledge of anatomy, physiology, and pharmacology that you have developed during this course in a thorough review of existing patient information in the Final Project Patient File . Specifically, you will review a patient’s history and a discharge chart from a recent physician visit, explaining the reasons behind diagnosis (or diagnoses) based on documented symptoms, citing any inconsistencies or concerns, and discussing the potential and current treatments, all in preparation for your future coding practices. For this milestone, you will review the patient history file and discuss what it tells you. Discriminating between signs and symptoms, primary diagnoses, secondary diagnoses, and differential diagnoses, discuss what the findings are. Specifically, the following critical elements must be addressed: I. Patient History Analysis a) Summarize the patient history , explaining key patient demographics and family history that could be risk factors for common diseases. b) Identify the past diagnosis (or diagnoses, if more than one exists in the file) and explain how the diagnosis was made. Specifically, what tests were done? c) Discuss the symptoms the patient showed according to the file. Why and how did these symptoms lead the doctors to order certain tests? d) What alternate diagnosis (or diagnoses) could these symptoms have indicated? Explain using evidence-based resources to support your conclusions. e) Using supportive details from peer-reviewed resources, explain the pathophysiology of the diagnosis. In other words, how does the diagnosed disease develop and progress in the body? f) Identify the past prescribed medications the patient is taking and explain the purposes of their larger pharmacological groupings . g) Explain what symptoms the specific medications are meant to treat, using resources to support your claims about the impact of the medication on the symptoms. h) Illustrate how these medications impact the body and its functions. Use examples to support your explanations. Rubric Guidelines for Submission: This milestone should be at least 2 pages in length and submitted as a Word document. All sources should be in APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions .

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2025 Read NURSING THEORIES THE BASE FOR PROFESSIONAL NURSING PRACTICE JULIA B George MARKET For nursing professionals Table

NURSING THEORIES THE BASE FOR PROFESSIONAL NURSING PRACTICE JULIA B George 2025

Read: NURSING THEORIES THE BASE FOR PROFESSIONAL NURSING PRACTICE JULIA B George MARKET: For nursing professionals. Table of Contents 1. An Introduction to Nursing Theory 2. Nursing Theory and Clinical Practice 3. Environmental Model: Florence Nightingale 4. Interpersonal Relations in Nursing: Hildegard E. Peplau 5. Definition and Components of Nursing: Virginia Henderson 6. Self-Care Deficit Nursing Theory: Dorothea Elizabeth Orem 7. Behavioral System Model: Dorothy E. Johnson 8. Nursing Process Discipline: Ida Jean Orlando 9. Other Theories from the 1950s and 1960s 10. The Conservation Principles: A Model For Health: Myra Estrin Levine 11. Conceptual System and Theory of Goal Attainment: Imogene M. King 12. Science of Unitary Human Beings: Martha E. Rogers 13. The Roy Adaptation Model: Sister Callista Roy 14. The Neuman Systems Model: Betty Neuman 15. Other Theories from the 1970s 16. Theory of Culture Care Diversity and Universality: Madeleine M. Leininger 17. Health as Expanding Consciousness: Margaret A. Newman 18. Theory of Transpersonal Caring: Jean Watson 19. Human Becoming School of Thought: Rosemarie Rizzo Parse 20. The Modeling and Role-Modeling Theory: Helen Lorraine (Cook) Erickson, Evelyn M. Tomlin, and Mary Ann P. Swain 21. Health Promotion Model: Nola J. Pender 22. Philosophy of Caring and Expert Nursing Practice: Patricia Benner 23. Other Theories of the 1980s 24. Other Nursing Theories from the 1990s Type of Paper: Assignment Number of pages: 1 (300 words) Academic Level: Undegraduate Deadline: 2 hours Instructions: Instructions: After reading the assigned chapters, please post two discussion questions based on the readings along with your answers. Do not summarize the chapters. Provide your thoughts and discussion questions that makes your classmates think. Chapters 6, 7, 10, 11, 12, 13, 14, & 15 Conceptual models help us visualize and understand complex issues. Conceptual theorists in Nursing include: Dorothea Orem Imogene King Sister Callista Roy Dorothy Johnson Myra Levine Betty Neuman Martha Rogers As you read through the assigned chapters, you will get a good understanding of the conceptual model, what makes a conceptual model, and what is concept mapping. Book: Nursing Theories. The Base for Professional Nursing Practice Julia B. George. 6th edition Type of Paper: Assignment Number of pages: 1 (275 words) Academic Level: Undegraduate Deadline: 2 hours Instructions: Nursing Theorists Discussion Instructions: Nursing Theories-Chapter 3,5, 9, 18, and 19. Please add these chapters After reading the assigned chapters, please post two discussion questions based on the readings along with your answers to the following questions: If these chapters influenced your philosophy? Why or why not? Did anything surprise you? What?

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2025 Write a 1 000 to 1 400 word paper that addresses the following Please include

Need within 30 hours! 1,000 word paper on The Importance of Accountability Paper 2025

Write a 1,000- to 1,400-word paper that addresses the following: Please include headers for each section below to ensure everything is explained in detail. Why is accountability important in the health care industry? How is an employee’s accountability measured in the health care industry? How does accountability apply to ethical considerations in leadership and management? What does a checks-and-balances process look like in a successful organization? How does accountability affect an organization’s working culture? How can you maintain a positive working culture and avoid a working culture of blame? Cite a minimum of 4 references. Format your paper according to APA guidelines.

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2025 Discussion 1 Organizational Networks and Partnerships to Support Educational Success Respond to

Week 4 Discussion Response #1: Organizational Networks and Partnerships to Support Educational Success 2025

Discussion #1: Organizational Networks and Partnerships to Support Educational Success Respond to the discussion #1 below using two 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. Reminders: 1. 1 page only 2. Put citations 3. At least 3 references. Articles must 2012 ut to present. Discussion #1: Organizational Networks and Partnerships to Support Educational Success Mission The organization for this discussion is a for-profit career college. The mission statement involves preparing learners for a professional/technical career. This is a degree granting institution with diploma, associate and bachelor degrees. They offer a variety of programs in business, technology, criminal, paralegal and healthcare. There are two campuses 30 miles from one another but in two different states. Partnerships The two campuses are run by the same administrative team, and there is a partnership that exist between the campuses. Many program directors and deans oversee programs at both campuses. The nursing department is a little different in that aspect. The main campus has a larger student population allowing for more faculty and leaders. The administrative team is also housed at the main campus. The sister campus is much smaller with a smaller faculty and student population. There is one leader at the sister campus who oversees the entire nursing program. The leader must constantly answer to the administrative team. Both nursing departments are supposed to have a shared partnership when it comes to teaching materials, resources etc. This is not always the case. The main campus is constantly making curriculum changes that we do not always agree with but are expected to follow. We have very little say in the decision-making process. This can hinder one’s role as a nurse educator. There are many differences in the two campuses including student population, organizational culture and climate. What is best for one campus may not always work for the other. Organizational Culture/Climate Organizational culture is the values and behaviors adopted by the employees of an organization (Bellott, 2011). The climate is the atmosphere that is created based on the culture (Bellott, 2011). The culture and climate differs between campuses. The main campus has more resources, better equipment, and less workload. There is this overall sense of superiority from those at the main campus. The sister campus is always looked at as the one that has problems. The faculty at the main campus does not want to share or collaborate with those at the sister campus. You can feel the difference in climate when you visit the main campus. This affects the faculty at the sister campus. A partnership requires common interests, goals, communication and respect (Breslin et. al., 2011). The partnership that exists between the two campuses lacks teamwork, communication, and respect. When changes are made there is very little discussion between the campuses and most decisions are made by the main campus. For changes to be successful they must take place at the group level with everyone participating and collaborating in the process (Schriner et. al., 2010). Better collaboration and teamwork is needed between campuses to improve the overall partnership that exists among faculty. References: Bellot, J. (2011). Defining and assessing organizational culture. Nursing Forum, 46 (1), 29–37. doi: 10.1111/j.1744-6198.2010.00207.x Breslin, E., Stefl, M., Yarbrough, S., Frazor, D., Bullard, K., Light, K.,… Lowe, A. (2011). Creating and sustaining academic-practice partnerships: Lessons learned. Journal of Professional Nursing, 27 (6), e33–e40. doi: http://dx.doi.org.ezp.waldenulibrary.org/10.1016/j.profnurs.2011.08.008 Schriner, C., Deckelman, S., Kubat, M., Lenkay, J., Nims, L., & Sullivan, D. (2010). Collaboration of nursing faculty and college administration in creating organizational change. Nursing Education Perspectives, 31 (6), 381–386. doi: http://dx.doi.org.ezp.waldenulibrary.org/10.1043/1536-5026-31.6.381 Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter III, “The Hidden Wholeness: Paradox in Teaching and Learning” (pp. 63–90) In this chapter, the author explains the concept of paradox within the context of education. She notes that an either-or approach often characterizes teaching and learning experiences. The author also brings awareness to the value of a both-and perspective as an alternative to the either-or approach. Ahmann, E., & Dokken, D. (2012). Strategies for encouraging patient/family member partnerships with the health care team. Pediatric Nursing, 38 (4), 232–235. Retrieved from the Walden Library databases. The authors of this article explore the importance of involving family members as part of the care team. In addition, they provide numerous strategies nurses can employ to encourage family participation. Bellot, J. (2011). Defining and assessing organizational culture. Nursing Forum, 46 (1), 29–37. Retrieved from the Walden Library databases. The author examines the construct of organizational culture and how this concept applies to health care settings. Breslin, E., Stefl, M., Yarbrough, S., Frazor, D., Bullard, K., Light, K.,… Lowe, A. (2011). Creating and sustaining academic-practice partnerships: Lessons learned. Journal of Professional Nursing, 27 (6), e33–e40. Retrieved from the Walden Library dataases This article examines strategies for forming academic–practice partnerships and discusses five key factors that influenced the success of this type of partnership. Calzone, K. A., Jenkins, J., Yates, J., Cusack, G., Wallen, G. R., Liewehr, D. J., & … McBride, C. (2012). Survey of nursing integration of genomics into nursing practice. Journal of Nursing Scholarship, 44 (4), 428–436. Retrieved from the Walden Library databases. This article focuses on how education can facilitate nurses’ understanding of genomics so they are better able to integrate it into practice. Dixon, M. A., & Dougherty, D. S. (2010). Managing the multiple meanings of organizational culture in interdisciplinary collaboration and consulting. Journal of Business Communication, 47 (1), 3–19. Retrieved from the Walden Library databases. This article addresses the perspectives that professionals bring when they collaborate across disciplines and explains how this can lead to different understandings of the same phenomena. McInnes, E., Middleton, S., Gardner, G., Haines, M., Haertsch, M., Paul, C. L., & Castaldi, P. (2012). A qualitative study of stakeholder views of the conditions for and outcomes of successful clinical networks. BMC Health Services Research, 12 (49), 1–12. Retrieved from the Walden Library databases. The authors examine the positive influence of networking on meeting patient needs and explore conditions necessary for successful networking. Schriner, C., Deckelman, S., Kubat, M., Lenkay, J., Nims, L., & Sullivan, D. (2010). Collaboration of nursing faculty and college administration in creating organizational change. Nursing Education Perspectives, 31 (6), 381–386. Retrieved from the Walden Library databases. The authors apply Lewin’s change theory as they examine organizational restructuring. Yucha, C. B., Schneider, B. S., Smyer, T., Kowalski, S., & Stowers, E. (2011). Methodological quality and scientific impact of quantitative nursing education research over 18 months. Nursing Education Perspectives, 32 (6), 362–368. Retrieved from the Walden Library databases. The authors examine the research methods used in a number of nursing education studies and present guidelines for how to conduct rigorous studies.

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2025 NURS6351 Discussion Response 1 Addressing the Needs of Underperforming Learners Respond to the discussion 1

NURS6351 Discussion Response #1: Addressing the Needs of Underperforming Learne 2025

NURS6351 Discussion Response #1: Addressing the Needs of Underperforming Learners Respond to the discussion #1 below using the following approaches: 1. Ask a probing question, substantiated with additional background information or research. 2. Propose means/resources an educator could utilize to address the situation/issues. Just like each and every one of us has unique qualities that make us different, so are the learning aspects of students in the educational arena. Educators have the challenge to maintain the core components of the established curriculum but must find different means to distribute the information so that each student can benefit. The obstacle is when the general population of student learning falls short for a select few students. A nurse educator could utilize formative assessments and evaluations to monitor learning/performance. Identification early on will ensure adequate remediation for students prior to the semester’s conclusion and allow the student the best chance to meet the course objectives. Establishing clear objectives and performing a midterm performance appraisal for students may guide the instructors ability to provide constructive criticism and direct towards remediation. The case scenario I would like to discuss regards a specific student, (let’s call him Colin for sake of the story) has learning difficulties that are verbally and visually seen by the instructor. He was verbally inappropriate with patients asking irrelevant questions and visually nervous pacing back and forth in the room waving his hands around aimlessly. In addition, he was consistently apologetic and insecure at the bedside leaving the patient to feel vulnerable and afraid unsure of what his intentions were at the bedside. Similarly, he stuttered tremendously and it affected his delivery of material when providing patient education. Respectfully, patients pulled me aside and actually requested not to have the student back in their room because he made them uncomfortable. Throughout the course of the semester he did not seek out additional support full well knowing the learning lab available to students included in their course. “Weak students tend not to recognize their difficulties or seek support appropriately” ( Cleland , et. al ., 2010, p. 184).  Colin clearly did not see a need to strengthen the areas of weakness; even though he verbally stated he has areas to work on; including the control of his body movements and stuttering; also his confidence level at the bedside. I reassured him as the instructor that we can work on all those areas and even gave him positive reinforcement where he had strengths including a high understanding of the theoretical material. His insight to medical terminology was astute and spot on with what assessments were required at the bedside. It was when he was at the actual patient’s bedside that his delivery was weak. He kept making excuses for his errors (although minor) and did not hold any personal regard for improving unless the instructor brought it to his attention. This student did not disclose any learning deficits upon admission into the nursing program. It could be assumed by others with the professional knowledge and diagnostic capability that this student was high functioning but on the spectrum requiring learning support. For students with unique learning needs to be successful, a strategy their instructor must have is knowledge of the available resources for the student. An additional strategy is establishing early on a professional rapport with each student. Garside , et. al . (2009) states that “recognizing that students have individual strengths, weaknesses, learning styles and preferences concerning mode of assessment, offering choices of assessment was proposed as a strategy for inculcating the values of student centeredness and responsibility for learning” (p.144). By individualizing each and every working relationship with the student, the instructor can better manage the means in which constructive criticism can be delivered. Legal or ethical considerations that could arise in a situation as described above is discrimination suits or ethically viewed as targeting a minatory population of special need students. The educator’s behavior and interactions associated with supporting a learner’s performance should revolve around careful documentation of repeated failed learning events to support the recommended need for further support. In addition, building a rapport with the student; establishing a professional yet trusting relationship that involves constructive criticism as an expectation throughout the course will also support the educator’s legal security from an imposed discrimination suit. In the beginning of each and every semester I provide in print expected guidelines, objectives and expectations for the semester. Because it is clearly stated prior to any clinical experience that constructive criticism is an expectation on both sides of the coin: including students capability to provide instructor criticism with no retaliation so long as it is professional; there should be no grey area of scrutiny for the possibility of discrimination. Establishing this mutual agreement will solidify the intended agenda and having students understand that learning remediation may be a recommendation. Dr. Terry Valiga states in the Laureate Education (2013e) that there are great benefits to identifying personal cues that each student may show to indicate remediation or need for learning support. It is reassuring to me that I already established this need when teaching students presently. Overall, when educators provide a positive learning experience it often includes careful thought out list of objectives and expectations and an intention to establish a positive working relationship with the student. Cleland , J., Mackenzie, R.K., Ross, S.S., Sinclair, H.K., & Lee, A.J., (2010) A remedial intervention linked to a formative assessment is effective in terms of improving student performance in subsequent degree examiniations . Medical Teacher, 32( 4), 185-190). Garside , J., Nhemachena , J.Z.Z., Williamsn , J., & Topping, A. (2009). Repositioning assessment: Giving students the choice of assessment methods. Nurse Education in Practice , 9(2), 141-148. Laureate Education (Producer). (2013e). Identifying and managing learner performance [Video file]. Retrieved from MyMedia Player. (NURS 6351) Reminders: 1. 1 page only 1. Put APA format citations 2. At least 3 references (APA format)… Articles must be 2011 to 2016. Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116) This chapter focuses on the cultivation of community in education. Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53–58. Retrieved from the Walden Library databases. This article describes strategies for addressing learning needs in culturally diverse nursing education settings. Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253–260. Retrieved from the Walden Library databases. The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body. Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students. Journal of Cultural Diversity, 17 (4), 122–126. Retrieved from the Walden Library databases. The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy. Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16 (2), 40–49. Retrieved from the Walden Library databases. This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups. Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19 (3), 79–84. Retrieved from the Walden Library databases. As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue. Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49 (5), 272–275. Retrieved from the Walden Library databases. The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups. Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49 (4), 219–222. Retrieved from the Walden Library databases. This article examines problem-based learning within an online context to promote nursing students’ development of essential skills. Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49 (4), 215–218. Retrieved from the Walden Library databases. The authors examine the effects of gender on nursing students’ experiences.

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