Case Study, Chapter 16, Whistle-Blowing in Nursing

A student nurse asks a faculty member to explain whistle-blowing. The student nurse wants to know the work conditions that would have to be met before whistle-blowing occurs, as well as situations in which whistle-blowing is clearly indicated. The faculty member reviews key concepts with all members of the class.

1. Being a whistle-blower takes great courage and self-conviction because it requires the whistle-blower to avoid groupthink. Analyze how groupthink affects the process of whistle-blowing.

2. Discuss the pros and cons of whistle-blowing.

3. What are the key guidelines for blowing the whistle?

 

Write a 3–4 page response to an employment questionnaire requiring a self-evaluation of your leadership and ethical experiences.

An understanding of one’s own approaches to leadership, motivation, collaboration and ethical situations is important to the evolution of an effective leader. An introspective lens can help emerging leaders better understand and hone these important skills.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply qualities, skills and practices used by effective healthcare leaders.
  • Analyze one’s own leadership qualities and actions relative to a specific experience.
• Competency 2: Apply practices that facilitate effective interprofessional collaboration.
  • Analyzes one’s own leadership and motivational techniques used to foster collaboration among stakeholders.
• Competency 3: Apply ethical codes and diversity best practices in health care organizations. 
  • Analyze actions taken in response to an ethical dilemma, using an ethical code. 
• Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
  • Conveys clear meaning in active voice, with minimal issues in grammar, usage, word choice, spelling, or mechanical errors. 

ASSESSMENT INSTRUCTIONS

 

Preparation

Download and review the Western Medical Enterprises Questionnaire found in the Resources. Use it to complete this assessment.

Optional

Read Ethical decision-making in a caring environment: The four principles and LEADS if you chose this reference to complete your assignment. See the Western Medical Enterprises Questionnaire for details.

Scenario

Imagine that over the past few months you have participated in several organizational projects and met many new people.  The opportunities to collaborate and demonstrate your emerging skills as a leader prompted you to think about applying for a new position.  After exploring online job postings, you prepared a resume and submitted the application to Western Medical Enterprises. A few days later you received the following email:

Dear Applicant,
Thank you for your interest in employment at Western Medical Enterprises. We have received your application packet. The next step for all potential employees is to provide a narrative response to the questions in the attached document. Please return your completed document to me by replying to this e-mail. 
Once we receive your responses, we will review them and notify you of the next steps.
Good luck! 
Sincerely,
Thomas Hardy
Human Resources Recruiter
Western Medical Enterprises

Instructions

Respond to the scenario by completing the Western Medical Enterprises Questionnaire found in the Resources.

Please refer to the scoring guide for details on how your assessment will be evaluated.

GRADING RUBRIC:

1-  Analyze one’s own leadership qualities and actions relative to a specific experience. 

Passing Grade:  Analyzes one’s own leadership qualities and actions relative to a specific experience, against an accepted leadership model. 

2-  Analyze one’s own leadership and motivational techniques used to foster collaboration among stakeholders. 

Passing Grade:  Analyzes one’s own leadership and motivational techniques used to foster collaboration among stakeholders, comparing them to one or more proven techniques. 

3-  Analyze actions taken in response to an ethical dilemma, using an ethical code. 

Passing Grade:  Analyzes actions taken in response to an ethical dilemma in great detail that references specific elements of the code to help assess actions taken. 

4-  Convey clear meaning in active voice, with minimal issues in grammar, usage, word choice, spelling, or mechanical errors. 

Passing Grade:  Produces complex and concise text that conveys clear meaning, with strong grammar, usage, word choice, spelling, and mechanical decisions. Enhances flow and meaning of text by using strong active voice throughout. 

 Benchmark – Human Experience Across the Health-Illness Continuum
View RubricDue Date: Apr 07, 2019 23:59:59       Max Points: 100

Details:

The benchmark assesses the following competency:

Benchmark: 5.1. Understand the human experience across the health-illness continuum.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
2. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
3. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark – Human Experience Across the Health-Illness Continuum  

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

30.0 %Health-Illness Importance to Health and Patient Care (Benchmarked: 5.1. Understand the human experience across the health-illness continuum.) 

A discussion on the importance of the health-illness continuum is not presented. 

A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care. There are significant inaccuracies. More evidence or information is needed.

A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies. More information or rationale is needed.

A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity.

A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support.

30.0 %Refection on Personal State of Health and the Health Illness Continuum

Reflection on personal overall state of health is omitted. 

A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete. 

A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum.

A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum.

A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum. 

20.0 %Resources Supporting Wellness

Options and resources available to help the author move toward wellness on the health-illness continuum are omitted.

Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness.

General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.

Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness.

Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.

15.0 %Organization and Effectiveness 

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

15.0 %Organization and Effectiveness 

5.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. 

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

15.0 %Organization and Effectiveness 

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. 

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. 

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present. 

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct. 

3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct. 

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

 

• Academic level: College
• Type: Research paper
• Subject: Health Care
• Topic: Cervical cancer
• Style: APA
• Number of pages: 3 pages/double spaced (825 words)
• PowerPoint slides: 0
• Additional: None
• Number of source/references: 3
• Include : Abstract page

Order instructions:3 full pages time romain good english cover page and no book source sources