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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Discussion 5 2025

r to beginning work on this discussion, read Chapter 11 in the text, the articles by Baez (2013), Hogan, Barrett, and Hogan (2007), Morgeson, Campion, and Dipboye (2007), Peterson, Griffith, Isaacson, O’Connell, and Mangos (2011), and the Maximizing Human Potential Within Organizations , Building Better Organizations , and Top Minds and Bottom Lines brochures on the Society for Industrial and Organizational Psychology (SIOP) website. Evaluate the MMP1-2-RF Police Candidate Interpretive Reports for Mr. C . and Ms. D. For this discussion, you will take on the role of an industrial-organizational psychologist recently awarded a contract to evaluate potential police candidates. The purpose of the evaluations is to determine the psychological capability of the applicants to be certified as police officers in your state. The applicants you are examining are applying for certification and will be vested with a position of public trust. If certified as police officers, the individuals will likely be required at some future time to exercise significant physical strength and undergo high emotional stress. As the examining psychologist, you are required to comment on the applicants’ social comprehension, judgment, impulse control, potential for violence, and/or any psychological traits that might render her or him psychologically at risk to be certified. The state requires that each applicant’s examination include the following elements: Interview and History : The psychologist must personally interview the applicant and provide a summary of the applicant’s personal, educational, employment, and criminal history. Required Personality Test: The applicant shall be administered any current standard form of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) by the licensed psychologist who interviewed the individual, or by a paraprofessional employed by and under the direct control and supervision of that licensed psychologist. Other Testing Methods: If (after conducting the required test) the licensed psychologist is unable to certify the applicant’s psychological capability or risk to exercise appropriate judgment and restraint to be certified as a police officer, the psychologist is directed to personally employ whatever other psychological measuring instrument(s) and/or technique(s) deemed necessary to form her or his professional opinion. The use of any such instrument(s) and/or technique(s) requires a full and complete written explanation to the commission. For the purposes of this discussion, assume the interview and history information reported to you by Mr. C. and Ms. D. is unremarkable and that neither candidate communicated anything to you during the interview that raised concerns about her or his capabilities to exercise appropriate judgment and restraint to be certified as a police officer. Review the MMP1-2-RF Police Candidate Interpretive Reports for Mr. C. and Ms. D. and evaluate the professional interpretation of this testing and assessment data from an ethical perspective. In your initial post, communicate your conclusions about Mr. C. and Ms. D., either recommending certification or communicating reservations. After you have made your decision, begin the section on each candidate with one of the following statements, identifying each candidate by name. To recommend certification: I have examined [insert applicant’s name], and it is my professional opinion that this person is psychologically capable of exercising appropriate judgment and restraint to be certified as a police officer. Follow the above statement with a one-paragraph rationale for your conclusion based on the available test results. Follow the rationale with a brief comparison of any additional assessment instruments you might consider administering beyond the MMPI-2-RF. Debate the pros and cons of the potential use of other assessments. Explain any ethical implications that may arise from the interpretation of this data. To communicate reservations: I have examined [insert applicant’s name], and it is my professional opinion that this person is psychologically at risk for exercising appropriate judgment and restraint to be certified as a police officer. Follow the statement with a one-paragraph rationale for your conclusion based on the available test results. Follow the rationale with a brief comparison of any additional assessment instruments you recommend administering beyond the MMPI-2-RF. Debate the pros and cons of using other assessments.

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comment sherry january 23 4:02pm 2025

I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT. bETWEEN 200-250 WORDS “Successful communication between healthcare providers and their patients from different cultural backgrounds depends on developing awareness of the normative cultural values of patients and how these differ from the cultural values of most western medical professionals. When cultural differences are poorly understood, a variety of adverse clinical outcomes may result: reduced participation in preventive screenings, delayed immunizations, inaccurate histories, use of harmful remedies, non-compliance, and decreased satisfaction with care” (Carteret, 2011). There are many cultural considerations to be aware of while interviewing Sue Li who is of Asian American ethnicity. The Asian community as a whole is conservative no matter the sex of the person. Sue Li should first be asked if she would prefer to speak with a male or female nurse. Since the patient is only 20 years old there may be some resistance in communication. The Asian Community has a strong bond with family. Their family extends to include all relatives not just immediate members. Loyalty is expected within the family, and dishonor or disgrace is not tolerated. Self-control is expected from all family members this demonstrates stamina and strength in crisis. In the healthcare setting Sue Li may be unwilling to show strong emotions, pain, or grief because of cultural values. Cultural beliefs about health and sickness often conflict with Western medicine, which prevent some Asian-Americans from seeking help for symptoms or sticking with treatment. Another important consideration the nurse must check for is that Sue understands what she is being educated about. There may be a language barrier. Sue Li may give the nurse a gesture as though she understands when she is actually confused about her diagnosis or treatments. It will help if the nurse avoids asking yes or no questions. The nurse must also give the patient time if she wants to confer with her family. Unfortunately this can be time consuming and possibly delay care but building a trusting relationship is essential when dealing with different cultures (Carteret, 2011). The Abuse Assessment Screen (AAS) was created for the detection of abuse in pregnant women, and it is the oldest screening tool used today. It consists from three to five questions, and is also used to increase documentation in medical records. The questions assess physical, sexual, and emotional abuse prior to and during pregnancy. The AAS is usually conducted by the nurse but can be conducted other members of the hospital such as, counselors, physicians, or nutritionists. The tool is even translated into different languages, and it also includes body maps for documentation of injuries (Women’s Health, 2009). If abuse is discovered the nurse should not only report it but offer support to Sue Li. The nurse can provide her with resources to receive help and education. For instance, a nurse could give Sue Li the phone number of a domestic violence hotline. Also, the nurse may show Sue to a phone and an opportunity to make the call. After the nurse assesses Sue’s home environment and determines if it is safe the nurse can refer her to a battered women’s shelter. The National Domestic Violence Hotline, 1-800-799-SAFE, is an excellent source for both patients and nurses. These sources will allow the nurse to give Sue Li additional knowledge, encouragement, and the assurance that she can come back to the hospital for additional help (Carteret, 2011). Reference Carteret, Marcia, M. ED. (2011). Cultural Values of Asian Patients and Families. Retrieved from: http://www.dimensionsofculture.com/2010/10/cultural-values-of-asian-patients-and-families/ (2009). Women’s Health and Education Center (WHEC). Retrieved from: http://www.womenshealthsection.com/content/vaw/vaw011php3

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holistic nursing 2025

post a brief 1–2 page description of what you understand by holisitic nursing and a holistic nursing experience you have had to this Discussion Area . Your description should also include the following: How do you see this course enhancing your professional practice? At least two things that you would like to get from this course.

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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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