Complete a 250-350-word reflection of what you have learned during this topic. Include the following in your reflection:

1. Think about an experience you’ve encountered when viewing or completing the particular assessment.
2. Discuss difficulties that could potentially arise or specific questions related to completing this type of assessment.
3. Include illustrative examples of potential strategies used to overcome the difficulties encountered when completing (the particular) assessment.
4. Describe how the Christian worldview and compassion for all plays a role in this type of assessment.

APA style is not required, but solid academic writing is expected.

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

 COMPETENCIES

1013.1.1 : Self-Discovery and Mindfulness

The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness.

1013.1.2 : Working Styles and Leadership Skills

The graduate demonstrates the ability to apply the concept of working styles to leadership skills.

1013.1.3 : Effective Communication

The graduate demonstrates appropriate patterns of effective communication.

1013.1.4 : Communicating in a Community of Peers

The graduate identifies and applies appropriate communication strategies to develop a supportive community of peers.

INTRODUCTION

At the end of the Leadership and Communication course, you will write a four-part reflection paper. This paper will help you focus on your experience and insights from the course. This includes what you have experienced about your working style; how you work with others; insights you have gained regarding conversations and interactions you have with friends, family, coworkers, and others; and strategies you will use to improve your chances for success.

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.  Reflect on your experience in the Leadership and Communication course by doing the following:

1. Provide a brief overview of your understanding of your Energy Graph from the Learning Report, including two personal strengths and two personal challenges that relate to your working style.
 

Note: Consider discussing your intensity level (Extreme, Effortless, Deliberate, Stress) in your main dynamics—Explore, Excite, Examine, and Execute—and how they relate to your strengths and challenges.
 

2.  Describe your experience(s) of conversations as they relate to the laws of conversation and the four levels of the conversation meter.

3.  Discuss your strategies for being a successful student, including how you will incorporate your strengths and address your challenges.

4.  Reflect on your overall experience in the course and how it applies to two of the following: academic activities, professional career, or personal life.
 

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

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

File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRICA1. WORKING STYLE:

NOT EVIDENT

A discussion of 2 personal strengths and 2 personal challenges is not provided.

APPROACHING COMPETENCE

The response includes an impractical or poorly detailed overview of the candidate’s understanding of the Energy Graph, or the response is missing or provides unclear descriptions of 2 personal strengths and 2 personal challenges that relate to the candidate’s working style.

COMPETENT

The response includes a brief overview of the candidate’s understanding of the Energy Graph, including a description of 2 personal strengths and 2 personal challenges as they relate to the candidate’s working style.

A2. COMMUNICATION:

NOT EVIDENT

A description of the candidate’s experiences as they relate to the laws of conversation and the four levels of the conversation meter is not provided.

APPROACHING COMPETENCE

The description of the candidate’s experience(s) is missing a connection or includes an unclear connection to the laws of conversation and the four levels of the conversation meter.

COMPETENT

The description of the candidate’s conversation experience(s) demonstrates a thoughtful, reflective, and detailed connection to the laws of conversation and the four levels of the conversation meter.

A3. STRATEGIES:

NOT EVIDENT

A discussion of the strategies for being a successful student is not provided.

APPROACHING COMPETENCE

The discussion includes unfeasible strategies for being a successful student, or the discussion includes a missing or unclear understanding of how to incorporate personal strengths and address challenges to support success.

COMPETENT

The discussion includes feasible, applicable strategies for being a successful student. The discussion includes a thorough understanding of how to incorporate personal strengths and address challenges to support success.

A4. REFLECTION:

NOT EVIDENT

A reflection of the candidate’s overall experience in the course or how the candidate’s experience applies to academic activities, professional career, or personal life is not provided.

APPROACHING COMPETENCE

The reflection on the candidate’s overall experience in the course does not identify how specific course concepts apply to 2 of the following: academic activities, professional career, or personal life.

COMPETENT

The reflection on the candidate’s overall experience in the course is thoughtful, insightful, and identifies how specific course concepts apply to 2 of the following: academic activities, professional career, and personal life.

B. SOURCES:

NOT EVIDENT

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

APPROACHING COMPETENCE

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

COMPETENT

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

C. PROFESSIONAL COMMUNICATION:

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

 

Lesson 4 – Assignment: Cultural Competence

Advocacy Project

Lesson 4 – Assignment

Instructions:

1. Choose one of the numerous partners involved in global health (clinical care providers, governmental agencies, private foundations, corporations, intergovernmental groups, public-private partnerships, nonprofit organizations, the defense sector, universites, the media, and many others. 
2. Select a health related topic for which you want to advocate for. Request help from the agency/ entity of your choice in order to help the problem at hand.  Example: Request Apple to donate $1.00 for every iPhone they sell to provide clean water for the community in Bangladesh.
3. Create a 5 to 10 slide PowerPoint presentation to deliver your message to the agency/ entity of your choice about the health related issue you want help with. 
4. Your slides should:
   • first slide (after title slide) should explain at least three (3) objectives of your request.
   • clearly state purpose of request to agency/ entity. 
   • show relevant and up to date statistic on the problem you are trying to advocate for. (include references)
   • use references according to the APA Style Guide.
   • be original work, and will be checked for plagiarism.

The Omnibus Budget Reconciliation Act (OBRA), also known as the Nursing Home Reform Act of 1987, has dramatically improved the quality of care in the nursing home over the last twenty years by setting forth federal standards of how care should be provided to residents. 

This Act is interpreted with the U.S. Code of Federal Regulations (42 CFR Part 483). Such improvements include less use of antipsychotic drugs, a reduction in chemical and physical restraint use, and a reduction in inappropriate use of indwelling urinary catheters.

Mandates

The quality of care mandates contained within OBRA, and the regulations, require that a nursing home must provide services and activities to attain or maintain the highest practicable physical, mental, and psychosocial well-being of each resident in accordance with a written plan of care. 

In order to participate in Medicare and Medicaid programs, nursing homes must be in compliance with the federal requirements for nursing homes.

The mandates of OBRA are regarded in the nursing home setting to represent minimum accepted standards of care. The failure of a nursing home to comply with the OBRA quality of care mandates in caring for a resident represents a failure to exercise the degree of reasonable care and skill that should be expected.

Penalties

The Indiana State Department of Health is responsible for ensuring that nursing homes follow these mandates through the state survey process. The Department of Health and Human Services (DHHS) and the states may apply penalties against nursing homes for failure to meet the minimum standard of care as defined in the OBRA regulations. 

Such penalties may include fines, appointment of administrative consultants to run the nursing home while deficiencies are remedied, and even closure of a nursing home.

• Residents must be assessed to identify their medical problems and their abilities to perform basic self-care activities. The DHHS established a uniform data set, referred to as the minimum data set (MDS), to document this assessment.
• The nursing home is responsible for the safety of each resident. This includes being responsible for orders written by the resident’s primary physician or other medical provider. If the physician writes an order that does not comply with the federal regulations, the nursing home is responsible for making sure the physician changes such order. The mere presence of a physician’s inappropriately written order does not absolve the nursing home of responsibility in providing safe care.
• Provide services that will enhance each resident’s quality of life to its fullest (42 CFR §483.15).
• Maintain the dignity and respect of each resident (42 CFR §483.15).
• Develop a comprehensive care plan for each resident (42 CFR §483.20).
• Conduct a comprehensive and accurate assessment of each resident’s overall health upon admission and at each required interval (42 CFR §483.20).
• Prevent a decline in activity of daily living (ADL) activities, including the ability to eat, toilet, bathe and walk. Staff must provide for ADL care when necessary (42 CFR §483.25).
• Prevent the development of pressure sores, and if a resident has pressure sores, provide the necessary treatment and services to promote healing, prevent infection, and prevent new sores from developing (42 CFR §483.25).
• Provide appropriate care to those who have urinary incontinence and restore bladder function if possible. This also includes only using urinary catheters when appropriate as outlined in the regulations to prevent adverse consequences related to such use (42 CFR §483.25).
• Prevent accidents, including falls, accidental poisonings and other incidents that could cause injuries (42 CFR §483.25).
• Maintain adequate nutrition to prevent unnecessary weight loss (42 CFR §483.25).
• Provide each resident with sufficient fluid intake to prevent dehydration (42 CFR §483.25).
• Ensure that residents are free from significant medication errors (42 CFR §483.25).
• Have sufficient nursing staff (42 CFR §483.30).
• Ensure that each resident’s rights to choose activities, schedules, and health care are maintained (42 CFR §483.40).
• Provide pharmaceutical (medication) services to appropriately meet the physical and psychological needs of each resident (42 CFR §483.60).
• Maintain accurate, complete, and easily accessible clinical records for each resident (42 CFR §483.75).

CASE STUDY: Mrs. J is repeatedly asking for a nurse; other patients are complaining, and you simply cannot be available to Mrs. J for long periods.  Considering the setting and the OBRA guidelines, what would you do to manage the situation?

 

Tell your story of a personal experience with moral courage. Explain a situation or circumstance where you observed or participated in a situation when moral courage was displayed.

Review the module notes and readings, and reflect upon why you think more people do not engage in moral courage when experiencing a conflicting situation. Relate the importance of where one is situated along the stages of moral reasoning and if one is too many stages beyond another individual, what may be the underlying issues of understanding another’s perspective?

• Provide 1 exemplar of a time when you experienced a conflict and the action(s) you took in response to the conflict. Explain those action(s) from the perspective of Kohlberg’s and Gilligan’s stages of moral reasoning and levels of caring, respectively. Reflect upon this experience and identify what you have learned (new knowledge) and what challenged your assumptions and resulted in you engaging in unlearning or understanding something from a different perspective.
• Discuss why you identified yourself as being at that stage and how this aligns with your beliefs and assumptions as a professional nurse. Think about your emerging identify as a BS prepared registered nurse and describe what you might do now, at this moment in time, to change or reinforce the action you took when faced with conflict. How does this support becoming the professional nurse you want to be?
• Talk out loud with your peers and articulate 2 solutions you as a nurse can endorse and implement within a healthcare environment or community setting that promotes moral courage, mutual respect, authenticity, and integrity as a professional.
• Integrate text/article readings, module notes, and one other scholarly article that support your responses to the discussion questions and solutions for enhancing moral courage.