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Capital budget Request-Choose one item to request funding through the capital budget process.

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The Capital Budget Committee at your institution has announced a schedule of dates, inviting leaders and managers to present their technology requests for items to be funded in the upcoming fiscal year, which runs from October 1st to September 30th. The committee has clearly defined a capital item as any product that improves outcomes, flow of care, or safety; with an expected lifespan of three years or more; and a purchase price of at least $1000.00.

As a nurse manager, you begin to consider the capital items needed for your unit. You consult with your nursing staff, physicians, and other staff on the unit. Choose one item to request funding through the capital budget process. The item can be hardware or software. The item could be an item replacing a current item or it might be a new technology item. Investigate the internet for multiple vendors of this item and provide the following information to the capital budget committee, to justify the funding of your selected item.

Prepare a Microsoft Office PowerPoint presentation with voice over.

Use the following Slide Guide to develop your presentation.

Slide 1: Title Slide
Your title should indicate the item you would like to purchase. For example, patient lift equipment, automated vital signs equipment, bladder ultrasound, defibrillator, etc. Slide 1 should also include your name and a visual of the product. This slide should include all components of an APA title page (except for the page number).

Slide 2: Clinical Defense
State your clinical defense, explaining the reason this item is needed. For example, if choosing to replace the telemetry monitoring system on your unit, you may cite that your current system is ten years old and that the current vendor will no longer support the service of repairs or maintenance; or that monitors with new technology have sophisticated functionality that would increase patient safety on your unit. Find quantitative stats or qualitative data to support your evidence-based clinical defense.

Slide 3: Manufacturers
Next, identify (at least) two manufacturers of your selected capital item. Review the differences/similarities in features or point out the advantages/disadvantages of each product from both manufacturers. You may arrange this over multiple slides. Include visuals of your product. Include citations to allow the reader to validate the detailed features you are listing.

Slide 4: Preference of Product
Reinforce why you selected this product. For example, the product of one manufacturer may have reviews or studies that rate their unit superior to similar products from other vendors. Include a source to establish an evidence-supported preference.

Slide 5: Financial Request
Clearly show the total dollar amount of your capital request. Display costs in a chart or table that includes all accessories, subscriiptions, maintenance charges, or other cost components. Provide any details you find about payment options. If the actual cost of the item is available, include a citation verifying the source. If you cannot find exact pricing, clearly indicate this is an “estimated cost.”

Slide 6: Justification
Lastly, end with advocacy and justify your request. Reinforce the potential positive impacts of this item. Include a source to establish an evidence-supported statement.

 

Present Recommendations Scenario-Which motivational theory do you think is the most valid and applicable to Quenchbliss’s organization

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Scenario:

In Touchstone 1, you developed a SWOT analysis to fully understand the position of the Quenchbliss soda company in the current market. You should use that analysis to help inform your decisions on this Touchstone. You will continue your role as an Organizational Behavior Consultant to help Quenchbliss leaders grow their organization.

For this Touchstone, we will make the following assumptions:
* Quenchbliss needs to restructure the organization. As noted in the scenario, the company has grown fast and organically.

* Based on the SWOT analysis performed in the Unit 1 Touchstone, Quenchbliss wants to expand into two more countries, Jamaica and the Dominican Republic, in the next 5 years.

* Because they have high turnover, Quenchbliss needs to work on their motivation strategies to keep their people happy and engaged.
Consider the following as you develop your organizational structure:

* Quenchbliss has historically been an organic organization but needs to make mechanistic changes as it expands. Review the content on organizational structures and organizational design.
* Quenchbliss does not have a clear path to promotion, which can be one motivational factor. According to the expectancy theory, showing employees that desirable behavior leads to positive outcomes, like promotions, is important as part of the organizational structure design.
Consider the following questions as you develop your motivational plans:

* How can a manager motivate employees extrinsically but also ensure they are intrinsically motivated?

* Which motivational theory do you think is the most valid and applicable to Quenchbliss’s organization?

Assignment: Develop a slide deck for a presentation for the leadership at Quenchbliss. As an OB expert, your presentation will address how the company can change the organizational structure, provide a graphic on a proposed structure, and also address motivational strategies that are tied to motivational theories.

Compare and contrast qualitative, quantitative, and mixed-design research characteristics.

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Objectives

Identify qualitative and quantitative research processes

Deliverables

Write a 2-3 page (not including the title and reference pages)
APA 7 formatted paper with an introduction and conclusion
APA 7 headings for each section of the paper
At least (2) research sources, including 1 source from a periodical database that is most relevant, accurate, recent (less than 5 years old), and reliable.

Step 1: Research
Find qualitative, quantitative, and mixed (both quantitative and qualitative) research sources.
Capstone project topics cannot be used in this course due to the potential for self-plagiarism, a new topic must be chosen instead.
Step 2: Consider

Compare and contrast qualitative, quantitative, and mixed-design research characteristics.

Identify a problem in your place of work or at a clinical site: Examine incidences of falls in nursing homes
What type of research listed above would you conduct to address this problem? Why or why not?

Step 3: Write
Use the template provided to complete paper.

Film Viewing Report 1

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FILMS WE WATCHED: Pick the film you liked the most!
Blackboard Jungle (1955)
To Sir, With Love (1967)
Dead Poet’s Society (1989)
Sources done in class:
(Smith) Whatt Media Classes Really Want To Discuss pdf

(Walker (2010)) Blackboard Jungle: Delinquency, Desegregation, and the Cultural Politics of Brown- https://scholarship.law.slu.edu/cgi/viewcontent.cgi?article=1166&context=faculty

(Beyerbach (2005)) THE SOCIAL FOUNDATIONS CLASSROOM: Themes in Sixty Years of Teachers in Film: Fast Times, Dangerous Minds, Stand on Me.

( Bulman (2015) Movies/Society) Hollywood goes to high school cinema , schools, and american culture pdf.

A film analysis is not a review or summary of the plot, it should go deeper into analysis and reaction. It should discuss the issues raised by the film, address the film’s importance and purpose, state reactions to the content and quality of the film, and connect it to ideas and material presented in class.

ASSIGNMENT: Guided by the list of topics below, students will submit Film Viewing Reports on 4 different feature-length films viewed in class, choosing a different topic for each response. These brief papers (750-1000 words) should demonstrate students independent critical thinking skills and ability to apply various interpretive lenses as introduced in course texts. (5 points each / 20 points total)
Film is history, it is a primary source that can be analyzed and interpreted, and the film does not have to be about an historical event. Your task is to select a film from that we have viewed thus far and write an analysis of that film connecting it to ideas and course readings discussed in class. Please note that beyond identifying your topic of writing as listed below, it is REQUIRED that you cite a minimum of 2 different sources from the course readings per Film Viewing Report.
A film analysis is not a review or summary of the plot, it should go deeper into analysis and reaction. It should discuss the issues raised by the film, address the film’s importance and purpose, state reactions to the content and quality of the film, and connect it to ideas and material presented in class.

TOPICS TO FRAME YOUR FILM VIEWING REPORT:
A. Cinematography refers to the art of making motion pictures. Taking a formalist and/or expressive approach, respond to the film by identifying and analyzing significant aesthetic elements and/or artistic choices. For example, where is the camera, and why does that matter? A high-angle shot (when the camera is up high, looking down on a character) is likely to have a very different effect than a low-angle shot, just as the impact of a close-up differs from that of a long shot. If you are interested, . but your paper can also discuss props, costumes, and/or sets in addition to or in lieu of camera techniques. You cannot possibly write about every single aesthetic element, so focus on what stands out to you as a viewer.
B. According to Smith (2011), movies typically feature “at least one central character who is our emissary to the world of the film” (p. 40). Taking a formalist and/or expressive approach, focus on a single character’s role and/or the actor’s performance.

What makes this character so central to the film and/or your response to it?

C. Taking a sociological approach, identify and analyze how concepts like gender, race, class, and sexuality (or intersections thereof) operate within the film. You may choose to focus on one particular scene, compare or contrast several scenes, or write about a character or characters throughout the whole film.

D. Taking a sociological and/or philosophical approach, explain what the film suggests about relationships between or among teachers, students, or administrators and/or the roles these figures play. You may wish to cite Bulman if their frameworks shape your thinking.

E. What does the film suggest about the relationship(s) between school and society? Use a historical and/or philosophical approach to analyze the purpose of education as displayed in the film.

F. Citing a reputable news source, connect the film to a current event or issue related to education. In other words, by taking a mimetic approach, you can explain the film’s relevance by analyzing its representation of enduring, real-world ideas.

G. Take a historical and/or philosophical approach by focusing on the institution of school within the film. What is the curriculum like? What about the teaching style(s)? What do you notice about the classroom(s) and the building? How can you make sense of these sorts of observations with the help of what you know about American schools throughout history?

H. From an archetypal approach, consider this film in terms of the genre of schools on screen, noting whether it is an example of repetition or variation. Support your argument with key details from the film and strong connections to one additional film–whether viewed in this class or on your own. In addition to citing the additional film, you may wish to cite Smith and/or Tarancón.

This is an opportunity to capture your immediate and unique reactions to the films on our syllabus while at the same time flexing your critical thinking skills.

Given the relatively limited length of these papers (750-1000 words, inclusive of cover page and references, if needed), you are not expected to provide a comprehensive treatment of each film. The topics will help you focus your critical gaze and support your analysis with carefully selected evidence rather than summary.
Being able to supply such evidence requires taking notes during each film, which is what participation looks like on those days. Bulman (2015) explains how he worked inductively while studying his set of films: he watched them and took note of what stood out to him as a sociologist. You can follow his lead by going into a particular film without a topic in mind, or you can work deductively by selecting a topic for the week and taking notes accordingly. Feel free to try both of these methods.

CRITICAL QUESTIONS TO GUIDE YOUR REPORT
You should also consider the following responses alongside your topic selection in your film viewing report.

Describe the film in general terms. What subjects does it cover?

Describe the plot and setting. What issues does it raise? What do you see as the main purpose of the film?

What are the major theme(s) of the film?

Evaluate the film for quality and interest. Comment on the screenplay, acting, direction, production values and music. Are any literary techniques such as symbolism, character development and foreshadowing used? Would a young person be interested in this film?
Relate the film to class discussions, readings, notes or knowledge. Is the film historically (or factually) accurate and realistic? Does it contradict or support anything you have learned?
Summarize briefly emphasizing the strengths and weaknesses of the film.

FILM VIEWING REPORT REQUIREMENTS:
All papers must be typed, double spaced with a 12 pt. Font and have correct APA formatting.
All pages must have appropriately sized margins.
All papers have identified a topic area and must contain information detailed in the CRITICAL QUESTIONS section of these guidelines.
All papers should be written about one or more films viewed prior to the submission date of the Film Viewing report.
All papers must be 750-1000 words in length

Criminal Justice Leadership-Write a 2- to 3-page, 3-tiered curriculum outline for your course.

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Your organization wants to encourage and support leadership diversity. You have been asked to create a 3-hour workshop that addresses potential barriers for minority groups. Write a 2- to 3-page, 3-tiered curriculum outline for your course. At the beginning of your outline, briefly describe your organization. If you are not currently working in an organization, discuss one in which you might like to work.

Your outline should include the following (as well as other concepts):

Key points from the research articles and media programs
Politics of leadership issues
Issues caused by implicit bias
Issues caused by lack of exposure to leadership mentors
Strategies that can overcome issues caused by perceptions and attitudes
Use a 3-tiered curriculum outline:

‘I,’ ‘II,’ and ‘III’ will identify the major categories of information (e.g., Introduction, Implicit Bias, Gender Differences).
Under ‘I’ should appear ‘A’, ‘B’, ‘C’ (and so forth), which are the main concepts about ‘I’ that you will discuss.
Under ‘I.A’ are ‘1’, ‘2’, ‘3’ (and so forth), which are the details of the concept ‘A.’

Explain the difference between quantitative and qualitative methodologies and when to use each one in human services settings.

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Compare the similarities and differences between theoretical research and program evaluation.

What were the stated purposes of each study/evaluation?
What were the research questions for each study/evaluation?

What type of research design and type of evaluation was used for each study/evaluation?
Identify the sources of data the authors use to answer their question.
What were the specific data (e.g., qualitative, quantitative, mixed methods) and sources (e.g., general population, practitioners, clients) used for each study/evaluation?

How was data gathered for each study/evaluation?
Discuss how each study/evaluation could have involved practitioners, stakeholders, or community members.
What were some possible roles of potential stakeholders in developing and implementing the study/evaluation?

Evaluate the legal and ethical guidelines that may apply to the study/evaluation.
What are the ethical considerations when working with participants and potential stakeholders in each study/evaluation?
For example, what are the sources of potential harm (physical, psychological, financial) or distress to some participants (e.g., offensive culturally incompetent questions, threats to self-esteem, transportation costs)?
Are there any relevant laws or policies governing the source of data?
Additional Requirements
Your assessment should also meet the following requirements:

Written Communication:
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Apply APA style and formatting to scholarly writing.
Length: 5–6 typed, double-spaced pages.
Format: Use current APA style and format for references, in-text citations, and headings, as appropriate. Visit Evidence and APA for help with APA as needed.
Font and Font Size: Times New Roman, 12 points.

Do not use any AI, plagiarism, and paraphrase everything!

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

Competency 1: Explain the differences between action research and theoretical research.
Compare the similarities and differences between theoretical research and program evaluation.
Competency 2: Explain how laws, regulations, and ethical implications must be considered when conducting research.
Evaluate the legal and ethical guidelines that may apply to the study/evaluation.
Competency 3: Explain the difference between quantitative and qualitative methodologies and when to use each one in human services settings.
Identify the sources of data the authors use to answer their question.
Competency 4: Choose appropriate methodologies to investigate organizational and community concerns.
Discuss how each study/evaluation could have involved practitioners, stakeholders, or community members.
Competency 5: Convey clear meaning through appropriate word choice and usage.
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Apply APA style and formatting to scholarly writing.

A Flawless Silence-Using your hypothetical argument, conduct literary research in the field of English and Literature studies using scholarly articles

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1. After reading the following reading, develop a hypothetic argument about how the author used setting, imagery, symbolism, and allegory to develop the relationship with the narrator and their self, society, or other social dynamics.

2. Using your hypothetical argument, conduct literary research in the field of English and Literature studies using scholarly articles.
3. Create an annotated bibliography containing five (5) sources, where you critically assess each source’s:
Argumentation Style**
Development**

Significant points that could be useful in supporting your hypothetical argument. In other words, assess the strengths and weaknesses of each argument.

Patient-Centered Medical Homes-Have current policies adequately addressed the healthcare issue? What should still happen?

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Policy briefs are a way to showcase current research and recommendations to a larger audience. It is important for nurses to be involved in this process so they can create impact. By researching and writing a policy brief, we can disseminate healthcare recommendations to shape and influence policy that impacts our community. Policy briefs serve as a way for providing evidence to a larger community of nonmedical people to help inform decisions they make.

A strong policy brief distills research findings in plain language and draws clear links to policy initiatives. The best policy briefs are clear and concise stand-alone documents that focus on a single topic.This should be two pages and include the following areas:

Project Outline Framework

Executive Summary
Identify/define the healthcare policy issue or concern.
Identify policies surrounding this healthcare concern.
Have current policies adequately addressed the healthcare issue? What should still happen?

Introduction
1 to 2 paragraphs telling the reader why they should be concerned about this topic.
Why is this topic an urgent issue?
What is the importance of this topic to healthcare, communities, nursing, and others?
Who are the stakeholders?
Clearly show the purpose of the research and why the reader should be concerned.

Research Overview
What evidence did you find in support of or against this policy? Describe the research methods. How did you search for your findings? What search terms did you use? How many articles did you find? How did you limit your search? What did the research show? (1 to 2 paragraphs)
What would strengthen or weaken the policy? That is, is there a better approach or model for this healthcare policy issue that is working, perhaps from another state or another country?

Discussion/Analysis of the Research Findings
Connect your findings with your policy recommendation. Your goal in this section is to be convincing. Add a graphic here to quickly show the reader your findings. (1 to 2 paragraphs plus graphic)

Conclusion
Restate your recommendations for this policy. Paragraphs or bullet points are acceptable. This section should not contain new information; it should conclude the information provided above.

Please use attached template to create the policy brief. To help guide and organize your work. For more information, review the

THE GROWING THREAT OF THE WEST: RUSSIA IN THE POST-COLD WAR PERIOD

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Thesis PaperThe Finishing Touches – ensure paper is in line with attached Capstone Manual and proper Turbian formatting and sources. This is the final submit.

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I. Refine your Introduction – You prepared your introduction for the thesis proposal. However, as a result of conducting your research, you will want to edit your introduction to ensure it is consistent with any changes that you made from your thesis proposal. The components included in the introduction section of your proposal are the same for the thesis. The introduction can be preceded by an epigraph that creates interest in the topic. Ensure that you follow proper format for epigraphs!

II. Title Page – The title page is a MANDATORY requirement for your thesis. You prepared a title page for your thesis proposal. Please review the title page and make any necessary edits to ensure consistency with the rest of your thesis. The structure of the title page is outlined in Appendix 4 of the EOP, which provides margins, spacing, and capitalization requirements.

III. Copyright Page with Declaration – The copyright page with declaration is a MANDATORY requirement for your thesis and follows the title page. Appendix 5 of the EOP contains the EXACT wording for this page.

IV. Dedication Page – The dedication page is OPTIONAL. If you choose to include this page, it follows the copyright page. Requirements for this page are found in Appendix 6 of the EOP.

V. Acknowledgement Page – The acknowledge page is OPTIONAL. If you choose to include this page, it follows the dedication page. Requirements for this page are found in Appendix 7 of the EOP.

VI. Abstract – The abstract is MANDATORY. The abstract follows the acknowledgement and/or dedication page or if neither is used, then the copyright page. Requirements for the abstract are found in Appendix 8 of the EOP. Also, include your keywords as explained in the lesson overview folder.

VII. Table of Contents – The table of contents is MANDATORY. The table of contents follows the abstract. Requirements for the table of contents are found in Appendix 9 of the EOP. Hyperlinking is permissible in the table of contents.

VIII. List of Tables – If you have tables in your thesis then a list of tables is MANDATORY. If you do not have tables, then do not include this section. Requirements for the list of tables can be found in Appendix 10 of the EOP.

IX. List of Figures – If you have figures in your thesis then a list of figures is MANDATORY. If you do not have figures then do not include this section. Requirements for the list of figures can be found in Appendix 11 of the EOP.

X. IRB – If you obtained IRB approval for your thesis then this appendix is MANDATORY. Requirements for the IRB approval letter is found in Appendix 15 of the EOP.

XI. References – This section is MANDATORY and will contain all references, cited in Turabian format and alphabetically arranged. You should have been compiling these and adding to them as you’ve gone along. They should be error free!!!

What are the supportive or opposing forces that may impact the success of the change, situation/process?

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Managing challenges related to staff shortages in critical care units

 

Topic: Managing challenges related to staff shortages in critical care units.
SMART Goal: Redistribute staff to achieve 100% coverage of needs within 4 weeks while maintaining the quality of care.

Assessment 1
INFORMATION SHEET
FOR INFORMATION ON THIS ASSESSMENT ITEM – WATCH THIS RECORDING & READ THE INFORMATION BELOW.
Template
The intention of the template is to provide a simple guide and for students to improve format and presentation. If you find it too difficult to edit this template create your own.
SIMPLE TEMPLATE ASSESSMENT 1.docx

Purpose
The purpose of this information leaflet is to determine understanding of Weeks 1-3 of the course material with a focus on course learning outcomes 1-5

Descriiption
This information leaflet is a two-page document (word doc) providing a representation of information, data, or knowledge, (including graphics/images) and is intended to present information quickly and clearly.
The focus of the information leaflet is to present the outcome of your exploration of a leadership/management situation that you have faced or may face in your area of clinical practice.
You must conduct a situational analysis. This situational analysis will give you the opportunity to assess factors that may impact the situation, including the internal and external factors, strengths and weakness (include you, others and the system) and stakeholders (consultations). The situational analysis will also assist you to consider the scope of the impact of these factors and help you to determine the best way forward.
Complete the following steps:

1. Identify a situation you experienced, or are experiencing, that requires you to apply your leadership and/or management skills in your practice area. This situation may be related to:

• staffing,
• management,
• an ethical issue that required negotiation with management and or medical staff,
• a change in practice,
• a risk mitigation plan,
• resource issues,
• clinical governance
• clinical errors or
• a change in practice requirement.

2. Develop a SMART goal. Identifying the change/decision goal that will be required. Some may have sub-goals for sequential outcomes toward the final goal.

3. Undertake a situational analysis of your situation using any one SWOT, GAP or, Force Field Methods and ensure that the method used is reported in your Infographic. Your situational analysis should explore and analyse the aspects and questions inherent in your situation.

4. Complete a reflection on your situational analysis –
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o What are the findings of the analysis?
o What have you learned?
o What is important as a result of the analysis?
o Will you progress the change or situation (SMART goal)?
o What are the supportive or opposing forces that may impact the success of the change, situation/process?
Your two-page information leaflet should:
• Be presented with headings/subheadings, images and white space
• Include your Name and Student ID
• Briefly outline the problem/situation
• State your SMART goal/s.
• Completed Situational Analysis of the situation by using any one of the following – SWAT, Force Field Analysis, or Gap analysis.
• Completed reflection on your situational analysis
• In-text references using APA 7th Style
• References on a separate Word document to the information sheet

Weighting 35%
Compulsory Requirements
Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course
Length
A4 size information sheet (two-page, portrait or landscape) 250-300 words plus reference page
(NOTE: the word count is not applicable. Students must limit the information sheet to two pages. Any additional pages beyond the two-page limit will not be marked. The reference page is excluded from this and is on page 3 ect).

IDEAS FOR ASSESSMENT 1
From tutorials one of the biggest challenges for Assessment 1 identified by students is coming up with a situation.
So here are some ideas that have been used in the past (authorship of student cited).
These ideas are provided as SMART goals. Although this is not the start point (usually you start with the situation), it is a quick way to determine if you can use your situation for this assessment.
• By the end of Q4 2023, the emergency department will reduce wait times for patients with acute trauma or sudden pain to under 30 minutes by implementing a triage system and increasing staffing during peak hours (Cai, 2023)
• ICU staff to achieve 80% adherence in performing pressure care for ECMO clients at least six hourly by the end of May 2023 (Daniel, 2023)
• Reduce the use of restraints by 80% in the HDU in x hospital by January 2024 (Tran, 2023)
• To implement systems, processes and guidelines in women’s clinics to provide a safer clinical environment, reducing avoidable adverse circumstances and patient complaints within the first 6 months of implementation. (Pojati, 2023)
• All MSP staff attaining competency in CAWN within three months, with the online module completed by the end of the first month, allowing two months for completion of practical/clinical requirements. (Palmer, 2023)
• Deliver in-service on EPJB functions and navigation with particular focus on WFW function weekly to all nursing staff in medical unit by July 3 2023. Secondary goal Have all nursing staff within the unit complete the EPJB online nursing module by June 3 2023 (Dale, 2023).


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