Discuss nursing burnout and strategies to combat burnout. Discuss the causes how it affects patient care. Include Freudenberger’s 12 phases of burnout.
Include 2 peer reviewed references no older than 3 years.
Outcome 1: Evaluate theories and evidence supporting the rationales for clinical decision making and choices of action in the practice setting.
One of the learning outcomes of the module is clinical decision making and this must be included in the summative assignment.
Outcome 3: Demonstrate leadership skills in critically analysing theories of leadership and communication within the healthcare team which enhances the patient experience, and promotes a culture of transparency, openness and learning.
NB It is essential both of these are addressed in the Annotated PowerPoint
Critically discuss an example from practice which focuses on leading and managing care within the multidisciplinary team. Check the task brief and stick the guidelines.
Writing Skills
When offering ideas and concepts, you must support these by drawing on relevant evidence – that is theories, concepts and models – from the literature. Core texts and further readings have been provided in this module, but you will need to look beyond these, and can do so via electronic library facilities.
Your writing must show evidence of compare and contrast and should have application to the workplace where appropriate to demonstrate synthesis of knowledge and its application to nursing practice.
Your expertise in healthcare finance has attracted the attention of some of the newer employees in your organization. Wanting to become managers someday, they have asked you to share some of what you know in the online journal that serves as the company’s knowledge-sharing portal. Create a journal assignment in which you respond to these specific topics from your colleagues:
Describe the ways in which financial statements, financial calculations, and working capital are used in the organizational budget process
Identify the main objective of managing cash flows
Explain why financial leaders are concerned about having cash on hand
Identify the three factors that set the healthcare industry apart from most other industries with regard to accounts receivable
Explain the ways in which trends within Medicare, Medicaid, and third-party payers affect working capital and the cost elements associated with the revenue cycle
For additional details, please refer to the Module Four Journal Guidelines and Rubric document.
Instructions
Wanting to surface as many good ideas as possible, your organization has invited all employees to submit capital budget proposals that would help the organization respond to industry trends and achieve its mission and strategic goals. Employees who submit a proposal that is accepted for implementation will receive a $2,500 bonus.
Review the website and financial statements from your organization (the organization you have selected for your final project—Venice Family Clinic or Joslin Diabetes Center). Identify a capital budget item that you will use as the basis of your capital budget proposal. Keep in mind the premise of a capital budget item is one that costs over $5,000 and has an estimated useful life of five years.
For more information on this assignment, please see the 4-2 Capital Budget Item Guidelines and Rubric document.
I NEED CAPITAL BUDGET ITEM ABOUT JOSLIN DIABETES CLINIC
Name two reasons as to why the U. S. failed to contain COVID-19?
Based on the lesson learned thus far, what can the U. S. do in the future when faced with a pandemic or national emergency related to infectious diseases?
Case Study 1
1. Is the emergence of the 2009 A (H1N1) virus an example of antigenic shift or antigenic drift? Explain the difference between shift and drift.
2. Why was the 2009 A (H1N1) influenza epidemic considered a pandemic?
Case Study 2
Name two reasons as to why the US failed to contain COVID-19?
2. Based on the lessons learned thus far, what can the U.S. do in the future when faced with a pandemic or national emergency related to infectious diseases?
Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you. You notice that some of the research has not been cited correctly or even at all. When you approach your classmate, the response is that “no one will notice, and it is not a big deal anyway.” What are your next steps in speaking with your classmate? Consider how this could reflect on the credibility and integrity of the individuals involved, the university, and the profession.
1. Background
2.Needs Assessment/ Utility of project
Needs assessment is thorough, clear reflecting understanding scope of issue, clear and realistic evidence of utility of project.
3.Proposed intervention: with short- and long-term Goals
Information provided is of high quality, accurate, and thorough (evidence)
4.Target Audience (Teens in a local community): why it is appropriate for teens?
Target audience is clear, appropriate, and project is geared to this audience according to their developmental stage.
5.Explain how you can connect the topic in a way that they will want to listen/participate.
6.Evidenced-based References
Resources are evidenced –based, current within 3 years all of the time
Based on "Case Study: Fetal Abnormality" and the required topic study materials, write a 750-1,000-word reflection that answers the following questions:
What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity?
Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected?
How does the theory determine or influence each of their recommendations for action?
What theory do you agree with? Why? How would that theory determine or influence the recommendation for action?
Remember to support your responses with the topic study materials.
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