Assignment: Upgrading technology skills

Assignment: Upgrading technology skills

Assignment: Upgrading technology skills

The purpose of this assignment is to allow the learner to demonstrate writing skills, organizational skills, and ability to correctly present ideas and credit others in APA formatting when writing a professional paper.

COURSE OUTCOMES

This assignment enables the student to meet the following course outcomes.

CO3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)

CO4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)

CO5. Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)

CO9. Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)

DUE DATE

Submit the assignment Sunday, 11:59 p.m. MT. (check your Canvas calendar for your local time).

RUBRIC

Click to view and download the .

PREPARING THE Professional Paper

1. Carefully read these guidelines including the Rubric, which may be found in the Gradebook.
2. Download the . Rename that document as Your Last Name Professional Paper.docx. Save it to your own computer or drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save frequently to prevent loss of your work.
3. Mechanics of the Professional Paper include:
   1. Times New Roman size 12 typeface (font) double spaced with 1-inch margins
   2. No abstract
   3. Correct APA format
   4. Correct spelling, apostrophe use, grammar, punctuation, paragraphing, and sentence structure
   5. Contents must include Title Page, body of the paper (500–600 words including Introduction, two Main Points and subpoints from your Professional Paper Worksheet outline including revisions suggested by instructor, and Conclusion), and References page. Assignment: Upgrading technology skills
   6. Two Main Points and Conclusion should be Level 1 headings. No Level 2 headings are needed for this short paper.
   7. References should only include your Hood textbook and the assigned article found here: 
   8. Contents of the paper must include any revisions suggested by your instructor in Professional Paper Worksheet feedback.

Evidence-Based Practice Carlton G. Brown, PhD, RN, AOCN®, NEA-BC, FAAN—Associate Editor Stimulating a Culture of Improvement: Introducing an Integrated Quality Tool for Organizational Self-Assessment Cathy Coleman, DNP, RN, OCN®, CPHQ, CNL As leaders and systems-level agents of change, oncology nurses are challenged by opportunities to guide organizational transformation from the front line to the board room. Across all care settings, reform and change initiatives are constants in the quest to optimize quality and healthcare outcomes for individuals, teams, populations, and organizations. This article describes a practical, evidence-based, integrated quality tool for initiating organizational self-assessment to prioritize issues and stimulate a culture of continuous improvement. decision making, and stimulate a culture of continuous improvement. Team Satisfaction Surveys opportunities to guide organizational changes (Day et al., 2014). In 2013, the author of the current article led a unit-based action research study in the ambulatory breast center at a community hospital in San Francisco, California, to assess the level of team engagement and delineate opportunities for improvement. A previously published conceptual framework for comprehensive breast care (see Figure 1) was used to focus the components of organizational development and quality improvement (Coleman & Lebovic, 1996). This article will describe an integrated tool with 11 quality domains that emerged as a practical necessity to categorize study findings. This tool offered a starting point for management to reflect on an organizational self-assessment, prioritize issues, aid Three published surveys were completed by 25 frontline staff (radiology technologists, RNs, schedulers, nurse practitioners, file clerks, residents, fellows, medical records clerks, laboratory aides, program administrators) to quantify levels of individual and team engagement. Results indicated a moderate level of stress, and the employees also stated that the clinic was not a better place to work than the prior year (Dartmouth Institute, 2015). Findings from an interdisciplinary survey suggested that healthcare team members did not feel free to question the actions of those with more authority (Upenieks, Lee, Flanagan, & Doebbeling, 2010). Results from a team assessment tool found that staff lacked several characteristics, including a clear purpose, feelings of safety for engaging in team conflict, common processes for getting things done, and specific performance goals (Tiffan, 2011). A baseline group discussion and SWOT (strengths, weaknesses, opportunities, and threats) analysis tool (http://bit .ly/1kPAIx5) were also incorporated (Harris, Roussel, Walters, & Dearman, 2011). Qualitative findings were elicited from two open-ended questions in the Dartmouth tool and results of the SWOT analysis. Of note, staff reported that the word team was infrequently or never used, and clarification about roles and responsibilities was absent. Employees described a reactive work environment; ineffective communication (e.g., listening, voice tone, giving and receiving feedback); and an overall culture of distrust, disrespect, and dysfunction. Clinical Journal of Oncology Nursing • Volume 19, Number 3 • Evidence-Based Practice 261 At a Glance • Quality is complex and multidimensional. • Organizational improvement begins with self-assessment. • Management of change requires competent leadership. Cathy Coleman, DNP, RN, OCN®, CPHQ, CNL, is an assistant professor in the School of Nursing and Health Professions at the University of San Francisco in California. The author takes full responsibility for the content of the article. The author did not receive honoraria for this work.  Assignment: Upgrading technology skills