CRA 500 SLP#3 Health Care Delivery Sysytem /Leadership and Health Care Administration

Module 3 – SLP
Leadership and Health Care Administration
For this assignment please discuss the leadership style of the organization you selected. Make sure to discuss their specific approach to leading in today’s environment including their approach to health reform, staff empowerment and community involvement.
SLP Assignment Expectations
You will be assessed on your understanding of the leadership style of the organization you selected.
You will be evaluated on your discussion on your leader specific approach to leading in today’s environment including their approach to health reform, staff empowerment and community involvement..
Please write your paper in your own words. That is the only way I can evaluate your level of understanding.
In order to earn full credit, you must clearly show that you have read the module homepage and ALL required background materials.
You are encouraged to do additional research in addition to the required readings.
Be sure to cite your references in the text of all papers and on the reference list at the end. For examples, look at the way the references are listed within the modules and on the background reading list.
Proofread your paper to be sure grammar and punctuation are correct, and that each part of the assignment has been answered clearly.

Module 3 – Background
Leadership and Health Care Administration
Note: You are welcome to do research in addition to (but not instead of) the required readings.
Required Readings
Al-Sawai, Abdulaziz. “Leadership of Healthcare Professionals: Where Do We Stand?” Oman Medical Journal 28.4 (2013): 285–287. PMC. Web. 18 Mar. 2015. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3725246/
Delmatoff, J., & Lazarus, I. R., F.A.C.H.E. (2014). The most effective leadership style for the new landscape of healthcare.Journal of Healthcare Management, 59(4), 245-9. Retrieved from 3/18/2015 the Trident Online Library.
Schlosser, J., F.A.C.H.E. (2014). The management springboard: Eight ways to launch your career as a healthcare leader.Journal of Healthcare Management, 59(1), 14-6. Retrieved 3/18/2015 from the Trident Online Library.
The changing face of leadership.(2010). Strategic Direction, 26(1), 21-23. Retrieved on 3/18/2015 from http://dx.doi.org/10.1108/02580541011009770
Optional Readings
Giltinane, C. L. (2013).Leadership styles and theories. Nursing Standard, 27(41), 35-9. Retrieved 3/18/2015 from the Trident Online Library.

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MHS 502 SLP#3 Cultural Diversity of Health science

Module 3 – SLP
Cultural Context in Health Sciences, Pregnancy, Nutrition, and Risk Behaviors
Background: In this module you will continue to explore different aspects of the culture that you selected in Module 1. This module, as evidence of your progress, you will submit a paper addressing the constructs of Purnell’s model listed below. Subheadings should be used that address each of the papers requirements.
Assignment
1.    Discuss the Pregnancy construct of Purnell’s model as it relates to your selected culture and address each of the sub-constructs list below:
o    Fertility practices
o    Views toward pregnancy
o    Pregnancy beliefs
o    Birthing
o    Post-partum (including child rearing)
2.    Discuss the Nutrition construct of Purnell’s model as it relates to your selected culture and address each of the sub-constructs list below:
o    Meaning of food
o    Common foods
o    Rituals
o    Deficiencies
o    Limitations
o    Health Promotion
3.    Discuss the High-Risk behaviors construct of Purnell’s model as it relates to your selected culture and address each of the sub-constructs list below:
o    Tobacco
o    Alcohol
o    Recreational drugs
o    Physical activity
o    Safety
SLP Assignment Expectations
Use information from your module readings/articles as well as appropriate research to support your selection.
Length: The SLP assignment should be 3-5 pages long (double-spaced).
References: At least three references must be included from academic sources (e.g., peer-reviewed journal articles). Required Reading is included. Quoted materials should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. Materials copied verbatim from external sources must be enclosed in quotation marks. In-text citations are required as well as a list of references at the end of the assignment. (APA format is recommended.)
Organization: Subheadings should be used to organize your paper according to the questions.
Format: APA format is recommended for this assignment.
Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.
Your assignment will not be graded until you have submitted an Originality Report with a score <20%. Papers not meeting this requirement by the end of the session will receive a score of 0 (grade of F).
The following items will be assessed in particular:
•    Achievement of learning objectives for SLP assignment.
•    Relevance – All content is connected to the question.
•    Precision – Specific question is addressed. Statements, facts, and statistics are specific and accurate.
•    Depth of discussion – Points that lead to deeper issues are presented and integrated.
•    Breadth – Multiple perspectives and references, and multiple issues/factors are considered.
•    Evidence – Points are well supported with facts, statistics, and references.
•    Logic – Discussion makes sense; conclusions are logically supported by premises, statements, or factual information.
•    Clarity – Writing is concise and understandable, and contains sufficient detail or examples.
•    Objectivity – Avoids the use of first person and subjective bias.
Additional Resources
Link to the Purnell Model of cultural competence: Purnell Model of Cultural Competence
Your response should be based on reliable and scholarly material, such as peer-reviewed articles, white papers, technical papers, etc.. Do not include information from non-scholarly materials such as Wikis, encyclopedias, www.freearticles.com (or similar websites).

Module 3 – Background
Cultural Context in Health Sciences, Pregnancy, Nutrition, and Risk Behaviors
Case Background
Robinson, Callister, Berry, and Dearing, (2008) suggest that the phenomenon of patient centered care (PCC) is a measure of the quality of health care and that promoting PCC activities will improve adherence and encourage patient responsibility. They present a global perspective of patient-centered care (PCC) that reveals key vantage points of this phenomenon. Their work suggests that the healthcare field views PCC through the various perspectives.
Robinson, Callister, Berry, and Dearing, (2008) assert that PCC is a partnership between practitioners, patients, and their families to ensure that decisions respect patient’s wants, needs, and preferences that has several perspectives. The economic perspective recognizes patients’ ability to make informed healthcare choices that balance cost, quality, convenience, and other services characteristics. The clinical perspective is noted to integrate the patient perspective and preferences while involving the patient in decision making and self-care. The authors notes that the patient perspective includes respect, courtesy, competence, efficiency, patient involvement indecisions, time for care, availability/accessibility, information, exploring patient’s needs, and communication.
Flach et al. (2004) sought to examine the relationship between PCC and the provision of preventive services, and they theorized that PCC is related to prevention care delivery. The work by these authors implies that dimensions within PCC are most closely related to adapting to individuals in and improving and supporting patients improves the delivery of care. Unlike the global perspective provided by Robinson and her colleagues, Flach and his colleagues provide an organizational/clinical perspective of PCC used by the Veterans Health Administration including the following domains: access to care, incorporating patient preferences, patient education, visit coordination, overall coordination of care, courtesy of care, continuity of care, and emotional support.
A major finding by Flach et al. (2004) is that improved communication specifically continuity of care and emotional support are associated with improved preventive care delivery. The remaining dimensions of PCC include the following: access to care, incorporating patient preferences, patient education, visit coordination, overall coordination of care, courtesy of care were not found to be associated with the delivery of preventive care. This literature supports the idea that improving communication and emotional support augments provider ability to receive, interpret, and respond to the patient (thus adapting) has the potential to improve the delivery of care.
The goal of PCC is to develop individualized treatment based on an understanding of the physiological, environmental, and psychosocial contexts within which each person’s illnesses or dysfunctions occur (Robinson et al., 2008; Flach et al., 2004; Galland, 2006). This literature illustrates PCC as the idea perspective for the delivery of culturally competent care.
Session Long Project Background
Pregnancy
Sub-constructs of this domain include:
•    Fertility practices
•    Views toward pregnancy
•    Pregnancy beliefs
•    Birthing
•    Post-partum (including child rearing)
Each culture has individual thoughts and beliefs regarding pregnancy, family size and views about childbearing and child-rearing. In some cultures, pregnancy outside of marriage is considered shameful, whereas this practice does not carry the same stigma in other societies. Fertility practices (depending upon country and culture) range from “superstitions” to high-tech laboratory methods of conception.
Birthing practices also vary by culture. Many cultures view childbirth as quite a natural experience and women deliver children at home attended by a female family member of a trained or untrained midwife. Western medicine has transformed the birth experience into a “medical procedure”. For many women who go into active labor, their first lament is “get me to the hospital”. Not so long ago in the United States, men were forbidden by the health care establishment to accompany the laboring woman during child birth.
Depending upon culture, different beliefs are held with respect as to how a child should be raised. Some societies have concepts of gender inequality deeply engrained (usually manifested in terms of female children not being considered “worth as much” as a male child). In these societies, female children may be denied food, education or health care because they are viewed as a liability to the family (a liability in that she must be married and the father may have to pay a dowry in order for the male to marry her). In some nations of the world (specifically some Third World nations), the atrocity of infanticide (of female infants) occurs.
Nutrition
Sub-constructs of this domain include:
•    Meaning of food
•    Common foods
•    Rituals
•    Deficiencies
•    Limitations
•    Health Promotion
Food plays a central role in virtually every culture. To see an example of this, you don’t have to look much farther than your own family. What meals are prepared at important or significant times? Whether it’s turkey for Thanksgiving or cake at a wedding or birthday celebration, different cultures do have some degree of unifying theme in terms of common foods and special meals. The following link will provide you with some Ethnic and cultural resources.
In some nations of the world, procurement of food is not as easy as a stroll to the local supermarket. Poverty and famine are realities in many countries resulting in nutritional deficiencies. Malnutrition is also a problem in many developed countries. Obesity is becoming a major problem here in the United States for a multiplicity of reasons including increased sedentary activity associated with computer use and poverty (poor people tend to purchase foods that are cheaper which have higher processed sugar content and lower nutritive value).
A comprehensive study of culture demands that we consider the role and challenges associated with food.
High-Risk Behaviors
Sub-constructs of this domain include:
•    Tobacco
•    Alcohol
•    Recreational drugs
•    Physical activity
•    Safety
Risk-taking behaviors are those behaviors that put an individual at risk for disease, injury or even death. Examples of this can be seen in every culture. In some parts of the world, prostitution is an important part of the local economy. This behavior, however, is associated with pregnancy and sexually transmitted diseases.
Tobacco use, alcohol and recreational drug use are other examples of risk taking behaviors. Recreational drug use continues to be a major problem in many parts of the world. Lack of physical activity, coupled with a sedentary lifestyle has resulted in obesity and increased risk of heart disease and diabetes for many cultural groups.
This module’s background reading will consider some of these concepts.
Required Reading
Primm, A. B., Osher, F. C. & Gomez, M. B. (2005, October). Race and ethnicity, mental health services and criminal competence in the criminal justice system: Are we ready to change? Community mental health journal, 41(5), 557-569.
Purnell, L. (2005). The Purnell model for cultural competence [Electronic version].Journal of multicultural nursing & health, 11(2), 7-15.
Sheth, S. S. (2006). Missing female births in India [Electronic version]. The Lancet, 367(9506), 185-186.
U.S. Department of Agriculture (2006, August 23).Ethic and cultural resources. Retrieved from http://fnic.nal.usda.gov/professional-and-career-resources/ethnic-and-cultural-resources
Denison, D., & Mishra, A. (1989). Organizational Culture and Organizational Effectiveness: A Theory and Some Preliminary Empirical Evidence. Academy of Management Proceedings.Retrieved from http://www.denisonconsulting.com/sites/default/files/documents/resources/denison-1989-preliminary-evidence_0.pdf
Recommended Reading
Robinson, J., Callister, L., Berry, J., & Dearing, K. (2008). Patient-centered care and adherence: definitions and applications to improve outcomes. Journal Of The American Academy Of Nurse Practitioners, 20(12), 600-607.doi:10.1111/j.1745-7599.2008.00360.x
Omeri, A. (2008) Pathways of Cultural Awareness.Advances in Contemporary Transcultural Nursing, 28:ix-xi. Retrieved from
http://www.contemporarynurse.com/archives/vol/28/issue/1-2/article/2317/pathways-of-cultural-awareness
Samandari, G., Speizer, I. (2010). Adolescent Sexual Behavior and Reproductive Outcomes in Central America: Trends over the Past Two Decades. International Perspective on Sexual and Reproductive Health, 36(1), 26.

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Assessment 2: Guided Professional Case Study Analysis

Weighting: 40% Word count: 1000 words Due date: Week 7 Wednesday 2nd September 2015, by 5pm Submission details: Online, Refer to Submission Requirements (p.24) Marking criteria and standards: See p.18 Aim of assessment The purpose of this assessment is to facilitate student learning and critical reflection through the use of guided questions that assist the student in identifying how the regulatory framework for nursing and midwifery applies to professional practice. The assessment provides students with a discipline specific case study drawn from the Nurses and Midwives Tribunal of New South Wales professional disciplinary proceedings. Details The assessment requires students to use a set of guided questions to analyse a discipline specific case study drawn from the Nurses and Midwives Board of New South Wales publication, Adrian, A., &Chiarella, M. (2010). Professional Conduct: A case book of disciplinary decisions relating to professional conduct matters (2nd ed.), which is available on the vUWS site for the unit. Nursing discipline specific case study: NICHOLLS –NT260600CVN. See the following sections of the Case Book (2010): Appendix Part A. Tribunal case summary: pp. 410-411 Chapter 5. Professional misconduct: Knowledge, pp. 184-186; Judgment, pp. 212-213; Organisational culture, p. 314-315. Midwifery discipline specific case study: LECKY-THOMPSON #1 –NT71298DMGWLT. See the following sections of the Case Book (2010): Appendix Part A. Tribunal case summary: pp. 389-390. See also pp.390-393. Chapter 5. Professional misconduct: Skill, pp. 199-204; Judgment, pp. 213-214; Deceptive conduct, pp. 246-248. 401021 – Being a Professional Nurse or Midwife Learning Guide – Spring 2015 ©School of Nursing and Midwifery Page 17 of 37 University of Western Sydney Guided questions: 1. What were the consequences of action/inaction in this case? Your answer should include: • A concise summary outline from the Case Book (2010) of the consequences of the actions or inactions by the nurse or midwife concerned in relation to professional practice. • The Case Book (2010) describes professional conduct under sub-headings in each chapter such as knowledge, skill, judgment, care, boundary violations and ethical conduct. Students may find these sub-headings useful in writing their summary of the case. 2. What professional standards apply/were breached in this situation? • Your answer will involve reading through the NMBA Codes, Standards and Guides to identify the relevant statements that apply in the discipline specific case study. • Provide a clear and concise rationale for your selection. Your answer must be specific to the case study context. The NMBA documents are available on the vUWS site for the unit. 3. What professional behaviours may have made a difference in this situation? • Your discussion needs to be focused and relevant to the case study. In writing your answer, consider such contributory factors as their level of engagement, personal attributes, knowledge base, clinical experience, and evidence of clinical reasoning, their clinical actions, and whether the nurse or midwife involved evaluated or reflected on the care they provided. • See Dempsey et al. (2014) Chapter 14, and read through the sections on the ‘context of thoughtful practice’ and ‘clinical reasoning’ pp. 254-263. See also the strategies that nurses and midwives can apply that are listed in the Case Book (2010) p. 323. 4. What do you learn from this case study about your own preparedness for professional practice? Your answer should relate to the scope of practice for a graduate nurse or midwife. • Read through the answer you provided to Question 2. Think about how the relevant statements from the NMBA Codes, Standards and Guides might apply to a graduate nurse or midwife. The NMBA discipline specific ‘Guide to Professional Boundaries’ must be used. • Your answer to this final question can be written in the first person, where appropriate, as you are reflecting on your own preparedness for professional practice. Reference list and in-text referencing • List the references to the Case Book (2010), Dempsey et al (2014) and the NMBA Codes, Standards and Guides, and any other resources that you have discussed in support of your answers using the correct APA (6th ed.) referencing conventions. • Your answer to all questions must include relevant in-text references that fit the context of your discussion at the appropriate place in the paragraph of your text. Student Directions The marking criteria and standards have been developed to guide you through the assessment process. Please read the criteria and standards carefully. There is a word limit of 1000 words. Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10% word count. If you exceed the word limit by more than 10% the marker will stop marking at 1000 words plus 10%. Resources • There are a number of textbooks and resources available through the UWS Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources. Page 18 of 37 Marking criteria and standards: Assessment 2 – Guided Professional Case Study Analysis Criteria High Distinction Distinction Credit Pass Fail Question 1 Provides a concise summary of the case Outstanding, clear and concise summary of the consequences of action or inaction in the case study context.Cogent discussion that engages the descriptions of professional conduct in the Case Book (2010).Very good, clear, concise summary of the consequences of action or inaction in the case study context.Succinct discussion that engages the descriptions of professional conduct in the Case Book (2010).Relevant, clear, concise summary of the consequences of action or inaction in the case study context. The discussion engages the descriptions of professional conduct in the Case Book (2010). Adequate summary of the consequences of action or inaction in the case study context. The answer includes some discussion of the descriptions of professional conduct in the Case Book (2010). Fails to summarise the consequences of action or inaction in the case study context.Insufficient discussion of the descriptions of professional conduct in the Case Book (2010). Mark /5 4.5-5 4 3.5 2.5-3 =2 Question 2 Identifies the relevant professional standards that apply to the case Comprehensive identification of the relevant NMBA statements that apply in the discipline specific case study. Outstanding, clear, concise rationale for selection that is well matched to the context of the case study with considerable insight.Thorough identification of the relevant NMBA statements that apply in the discipline specific case study.Very good, clear, concise rationale for selection that is well matched to the context of the case study.Adequate identification of the relevant NMBA statements that apply in the discipline specific case study.Relevant, clear, concise rationale for selection that is mostly matched to the context of the case study.Attempts to identify the relevant NMBA statements that apply in the discipline specific case study.Adequate rationale for selection that is mostly matched to the context of the case study. The relevant NMBA statements that apply in the discipline specific case study are insufficiently identified. Inadequate rationale for selection and fails to match answer to the context of the case study. Mark /10 8.5-10 7.5-8 6.5-7 5-6 =4.5 Question 3 Discusses professional behaviours that may have made a difference to the case Outstanding, clear, concise discussion of the professional behaviours that may have made a difference in the case study situation. A comprehensive range of contributory factors is identified with excellent support from the literature. Very good, clear, concise discussion of the professional behaviours that may have made a difference in the case study situation. A thorough range of contributory factors is identified with very good support from the literature. Relevant, clear, concise discussion of the professional behaviours that may have made a difference in the case study situation. An adequate range of contributory factors is identified with good support from the literature. Adequate attempt to discuss the professional behaviours that may have made a difference in the case study situation. A number of contributory factors are identified but with limited support from the literature. Inadequate discussion of the professional behaviours that may have made a difference in the case study situation. Fails to adequately identify contributory factors and the answer lacks support from the literature. Mark /10 8.5-10 7.5-8 6.5-7 5-6 =4.5 Page 19 of 37 Criteria High Distinction Distinction Credit Pass Fail Question 4 Learning about preparedness for professional graduate practice Outstanding, clear, concise insight into preparedness for graduate practice. Draws on relevant NMBA statements and makes particular reference to how the discipline specific ‘Guide to Professional Boundaries’ applies to their own practice in an expert and innovative manner. Very good, clear, concise insight into preparedness for graduate practice. Draws on relevant NMBA statements and makes reference to how the discipline specific ‘Guide to Professional Boundaries’ applies to their own practice in a very good manner. Relevant, clear, concise insight into preparedness for graduate practice. Draws on relevant NMBA statements and makes some reference to how the discipline specific ‘Guide to Professional Boundaries’ applies to their own practice in an above average manner. Adequate insight into preparedness for graduate practice. Draws on a limited number of NMBA statements and may not refer to how the discipline specific ‘Guide to Professional Boundaries’ applies to their own practice in an adequate but minimal manner. Inadequate discussion of own preparedness for graduate practice.Inadequate substantiation of answer from NMBA statements and fails to refer to how the discipline specific ‘Guide to Professional Boundaries’ applies to their own practice. Mark /10 8.5-10 7.5-8 6.5-7 5-6 =4.5 Presentation and Referencing Publishable level or outstanding, fluent, writing style and use of language. Flawless referencing, with all references adequately and correctly given, both in text and in final reference list according to designated APA style. Extensive, relevant current academic reference list effectively utilized. A minimum of six references is provided and consistently used to support all four answers. Excellent writing style and use of language. No errors in spelling, grammar, punctuation or writing style. Very good referencing, with adequate and correct references given both in text and in final reference list according to designated APA style. Comprehensive, relevant, list of current academic references effectively used. A minimum of six references is provided and consistently used to support all four answers. Effective expression and writing style.Minimal errors in grammar, punctuation, sentence construction, paragraph construction or spelling. Good, adequate referencing, using a reasonable range of current academic references. Minimal referencing style errors, following designated APA conventions both in text and in final reference list. A minimum of six references is provided and mostly used to support all four answers. Adequate, basic, sound writing style.Limited vocabulary, with minor errors in grammar, or spelling, or sentence structure, or paragraph structure that do not impede meaning. Satisfactory referencing, using a reasonable range of current academic, research/evidence-based references. Some referencing style errors, but following designated APA conventions both in text and in final reference list. A minimum of six references is provided but not consistently used to support all four answers. Poor writing style with errors in expression, sentence structure, paragraph structure, spelling and punctuation that impede meaning Unsatisfactory referencing, insufficient, current academic, research/evidence-based references. Absent, inadequate or incorrect referencing style noted. Less than six references provided and insufficiently used to support answers. Mark /5 4.5-5 4 3.5 2.5-3

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TASK 2: Problem Solving Tasks 30%

You must provide a response (max 750 words) to ONE of the problems provided below. You will provide an advice about the likely outcome based on the facts provided, using appropriate legislation and case law to support your response.

1.    Dan and Dave have been charged with the murder of Julian and Alan. The prosecution case is that there had been an argument between Julian and Alan, and Dan and Dave. Dan and Dave produced knives and chased Julian and Alan to a train station where they attacked Julian and Alan, watched by several of Dave’s friends. The prosecution claims that Julian and Alan then ran to a nearby open canal which was flooded due to recent rain, chased by Dave’s friends who were also carrying knives. Julian and Alan believed they were still under attack, and jumped in the canal where they drowned. Discuss the criminal liability of Dan and Dave. You do not have to consider the issue of complicity.
2.    V has a violent relationship with her partner, D. One day, D threatens her with a knife in the kitchen. In fear for her life, V runs out of the house and towards the road. She collides with a passer-by and the impact throws her into the path of oncoming traffic. She is struck by a passing truck. The truck driver realises what he has done but reverses in panic and runs over V a second time. V dies on arrival at hospital. The cause of death was severe head trauma resulting from the injuries received when the truck reversed over V. Discuss D’s criminal liability.
3.    D, a practising doctor, has been charged with the murder of his 75 year old father, V. V, a chronic diabetic, had been suffering from a terminal form of cancer, which had spread, over parts of his face and neck resulting in the surgical removal of one eye and the amputation of an ear. The quality of his life was described as extremely poor and he had lived the last six months of his life in extreme pain as a patient in a specialist hospital. He was also extremely depressed over the surgery that had disfigured his appearance. D was very attached to his father and, at his father’s request, injected V with a purportedly lethal dose of insulin and also assisted him to take a massive dose of the anti-depressant prescribed for V, amitriptyline. V fell into a short coma, which was misdiagnosed by medical staff as being attributable to his diabetic condition. On his recovery 8 hours later, nursing staff administered two increased doses of amitriptyline, which proved to be fatal in combination with the dose earlier administered by D. The first shift nurse had failed to complete the medical chart. An autopsy subsequently revealed that death was caused by an overdose of amitriptyline. D comes to you for advice.

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