Tag: Homework Solution

  • [Solved] research

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    Discuss the differences between the three major approaches surrounding collection and analysis of data, i,e., quantitative, qualitative, and mixed methods. As well as, describe the design of scientific inquiry that may go with each method i.e., survey, narrative, phenomenological, ethnographic, grou…

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    Discuss the differences between the three major approaches surrounding collection and analysis of data, i,e., quantitative, qualitative, and mixed methods.  As well as, describe the design of scientific inquiry that may go with each method i.e., survey, narrative, phenomenological, ethnographic, grounded theory, or case study and why it would be selected. Then address which method and design you think you would prefer to use to conduct research and why.

    500 words/2 References

    – 2 years ago

  • [Solved] Population Health – Basic Windshield Survey

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    – [\ \ Screenshot16.png](https://www.sweetstudy.com/files/screenshot16-png-10160721 "Screenshot16.png") – 2 years ago

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    – [\
    \
    Screenshot16.png](https://www.sweetstudy.com/files/screenshot16-png-10160721 "Screenshot16.png")

    – 2 years ago

  • [Solved] question assigment

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    – 2 years ago **files (1)** – ## AnswerForGCModule2.docx **## AnswerForGCModule2.docx** Please, I need to answer for this classmate: Grace C. The program model that is of the most interest to me is the creative curriculum for preschool. This program model is the most interesting as it supports activ…

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    – 2 years ago

    **files (1)**

    – ## AnswerForGCModule2.docx

    **## AnswerForGCModule2.docx**

    Please, I need to answer for this classmate:

    Grace C.

    The program model that is of the most interest to me is the creative curriculum for preschool. This program model is the most interesting as it supports active learning in children, furthermore developing their social competence. This model allows teachers “To arrange the learning environment into ten interest areas: art, blocks, cooking, computers, house corner, library corner, music and movement, the outdoors, sand and water, and table toys” (Dodge, 2010a). As we learned in the text “Young children should be involved in a variety of different activities, such as self-initiated, spontaneous activities and teacher-directed (Copple & Bredekamp, 2009)”. When developing a developmentally appropriate curriculum the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) “Urged early childhood educators to thoughtfully plan engaging, developmentally appropriate and challenging curricula that are culturally and linguistically responsive, and that are more likely to enable all children to succeed” (NAEYC & NAECS/SDE, 2003). Therefore, I believe that the creative curriculum for preschool gives students a good balance to develop both cognitively and socially while having a variety of activities to choose from and learn from. The staffing pattern that I have determined is the most efficient for pedagogical practice there is preschool educators. This program model would benefit from kind, loving, and creative educators that would instill those same values in the students.

    **## AnswerForGCModule2.docx**

    Please, I need to answer for this classmate:

    Grace C.

    The program model that is of the most interest to me is the creative curriculum for preschool. This program model is the most interesting as it supports active learning in children, furthermore developing their social competence. This model allows teachers “To arrange the learning environment into ten interest areas: art, blocks, cooking, computers, house corner, library corner, music and movement, the outdoors, sand and water, and table toys” (Dodge, 2010a). As we learned in the text “Young children should be involved in a variety of different activities, such as self-initiated, spontaneous activities and teacher-directed (Copple & Bredekamp, 2009)”. When developing a developmentally appropriate curriculum the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) “Urged early childhood educators to thoughtfully plan engaging, developmentally appropriate and challenging curricula that are culturally and linguistically responsive, and that are more likely to enable all children to succeed” (NAEYC & NAECS/SDE, 2003). Therefore, I believe that the creative curriculum for preschool gives students a good balance to develop both cognitively and socially while having a variety of activities to choose from and learn from. The staffing pattern that I have determined is the most efficient for pedagogical practice there is preschool educators. This program model would benefit from kind, loving, and creative educators that would instill those same values in the students.

  • [Solved] Criminal Justice

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) 1) Visit the [FBI](http://www.fbi.gov/) website and search for the crime laboratory. What services are provided to law enforcement by the lab? 2) Pick one of the FBI services provided and create a request for analysis of speci…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    1) Visit the [FBI](http://www.fbi.gov/) website and search for the crime laboratory. What services are provided to law enforcement by the lab?

    2) Pick one of the FBI services provided and create a request for analysis of specific evidence collected at a fictional crime scene. What testing would you request the FBI lab to do for your case?

    3) Review the 2-part "body farm" video on the same FBI lab website and discuss what you found to be interesting.

    [FBI — FBI Trains at Body Farm, Part 1](https://archives.fbi.gov/archives/news/stories/2009/july/fbi-trains-at-body-farm-part-1)

    [FBI — FBI Trains at Body Farm, Part 2](https://archives.fbi.gov/archives/news/stories/2009/july/fbi-trains-at-body-farm-part-2)

    500 words/2 references

    – 2 years ago

  • [Solved] Student Work Analysis

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    – 2 years ago **files (1)** – ## Module2HW.docx **## Module2HW.docx** **HW** **Module 2 Discussion: Program Model** **Program Model Discussion** In thinking of the videos and PowerPoint viewed in this module: 1. Discuss the Program Model that is of the most interest and why in an initial post & fol…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Module2HW.docx

    **## Module2HW.docx**

    **HW** **Module 2 Discussion: Program Model**

    **Program Model Discussion**

    In thinking of the videos and PowerPoint viewed in this module:

    1. Discuss the Program Model that is of the most interest and why in an initial post & follow-up response.

    2. Regarding that Program Model, share in your initial post, the staffing pattern that you have determined is the most efficient for pedagogical practice there and state why.

    3. In your response, refer to all material shared in this module.

    Please post your initial response by the first date of this module and respond to at least two peers by the last date of the module.

    **Discussion Grading:**

    All discussions should follow netiquette guidelines. Discussion posts should be at least 200-250 words. The initial post should fully address all aspects of the prompt and pull from readings and videos (with at least one in-text citation) to show an understanding of the week's content. You will also comment on 2 peers’ posts. The goal of commenting is to deepen and expand your thinking about a topic. Grading of discussions is contingent on following these guidelines.

    · Read Chapter 3 & 4

    Eliason, C., & Jenkins, L. (2016). A practical guide to early childhood curriculum(10ed.). Pearson. (ISBN-13: 978-

    0133801293)

    Eliason, C., & Jenkins, L. (2016).

    A practical guide to early childhood curriculum

    (10

    th

    ed.). Pearson. (ISBN-13: 978-

    0133801293)

    **Today's Task**

    Today you will:

    1. Complete the reading in Chapters 3 & 4 of our text

    2. View a NYSED Video demonstrating varied PreK – 2nd Grade settings

    3. Examine and think about early childhood program settings and staffing patterns

    4. Participate in a discussion.

    NYSED and Evidence-Based Environments-2

    ![Image result for early childhood free photos](https://www.sweetstudy.com/questions/student-work-analysis-20877199)

    1. Quality Early Childhood practice starts with settings that are firmly entrenched in evidence-based systems for pedagogy.  Let's delve more into today's topic by clicking the link below to watch some videos demonstrating the New York State Education Department's (NYSED's) expectations regarding Pre-K through 2nd grade settings and practices that are evidence-based.  As you watch, think about the differences and similarities in each:
    [NYSED Early Learning Video Series](https://www.nysed.gov/early-learning/nysed-office-early-learning-video-series)

    2.
    [Links to an external site.](https://www.nysed.gov/early-learning/nysed-office-early-learning-video-series)

    3. .

    4.   After familiarizing yourself with these settings, click 'Next' to learn how some of these environments are staffed.

    ECE Settings & Staffing Patterns

    Explore the varied types of Early Childhood Education (ECE) settings and the staffing structures in them by clicking this link to view the PowerPoint:
    [Staffing Patterns and Program Models](https://molloy.instructure.com/courses/37943/files/4085921/download?wrap=1)

    [Actions](https://molloy.instructure.com/courses/37943/pages/ece-settings-and-staffing-patterns?module_item_id=1137633)

    .  Think about which settings appear more appealing to you and why. Here is a comparison between Montessori and Waldorf Schools as presented on the YouTube Channel, Sunday with Sarah:

    Now that you have increased your familiarity with ECE Program Models, click 'Next' to move on to participate in the discussion on the following

    ## image1.jpeg

    **## Module2HW.docx**

    **HW** **Module 2 Discussion: Program Model**

    **Program Model Discussion**

    In thinking of the videos and PowerPoint viewed in this module:

    1. Discuss the Program Model that is of the most interest and why in an initial post & follow-up response.

    2. Regarding that Program Model, share in your initial post, the staffing pattern that you have determined is the most efficient for pedagogical practice there and state why.

    3. In your response, refer to all material shared in this module.

    Please post your initial response by the first date of this module and respond to at least two peers by the last date of the module.

    **Discussion Grading:**

    All discussions should follow netiquette guidelines. Discussion posts should be at least 200-250 words. The initial post should fully address all aspects of the prompt and pull from readings and videos (with at least one in-text citation) to show an understanding of the week's content. You will also comment on 2 peers’ posts. The goal of commenting is to deepen and expand your thinking about a topic. Grading of discussions is contingent on following these guidelines.

    · Read Chapter 3 & 4

    Eliason, C., & Jenkins, L. (2016). A practical guide to early childhood curriculum(10ed.). Pearson. (ISBN-13: 978-

    0133801293)

    Eliason, C., & Jenkins, L. (2016).

    A practical guide to early childhood curriculum

    (10

    th

    ed.). Pearson. (ISBN-13: 978-

    0133801293)

    **Today's Task**

    Today you will:

    1. Complete the reading in Chapters 3 & 4 of our text

    2. View a NYSED Video demonstrating varied PreK – 2nd Grade settings

    3. Examine and think about early childhood program settings and staffing patterns

    4. Participate in a discussion.

    NYSED and Evidence-Based Environments-2

    ![Image result for early childhood free photos](https://www.sweetstudy.com/questions/student-work-analysis-20877199)

    1. Quality Early Childhood practice starts with settings that are firmly entrenched in evidence-based systems for pedagogy.  Let's delve more into today's topic by clicking the link below to watch some videos demonstrating the New York State Education Department's (NYSED's) expectations regarding Pre-K through 2nd grade settings and practices that are evidence-based.  As you watch, think about the differences and similarities in each:
    [NYSED Early Learning Video Series](https://www.nysed.gov/early-learning/nysed-office-early-learning-video-series)

    2.
    [Links to an external site.](https://www.nysed.gov/early-learning/nysed-office-early-learning-video-series)

    3. .

    4.   After familiarizing yourself with these settings, click 'Next' to learn how some of these environments are staffed.

    ECE Settings & Staffing Patterns

    Explore the varied types of Early Childhood Education (ECE) settings and the staffing structures in them by clicking this link to view the PowerPoint:
    [Staffing Patterns and Program Models](https://molloy.instructure.com/courses/37943/files/4085921/download?wrap=1)

    [Actions](https://molloy.instructure.com/courses/37943/pages/ece-settings-and-staffing-patterns?module_item_id=1137633)

    .  Think about which settings appear more appealing to you and why. Here is a comparison between Montessori and Waldorf Schools as presented on the YouTube Channel, Sunday with Sarah:

    Now that you have increased your familiarity with ECE Program Models, click 'Next' to move on to participate in the discussion on the following

    ## image1.jpeg

  • [Solved] Healthcare Policy and Analysis

    ✓ Verified Academic Solution Available

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    Policy briefs – 2 years ago **files (3)** – ## policyissuesandtheoryexplored.1..docx – ## policyissuesandtheoryexplored.2..docx – DUE.1.24.25.HealthcarePolicyandAnalysis.docx **## policyissuesandtheoryexplored.1..docx** 1 **policy issues and theory explored** **Nursing Values and Ethics in Addressin…

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    Assignment Prompt & Instructions

    Policy briefs

    – 2 years ago

    **files (3)**

    – ## policyissuesandtheoryexplored.1..docx

    – ## policyissuesandtheoryexplored.2..docx

    – DUE.1.24.25.HealthcarePolicyandAnalysis.docx

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

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    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

    **## policyissuesandtheoryexplored.1..docx**

    1

    **policy issues and theory explored**

    **Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 7, 2024

    Nursing Values and Ethics in Addressing Mental Health Access for Low-Income Populations

    Nursing values and professional ethics are essential to addressing advocacy priorities like increasing access to mental health for low-income individuals. The American Nurses Association (ANA) Code of Ethics outlines the principles of justice, advocacy, and equity, which are relevant to this issue. Nurses have an ethical duty to protect the rights of the vulnerable and marginalized people, including providing equal access to appropriate health care. Low-income populations are one of the most vulnerable groups in terms of mental health, as they are often unable to access adequate care due to financial constraints, lack of available providers, and cultural perceptions of mental illness (Hodgkinson et al., 2017). Responding to this issue aligns with the value of compassionate care in nursing, which includes the mental aspect of health as a part of the person.

    Further, the ANA Code of Ethics mandates that nurses must “promote health and safety of the patient,” which aligns with the prioritization of this issue. Mental health care is not just a medical issue but a human rights concern. Promoting justice also forms part of ethical nursing practice, where it is required that barriers to care be removed through advocating for policy change especially where they impact the marginalized groups. Professional code of ethics demands that nurses contribute to the development and advocacy for policies that eradicate health disparities so that each individual has a chance at the best possible health.

    **Why Nursing Values and Ethics Demand Action**

    Given that mental health access for low-income populations is a matter of equity and justice, nursing values and ethics require that the issue remain on the policy agenda. Justice in nursing means fair and reasonable distribution of healthcare resources. These populations will continue to endure preventable mental health crises if there are no specific policies addressing their needs, resulting in poverty and poor health cycles. Moreover, nursing values like advocacy and respect for individuals’ worth point to the profession’s obligation to redress these imbalances (Essex et al., 2024). Failing to treat mental health in low-income people goes against these tenets and lets unnecessary pain persist.

    **The Role of Law, Ethics, and Politics**

    When contrasting this issue with law, ethics, and politics, it is evident that while politics and law are practical forces that create the most substantial change and impact, ethics is the driving force behind an advocacy agenda. Ethical considerations compel nurses to recognize problems and seek change, but policy change is the way through which such changes can be implemented. For instance, the Mental Health Parity and Addiction Equity Act (MHPAEA) shows how legislation can go a long way in improving mental health services. Despite this, political will is crucial to ensure the enforcement and financing of these laws properly. For example, raising Medicaid reimbursement for mental health services is possible only with legislative support and political lobbying to make it sustainable.

    However, it is the combination of politics and law that has the greatest influence in terms of addressing systemic change. The advocacy efforts must be directed towards the policy makers to ensure that they consider the mental health access and make provisions for people who cannot afford to pay for their services (Scott & Scott, 2021). Given the nature of their profession, nurses are well positioned to be advocates for the rights of low-income patients with mental health disorders, translating policy into practice and vice versa. It is therefore possible to advance the ethic and value of nursing by ensuring that low-income groups have access to mental health services through engaging law and politics. This approach is consistent with our professional responsibility to pursue justice, to advocate for and to defend human worth and value.

    References

    Essex, R., Mainey, L., Dillard‐Wright, J., & Richardson, S. (2024). Political action in nursing and medical codes of ethics.
    _Nursing Inquiry_, e12658.

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting.
    _Pediatrics_, 139(1)..

    Scott, S. M., & Scott, P. A. (2021). Nursing, advocacy and public policy.
    _Nursing ethics_, 28(5), 723-733.

    **## policyissuesandtheoryexplored.2..docx**

    | | | |
    | — | — | — |
    | | | 1 |

    **policy issues and theory explored**

    **Policy Model**

    Tina Cherry

    Walden University

    Healthcare Policy and Analysis: NURS-8100C

    Dr. Mark Wells

    December 19, 2024

    Policy Model

    **Selection of a Policymaking Framework to Support Advocacy Priority**

    Policy advocacy requires the use of proper models to support advocacy agenda and to provide a framework on how to advance policies that would benefit the targeted groups. In the context of this assignment, out of all the policy-making frameworks, the Kingdon’s Multiple Streams Framework is the most appropriate to build on my advocacy priority. Kingdon’s model focuses on three distinct streams: problem, policy, and politics, that must align at a “policy window” for policy initiatives to gain traction (Porche, 2021). It is most useful where the aim is to secure an initial foothold on the policy agenda because it emphasizes the timing, context, and political climate for an issue.

    **Explanation of Kingdon’s Multiple Streams Framework**

    The Multiple Streams Framework is based on the idea that policies move forward when conditions are right; problem stream, policy stream, and political stream. The problem stream is centered on defining the issue that is of interest to policymakers. In this stream, advocates try to make the problem a priority by presenting facts, case studies, and other forms of convincing evidence that show that it is an issue that needs to be addressed (Cairney & Jones, 2016). The policy stream includes the definition of potential policy solutions that can be regarded as suitable for the problem and can be applied in practice. Finally, the political stream focuses on political events of the present day, such as public opinion, interest group activities, and changes in political leadership. For a policy to move forward, these streams must align within a short window of opportunity created by crises, public pressure, or political change.

    **Why Kingdon’s Framework is the Best Fit**

    Kingdon’s Multiple Streams Framework is the most suitable model because it offers a systematic approach to the framing of the agenda without being overly rigid, which is essential in the process of pushing for advocacy agenda. Realizing the significance of timing and the integration of other important components, the model underscores the importance of seizing opportunities (Porche, 2021). For instance, if the advocacy priority is to increase mental health services for marginalized populations, this model presents a clear approach to amplify the cause. The problem stream would entail providing a persuasive argument that would include statistical data on the increasing rates of mental health disorders in certain populations and disparities in utilization of services. On the same note, the policy stream would focus on practical options such as provision of more funds to support community-based mental health care services or developing mental health check-ups as a part of outpatient services. Finally, the political stream could concentrate on mobilization, lobbying, and partnering with like-minded policy makers in order to advance the agenda. This framework is helpful for nursing advocates and health professionals as it emphasizes the identification of the problem and the search for evidence-based solutions.

    **Applying Kingdon’s Framework to Move the Priority Forward**

    In implementing the Kingdon’s Multiple Streams Framework, the first process would entail the use of quantitative and qualitative data to show the relevancy of the problem. The second step would comprise coming up with realistic and practical policy recommendations. These solutions would be evidence based and conform to the current best practice in the field. Such solutions must not only solve the problem but also take into account the costs of the solution and the practical issues of implementation. The third step is to concentrate on the political stream, which involves finding allies within the legislative or executive branch to champion the cause and partnering with key stakeholders including professional bodies, patients’ organizations, and other community-based organizations. Further, this step would entail tracking the political context to determine when it is most conducive to act.

    References

    Cairney, P., & Jones, M. D. (2016). K ingdon's multiple streams approach: what is the empirical impact of this universal theory?.
    _Policy studies journal,_ 44(1), 37-58.

    Porche, D. J. (2021).
    _Health policy: Applications for nurses and other healthcare professionals_. Jones & Bartlett Learning.

    | | | |
    | — | — | — |
    | | | |

    **DUE.1.24.25.HealthcarePolicyandAnalysis.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/due-1-24-25-healthcarepolicyandanalysis-docx)

  • [Solved] Evidence-Based Practice II

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Data Collection and Plan for Analysis – 2 years ago **files (1)** – ## EB.DUEJanuary24.docx **## EB.DUEJanuary24.docx** **DUE January 24, 2025** **The Assignment: (2–3 pages)** **Evidence Based Practice II** Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the…

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    Assignment Prompt & Instructions

    Data Collection and Plan for Analysis

    – 2 years ago

    **files (1)**

    – ## EB.DUEJanuary24.docx

    **## EB.DUEJanuary24.docx**

    **DUE January 24, 2025**

    **The Assignment: (2–3 pages)**

    **Evidence Based Practice II**

    Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the evaluation of the implementation. If the data collection resources are not functional and/or are not measuring what was meant to be measured, the evaluation and dissemination of results will be flawed. Therefore, it is important to consider how you will assess the data collected and determine if what you are using is working.

    For this Assignment, you will assess the data you have collected thus far in the implementation. Using your data, determine whether your scorecard is functional and appropriate. You will explore the best approach for analysis to ultimately evaluate the implementation.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142884/modules/items/5616602)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142884/pages/week-8-9-learning-resources?module_item_id=5616602)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019).
    _Translation of evidence into nursing and healthcare_ (3rd ed.). Springer Publishing.

    · Chapter 11, “Data Management and Evaluation of Translation” (pp. 245–254)

    · Benetato, B. B., Tillman, J., Corbett, R. W., & Hodges, A. (2021).
    [The doctor of nursing practice project data collection tool: A teaching strategy for data collectionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024776-202111000-00032&LSLINK=80&D=ovft).
    _Nursing Education Perspectives, 42_(6), E72–E73. https://doi.org/10.1097/01.NEP.0000000000000643

    · Bohm, V., Lacaille, D., Spencer, N., & Barber, C. E. H. (2021).
    [Scoping review of balanced scorecards for use in healthcare settings: Development and implementationLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8273481/).
    _BMJ Open Quality, 10_(3), e001293. https://doi.org/10.1136/bmjoq-2020-001293

    · Mailat, D., Stoica, D.-A., Surgun, M. B., Traistaru, N. I., & Vranceanu, A. (2019).
    [Balanced scorecard vs. dashboard: Implications and managerial prioritiesLinks to an external site.](https://link.gale.com/apps/doc/A583440015/EAIM?u=minn4020&sid=bookmark-EAIM&xid=86624234).
    _Academic Journal of Economic Studies, 5_(1), 170. http://www.ajes.ro/wp-content/uploads/AJES_article_1_242.pdf

    · Victor, S., & Farooq, A. (2021).
    [Dashboard visualisation for healthcare performance management: Balanced scorecard methodLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.69feadfeaf184cde91d7df062e33b1b6&site=eds-live&scope=site&custid=s6527200).
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    · Wyatt, J. (2004).
    [Scorecards, dashboards, and KPIs keys to integrated performance measurementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=14997722&site=eds-live&scope=site&custid=s6527200).
    _Healthcare Financial Management, 58_(2), 76–80.

    To Prepare

    · Review the Learning Resources concerning data collection and plan for analysis.

    · Assess the data collection thus far from your implementation.

    The Assignment: (2–3 pages)

    Construct a paper describing your organized data collection and plan for analysis. Assess whether your scorecard is functional and whether it measures what it was developed to measure. Explain how you are managing your dashboard.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

    Rubric

    **NURS_8503_Week9_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_8503_Week9_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescribe your organized data collection. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly describes the organized data collection for the project change implementation. | **17 to >15.0 pts**<br>**Good**<br>The response clearly describes the organized data collection for the project change implementation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely describes the organized data collection for the project change implementation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely describes the organized data collection for the project change implementation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeDescribe your plan for analysis. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly explains the plan for analysis of the data. … The response includes relevant, specific, and appropriate examples that fully support the analysis plan. | **17 to >15.0 pts**<br>**Good**<br>The response clearly explains the plan for analysis of the data. … The response includes relevant, specific, and accurate examples that support the analysis plan. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains the plan for analysis of the data. … The response includes inaccurate and irrelevant examples that may support the analysis plan. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains the plan for analysis of the data, or it is missing. … The response includes inaccurate and vague examples that do not support the analysis plan, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeAssess and describe the scorecard functionality. | | | | | |
    | — | — | — | — |
    | **25 to >22.0 pts**<br>**Excellent**<br>The response comprehensively and fully assesses the scorecard functionality. … The response comprehensively and clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and appropriate examples that fully support the assessment of the scorecard functionality. | **22 to >19.0 pts**<br>**Good**<br>The response clearly assesses the scorecard functionality. … The response clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and accurate examples that support the assessment of the scorecard functionality. | **19 to >17.0 pts**<br>**Fair**<br>The response inaccurately or vaguely assesses the scorecard functionality. … The response inaccurately or vaguely describes whether the scorecard measures what it is intended to measure. … The response includes inaccurate and irrelevant examples that may support the assessment of the scorecard functionality. | **17 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely assesses the scorecard functionality, or it is missing. … The response inaccurately and vaguely describes whether the scorecard measures what it is intended to measure, or it is missing. … The response includes inaccurate and vague examples that do not support assessment of the scorecard functionality, or it is missing. | | 25 pts |
    | This criterion is linked to a Learning OutcomeExplain how you are managing your dashboard. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response accurately and clearly explains how you are managing your dashboard. … The response includes relevant, specific, and appropriate examples that fully support the explanation. | **17 to >15.0 pts**<br>**Good**<br>The response accurately explains how you are managing your dashboard. … The response includes relevant, specific, and accurate examples that support the explanation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains how you are managing your dashboard. … The response includes inaccurate and irrelevant examples that may support the explanation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains how you are managing your dashboard, or it is missing. … The response includes inaccurate and vague examples that do not support the explanation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … Purpose statement, introduction, and conclusion were not provided. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) APA format errors | | 5 pts |
    | Total Points: 100 |

    **## EB.DUEJanuary24.docx**

    **DUE January 24, 2025**

    **The Assignment: (2–3 pages)**

    **Evidence Based Practice II**

    Data Collection and Plan for AnalysisHow you collect, manage, and assess data can affect the evaluation of the implementation. If the data collection resources are not functional and/or are not measuring what was meant to be measured, the evaluation and dissemination of results will be flawed. Therefore, it is important to consider how you will assess the data collected and determine if what you are using is working.

    For this Assignment, you will assess the data you have collected thus far in the implementation. Using your data, determine whether your scorecard is functional and appropriate. You will explore the best approach for analysis to ultimately evaluate the implementation.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142884/modules/items/5616602)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/142884/pages/week-8-9-learning-resources?module_item_id=5616602)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2019).
    _Translation of evidence into nursing and healthcare_ (3rd ed.). Springer Publishing.

    · Chapter 11, “Data Management and Evaluation of Translation” (pp. 245–254)

    · Benetato, B. B., Tillman, J., Corbett, R. W., & Hodges, A. (2021).
    [The doctor of nursing practice project data collection tool: A teaching strategy for data collectionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00024776-202111000-00032&LSLINK=80&D=ovft).
    _Nursing Education Perspectives, 42_(6), E72–E73. https://doi.org/10.1097/01.NEP.0000000000000643

    · Bohm, V., Lacaille, D., Spencer, N., & Barber, C. E. H. (2021).
    [Scoping review of balanced scorecards for use in healthcare settings: Development and implementationLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8273481/).
    _BMJ Open Quality, 10_(3), e001293. https://doi.org/10.1136/bmjoq-2020-001293

    · Mailat, D., Stoica, D.-A., Surgun, M. B., Traistaru, N. I., & Vranceanu, A. (2019).
    [Balanced scorecard vs. dashboard: Implications and managerial prioritiesLinks to an external site.](https://link.gale.com/apps/doc/A583440015/EAIM?u=minn4020&sid=bookmark-EAIM&xid=86624234).
    _Academic Journal of Economic Studies, 5_(1), 170. http://www.ajes.ro/wp-content/uploads/AJES_article_1_242.pdf

    · Victor, S., & Farooq, A. (2021).
    [Dashboard visualisation for healthcare performance management: Balanced scorecard methodLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.69feadfeaf184cde91d7df062e33b1b6&site=eds-live&scope=site&custid=s6527200).
    _Asia Pacific Journal of Health Management, 16_(2). https://doi.org/10.24083/apjhm.v16i2.625

    · Wyatt, J. (2004).
    [Scorecards, dashboards, and KPIs keys to integrated performance measurementLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=14997722&site=eds-live&scope=site&custid=s6527200).
    _Healthcare Financial Management, 58_(2), 76–80.

    To Prepare

    · Review the Learning Resources concerning data collection and plan for analysis.

    · Assess the data collection thus far from your implementation.

    The Assignment: (2–3 pages)

    Construct a paper describing your organized data collection and plan for analysis. Assess whether your scorecard is functional and whether it measures what it was developed to measure. Explain how you are managing your dashboard.

    **Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

    Rubric

    **NURS_8503_Week9_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_8503_Week9_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescribe your organized data collection. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly describes the organized data collection for the project change implementation. | **17 to >15.0 pts**<br>**Good**<br>The response clearly describes the organized data collection for the project change implementation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely describes the organized data collection for the project change implementation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely describes the organized data collection for the project change implementation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeDescribe your plan for analysis. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response comprehensively and clearly explains the plan for analysis of the data. … The response includes relevant, specific, and appropriate examples that fully support the analysis plan. | **17 to >15.0 pts**<br>**Good**<br>The response clearly explains the plan for analysis of the data. … The response includes relevant, specific, and accurate examples that support the analysis plan. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains the plan for analysis of the data. … The response includes inaccurate and irrelevant examples that may support the analysis plan. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains the plan for analysis of the data, or it is missing. … The response includes inaccurate and vague examples that do not support the analysis plan, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeAssess and describe the scorecard functionality. | | | | | |
    | — | — | — | — |
    | **25 to >22.0 pts**<br>**Excellent**<br>The response comprehensively and fully assesses the scorecard functionality. … The response comprehensively and clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and appropriate examples that fully support the assessment of the scorecard functionality. | **22 to >19.0 pts**<br>**Good**<br>The response clearly assesses the scorecard functionality. … The response clearly describes whether the scorecard measures what it is intended to measure. … The response includes relevant, specific, and accurate examples that support the assessment of the scorecard functionality. | **19 to >17.0 pts**<br>**Fair**<br>The response inaccurately or vaguely assesses the scorecard functionality. … The response inaccurately or vaguely describes whether the scorecard measures what it is intended to measure. … The response includes inaccurate and irrelevant examples that may support the assessment of the scorecard functionality. | **17 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely assesses the scorecard functionality, or it is missing. … The response inaccurately and vaguely describes whether the scorecard measures what it is intended to measure, or it is missing. … The response includes inaccurate and vague examples that do not support assessment of the scorecard functionality, or it is missing. | | 25 pts |
    | This criterion is linked to a Learning OutcomeExplain how you are managing your dashboard. | | | | | |
    | — | — | — | — |
    | **20 to >17.0 pts**<br>**Excellent**<br>The response accurately and clearly explains how you are managing your dashboard. … The response includes relevant, specific, and appropriate examples that fully support the explanation. | **17 to >15.0 pts**<br>**Good**<br>The response accurately explains how you are managing your dashboard. … The response includes relevant, specific, and accurate examples that support the explanation. | **15 to >13.0 pts**<br>**Fair**<br>The response inaccurately or vaguely explains how you are managing your dashboard. … The response includes inaccurate and irrelevant examples that may support the explanation. | **13 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely explains how you are managing your dashboard, or it is missing. … The response includes inaccurate and vague examples that do not support the explanation, or it is missing. | | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. | **4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. | **3.5 to >3.0 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment are vague or off topic. | **3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … Purpose statement, introduction, and conclusion were not provided. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors | **4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors | **3.5 to >3.0 pts**<br>**Fair**<br>Contains several (three or four) APA format errors | **3 to >0 pts**<br>**Poor**<br>Contains many (more than five) APA format errors | | 5 pts |
    | Total Points: 100 |

  • [Solved] Self-Assessment of Leadership Skills

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    Executive Solution Overview

    To assess own leadership skills. 1. Determine your preferred leadership style using The Foundation of Nursing Leadership's [Leadership Development – Test One – What is your leadership style?Links to an external site.](http://www.nursingleadership.org.uk/test1.php) 2. Analyze your leadership’s skills…

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    Assignment Prompt & Instructions

    To assess own leadership skills.

    1. Determine your preferred leadership style using The Foundation of Nursing Leadership's [Leadership Development – Test One – What is your leadership style?Links to an external site.](http://www.nursingleadership.org.uk/test1.php)
    2. Analyze your leadership’s skills based on your self-assessment.
    3. Identify strengths and opportunities for improvement based on your self-assessment.
    4. Create an action plan to address self-assessment capitalizing on strengths and addressing opportunities for improvement.

    – The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
    – The paper is to be 2 – 3 pages in length, excluding the title, abstract and references page.
    – Incorporate a minimum of 2 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    – 2 years ago

  • [Solved] Self-Assessment of Leadership Skills

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    To assess own leadership skills. 1. Determine your preferred leadership style using The Foundation of Nursing Leadership's [Leadership Development – Test One – What is your leadership style?Links to an external site.](http://www.nursingleadership.org.uk/test1.php) 2. Analyze your leadership’s skills…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    To assess own leadership skills.

    1. Determine your preferred leadership style using The Foundation of Nursing Leadership's [Leadership Development – Test One – What is your leadership style?Links to an external site.](http://www.nursingleadership.org.uk/test1.php)
    2. Analyze your leadership’s skills based on your self-assessment.
    3. Identify strengths and opportunities for improvement based on your self-assessment.
    4. Create an action plan to address self-assessment capitalizing on strengths and addressing opportunities for improvement.

    – The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
    – The paper is to be 2 – 3 pages in length, excluding the title, abstract and references page.
    – Incorporate a minimum of 2 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    – 2 years ago

  • [Solved] survey

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    what are 3 components in your community? – 2 years ago

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    Assignment Prompt & Instructions

    what are 3 components in your community?

    – 2 years ago