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  • [Solved] Mod 1 FPH DiscussionReply

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    You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts. Minimum 150 words each reply with references under each reply. Incorporate a minimum of 2 current (published within the last five year…

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    You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts.
    Minimum 150 words each reply with references under each reply.
    Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).
    REPLY 1
    Anemia is a frequent issue for those with chronic kidney disease (CKD), typically caused by lower erythropoietin levels, ongoing inflammation, or a lack of iron (Coyne, 2021). In this instance, a 50-year-old woman suffering from CKD and heart failure shows signs of newly developed anemia. Below are the essential steps for evaluation, treatment options, and follow-up advice.
    **Which test(s) should be performed to determine whether the anemia is related to chronic disease or iron deficiency, and what would those results show?**
    – Serum ferritin: Ferritin acts as an acute-phase reactant indicating iron levels in the body. In cases of iron deficiency anemia, ferritin levels are generally low (<100 ng/mL in CKD patients); however, in anemia of chronic disease, ferritin is often normal or high (≥100 ng/mL) (KDIGO, 2012).
    – Transferrin saturation (TSAT): TSAT indicates how much iron is available for making red blood cells. A TSAT below 20% suggests iron deficiency, while a TSAT above 20% indicates enough iron stores (KDIGO, 2012).
    – C-reactive protein (CRP): This test can help identify if inflammation is causing high ferritin levels, which can hide iron deficiency (Coyne, 2021).
    – Peripheral blood smear (optional): This test may show small red blood cells and pale color in iron deficiency anemia; in anemia of chronic disease, the cells are usually normal in size and color (McCance & Huether, 2019).
    **Should the practitioner consider a blood transfusion for this patient? Explain your answer.**
    – Blood transfusion is not necessary at this moment.
    – As per guidelines, transfusions are meant for patients with severe anemia (typically hemoglobin <7-8 g/dL) or those experiencing symptoms with hemodynamic instability (KDIGO, 2012).
    – This patient's hemoglobin level is 9.5 g/dL. Although she feels fatigued and has shortness of breath when active, her vital signs remain stable, and there are no indications of acute decompensation (Coyne, 2021).
    – It is better to avoid transfusions in CKD to lower the risk of alloimmunization, which could affect future kidney transplant eligibility (McCance & Huether, 2019).
    **Which medication(s) should be considered for this patient?**
    – Oral or intravenous iron supplements: If TSAT is below 30% and ferritin is under 500 ng/mL, it is advised to use iron therapy (KDIGO, 2012).
    – Erythropoiesis-stimulating agents (ESAs) such as epoetin alfa and darbepoetin alfa: If iron deficiency has been addressed but anemia continues (usually when hemoglobin is below 10 g/dL), it is recommended to consider ESAs to boost red blood cell production (Coyne, 2021).
    **What considerations should the practitioner include in the care of the patient if erythropoietic agents are used for treatment?**
    – Regularly check hemoglobin levels (every 2–4 weeks at first) to prevent excessive increases; the target hemoglobin should not go over 11.5 g/dL (KDIGO, 2012).
    – Monitor blood pressure, since ESAs can lead to or worsen hypertension (Coyne, 2021).
    – Periodically evaluate iron status to confirm sufficient stores for erythropoiesis and modify iron supplementation as necessary (KDIGO, 2012).
    – Assess the risk of thromboembolic events, as higher hemoglobin targets with ESA use are associated with a greater cardiovascular risk (McCance & Huether, 2019).
    **What follow-up should the practitioner recommend for the patient?**
    – Reevaluate hemoglobin and iron levels (TSAT, ferritin) every 2-4 weeks after beginning or modifying treatment until stable, then every 3 months (KDIGO, 2012).
    – Check blood pressure at every appointment and think about home monitoring if ESA therapy starts.
    – Look for new or worsening signs of anemia, heart failure, or CKD progression.
    – Work with a nephrologist if managing anemia gets complicated or if ESA therapy is needed (Coyne, 2021).
    REPLY 2
    1. **Which test(s) should be performed to determine whether the anemia is related to chronic disease or iron deficiency, and what would those results show?**
              “Hematological variables require a careful, methodical analysis in order to differentiate between iron deficiency anemia (IDA) and anemia of chronic diseases (ACD). This assessment is typically performed in checking on serum iron, total iron-binding capacity (TIBC), transferrin saturation (TSAT) and serum ferritin levels.” The levels of serum ferritin are often normal or high, indicating an abundance of iron stores (Anumas et al., 2023). In contrast, TSAT and serum iron levels are low due to the inability to utilize iron resulting from ACD. In turn, IDA is characterized by a reduced level of ferritin, decreased TSAT, increased TIBC, and a depleted serum iron level, all of which indicate genuine iron deficiency. Although ferritin is considered the most specific of these markers, in chronic inflammation, such as in chronic kidney disease (CKD), it can be falsely elevated.
    **2. Should the practitioner consider a blood transfusion for this patient? Explain your answer.**
             A blood transfusion is not generally prescribed in most clinical scenarios, except when the patient is symptomatic at rest, hemodynamically unstable, or when the hemoglobin (Hb) level is less than 7 g/dL or 8 g/dL, respectively, based on comorbidities. The patient appears slightly pale due to fatigue today and is hemodynamically stable. Her Hb level is within the range of 9.5 g/dL, indicating moderate levels of anemia. In that case, conservative treatment involving pharmacological treatment is desirable for transfusion (Anumas et al., 2023). Blood transfusion is usually withheld, except in cases of severe anemia or when Hb needs to be corrected in an emergency and chronic treatment with erythropoietin is being initiated.
    **3. Which medication(s) should be considered for this patient?**
            “Erythropoiesis-stimulating agents (ESAs), specifically epoetin alfa or darbepoetin alfa, are the primary intervention included in the therapeutic regimen for anemia related to chronic kidney disease (CKD).” In cases where laboratory test results indicate absolute or functional iron deficiency, oral iron should not be used in patients with CKD, especially those not yet on dialysis, due to its poor absorption and effectiveness compared to intravenous iron preparations, such as iron sucrose or ferric gluconate (Bhandari & Kassianides, 2024). ESA therapy should be determined by the status of iron and hemoglobin (Hb) concentration to maintain Hb levels between 10-11.5 g/dL.
    **4. What considerations should the practitioner include in the care of the patient if erythropoietic agents are used for treatment?**
              Clinicians need to be cautious about interventions with adverse effects of hypertension, thromboembolism, and pure red cell aplasia during the care of erythropoiesis-stimulating agents (ESAs). The initiation of therapy should be made with caution, with regular monitoring of hemoglobin concentration and blood pressure at least twice a month (Bhandari & Kassianides, 2024). Overcorrection, described as above 12 grams per decilitre (g/dL) of hemoglobin, has beensociated with increased cardiovascular risk. Furthermore, sufficient iron stores are essential for ESA efficacy; as such, simultaneous iron supplementation and serial evaluation of ferritin concentrations and total serum iron saturation (TSAT) are imperative. A progression in the doses should be made to avoid the excessive expression of hemoglobin.
    **5. What follow-up should the practitioner recommend for the patient?**
              Patients receiving erythropoiesis-stimulating agents (ESAs) are recommended to undergo follow-up visits at regular intervals of 2-4 weeks, during which hemoglobin (Hb) and iron indices, as well as blood pressure and clinical response, should be monitored. As parameters become stable, then the frequency of visits can be varied (Anumas et al., 2023). The clinician should continually monitor the side effects caused by ESA and ensure that therapeutic aims are achieved. Since chronic kidney disease (CKD) is prone to advancement and further complexity, it is recommended to monitor the functioning of the kidneys regularly and cooperate effectively with a nephrologist.

  • [Solved] discussion 6

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    https://psnet.ahrq.gov/web-mm/right-place-right-drug-wrong-strength#The-Case
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  • [Solved] Mod 1 CL Discussion Reply

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    You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts. Minimum 150 words each reply with references under each reply. Incorporate a minimum of 2 current (published within the last five year…

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    Assignment Prompt & Instructions

    You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts.
    Minimum 150 words each reply with references under each reply.
    Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).
    Reply 1
    **Weekly Clinical Experience 1**
    In my clinical practice this week, I focused on providing broad-ranging assessments of patients primarily seen in a primary care context and attending to the development of specific care plans. The first patient that I observed was a 50-year-old man asymptomatic, reason of the visit 3 Month follow up lab review.
    **Primary diagnosis New Onset DM II (ICD-10: E11)** HbA1c 7.4 today —->6.3—>5.9—>5.4.
    Obesity (ICD-10: E66.9) – BMI of 28.6 consistent with obesity classification.
    Hypothyroidism (ICD-10: E03.9) Can cause weight gain, TSH and free T4 testing need to be ruled out.
    First-line of interventions for Type 2 Diabetes Mellitus (T2DM) as set out by the American Diabetes Association (ADA), as the patient was placed on Metformin 500 mg BD (twice a day) by mouth. The patient was provided with information about;  Metformin reduces the production of glucose in the liver and increases the sensitivity of the bodies towards insulin. It can be used with meals to lessen gastrointestinal disturbance (ADA, 2022). I will remind compliance and alcohol avoidance in fear of lactic acidosis. It is also important to inform the patient that the dosing will depend on her tolerance and blood glucose response during follow-ups.
    Minimal side effects characterize Metformin and are likely to induce gastrointestinal pathologies such as nausea, diarrhea, or abdominal pain during the initial period of the use of medication. The most hazardous, not rampant side effect is known as lactic acidosis, and such happens mainly to renal dysfunction patients. As a result, pre-and post-treatment measures should assess renal function. Additionally, anemia and vitamin B12-deficient neuropathy have been linked to the continuous use of Metformin (Bosni Pac et al., 2023). Additionally, they should avoid experiencing pins and needles, numbness, or fatigue. The fact that these side effects are harmful supports the idea of implementing a holistic approach to treating patients, which considers educating patients and monitoring their use to ensure they are safe in this situation and taking medications properly.
    We will follow up with additional lab tests to ensure that all the parts of the body are checked and there is no development of problems. Among these, there is HbA1c, which determines sustained control of blood sugars; the Comprehensive Metabolic Panel (CMP), which evaluates liver and kidney function; and the fasting lipid profile, which computes a cardiovascular risk. Diabetic nephropathy should be diagnosed using a urine albumin-to-creatinine ratio (UACR). As the risk of excess weight gain due to hyperthyroidism is high, a thyroid-stimulating hormone (TSH) examination can be beneficial in addressing the issue by helping the patient lose weight (ADA, 2022). I also recommend vitamin B12 testing for baseline levels, particularly in individuals taking Metformin, due to its long-term effects. Their tests offer the ground on which effective management and individualized care can be based.
    This newly diagnosed diabetic patient requires comprehensive education. She is to be trained to check her blood sugar, learn the symptoms of hyper and hypoglycemia, and record the levels to review them later. Eating education must be centered on carbohydrate counting, low-glycemic foods, and balanced meal planning (Bosnić et al., 2023). I would advise her to engage in at least 150 minutes of moderate exercise per week and learn stress-reduction methods. The significance of taking medication, sick-day regulations, and alcohol moderation will be covered.
    This visit is required to customize treatment when needed and evaluate the presence of endocrine-related issues. I also consulted with a registered dietician to prepare an individual meal plan that contributes to glycemic control (Bosnić et al., 2023). I will make referrals to nephrology, podiatry, or ophthalmology in the event of future complications, such as nephropathy, neuropathy, or retinopathy. The collaboration of health professionals leads to more successful outcomes, curbs the emergence of diseases, and allows chronic diseases to be treated without gaps.
    Reply 2
    **Clinical Experience 1**
    This week in the adult primary care clinic was a rich experience in dealing with hypertension. An outstanding patient encounter was that of hypertension, where a patient had high blood pressure and the case symptom was characterized by the following: the patient had infrequent headaches, occasional dizziness, and fatigue. This experience proved that a complicated situation assessment and interventions that affect the guidelines are necessary to normalize the blood pressure level long-term.
    **Clinical Experience: Challenges and Successes**
    One of the most significant challenges faced was the history of the patient concerning poor compliance with antihypertensive drugs because of side effects. This resulted in persistence in elevated blood pressure and the persistence of symptoms. Nevertheless, the scenario represented the possibility of enhancing care by engaging patients and involving them in the decisions. Having learned about the history of medications and concerns of the patient, a different treatment option was offered to the patient, which was more likely to be tolerated by the patient. The result of this change was the improvement of the attitude toward taking medication, which became one of the biggest successes of the week.
    **Patient Assessment and Differential Diagnoses**
    The evaluation showed high blood pressure, some swelling on the lower extremities, and a complaint of fatigue. The patient denied chest pains, palpitations, or yellow vision. These results were following inadequately managed hypertension. Therefore, the care plan embraced the introduction of a calcium channel blocker, teaching the patient how to monitor blood pressure at home, reinforcing dietary and lifestyle changes, including dietary salt reduction and increased exercise. Progress would be monitored later through follow-up visits to check progress and compliance.
    Three differential diagnoses were addressed. Primary hypertension was the most probable one, as the readings were consistently high, and it was determined that there was no secondary cause of its development. Secondly, possible causes of renal artery stenosis were also assessed, including medication resistance, but the absence of renal bruit and declining kidney functioning eliminated this hypothesis. Lastly, it was also possible that secondary hypertension could be endocrine related, and this could be hyperaldosteronism, but this was unlikely as there was no hypokalemia or endocrine symptoms.
    **Health Promotion Intervention**
    The primary intervention, health promotion, consisted of explaining to the patient how to change his lifestyle to assist in controlling blood pressure. This involved using the Dietary Approaches to Stop Hypertension (DASH) diet, reducing less than 2 grams of sodium daily, exercising regularly, and quitting smoking. According to Campbell et al. (2022), these suggestions follow the international guidelines on treatment and underline the importance of non-pharmacologic measures as part and parcel of hypertension management.
    **What I Learned**
    This week's experience further highlighted the consideration of patient-centered care and the necessity of personalizing treatment plans. It also highlighted the purpose of advanced practice nurses in identifying barriers to adherence and modification of interventions. Patients with chronic illnesses, such as hypertension, prompt the need for effective communication, cultural sensitivity of healthcare workers, and evidence-based decision-making to support patient outcomes.
    **Support for Plan of Care**
    The new plan of care corresponded with the World Health Organization guidelines of 2021, which state that adults with stage 2 high blood pressure should start taking medicine and apply lifestyle changes to gain thorough control of the disease (Campbell et al., 2022). This aligns with Silva et al. (2022), where the authors emphasize combining clinical standards and custom treatment in managing challenges perceived in hypertension management.

  • [Solved] QAPI

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    https://www.nursingworld.org/organizational-programs/ana-consultation-services/tips-articles-and-videos/interprofessional-collaboration/ \ Screenshot2025-07-04123732.png](https://www.sweetstudy.com/files/screenshot2025-07-04123732-png "Screenshot2025-07-04123732.png") \ Squire2.0.pdf](https://www….

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  • [Solved] unit 6

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    see attached
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  • [Solved] Marketing Plan

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    – ## GroupProjectiMBAOperationsStrategySummer20251.pdf **## GroupProjectiMBAOperationsStrategySummer20251.pdf** iMBA Operations Strategy Module Summer 2024 Group Project One submission per group Only include your group name on the submission (points are deducted if individual group member names are …

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    – ## GroupProjectiMBAOperationsStrategySummer20251.pdf

    **## GroupProjectiMBAOperationsStrategySummer20251.pdf**

    iMBA Operations Strategy
    Module Summer 2024

    Group Project

    One submission per group

    Only include your group name on the submission (points are deducted if individual group member names
    are included) .
    Please submit a Microsoft Word document. Limit of 20 pages, excluding title sheet, references, and
    appendices.
    1. Overview of the Plan

    a) Product/Service

    Identify a product or service for which you will be developing a long-term plan or strategy in the
    Mississippi Delta Region. This product or service should be part of the offerings or future offerings
    from an existing company or institution. For example, you could choose to develop a plan to help the
    College of Business and Aviation increase the number of majors for its BBA degree in Marketing or
    Management, or propose a plan that helps Delta State University attract more out-of-state (including
    international) students.

    b) Target Market
    Identify and discuss your target market (Hint: Limit your target market to one specific group; do
    not state your target market is anyone who wants the product.).

    c) Value Proposition

    State your value proposition or a position statement that outlines the perceived benefits this product
    will provide to the target customer in order to differentiate it from similar services.

    d) Briefly discuss the product’s suggested competitive advantage

    e) Identify critical success factors.

    f) Objectives. Specifies the goals to be accomplished in terms of sales volume, market share, and profit.

    2. Analysis of the current situation and trends

    a) The Customer:
    (i) Identify the relevant trends in demographic, social, and cultural environment
    (ii) Identify the unmet or poorly served customer needs and wants that your strategy will

    address, once successfully executed.
    (iii) Provide critical insights into the behavior of the target consumers
    (iv) Estimate the size of the target market
    (v) Indicate the current and anticipated growth rate of your target market.
    (vi) Discuss relevant demand/supply elasticities

    b) The Industry
    (i) Relevant company and industry background information
    (ii) Identify relevant trends in economic, regulatory, technological, and the natural

    environment
    (iii) Assess Porter’s Five Forces

    c) The Competition
    (i) Identify the main direct and indirect competitors that currently satisfy the needs of your

    proposed target market
    (ii) Discuss the competitors’ advantages and disadvantages

    3. Marketing Strategy
    (i) Describe how you will position the brand in the minds of the target consumers.
    (ii) Describe briefly how you will achieve your objectives

    4. Action plans
    a) Discuss each of the 4 Ps; make sure to add enough detail for the business to be able to implement

    your suggestions
    (i) Product
    (ii) Price
    (iii) Promotion
    (iv) Place

    b) Detail the steps necessary to complete your plan (meet your objective)
    c) Provide a projected Profit-and Loss Statement
    d) Upon the activation of your plan, discuss the anticipated response of your competition and how you

    intend to respond.
    e) Discuss how progress will be monitored (and measured where possible)

    5. Human Resources Strategy

    a) Discuss how human resources plays a major role in influencing your business strategy.
    b) Discuss the key talent needed for your strategy and provide job descriptions for these key positions

    (specific roles/duties are required).
    c) Discuss how you plan to recruit, attract, develop quality employees needed for your strategy.
    d) Include salary ranges for these positions (they should be influenced by demographics &

    sociocultural environment identified in the marketing section). Remember, you need to justify the
    recommendation and recognize the cost of your plan to be further discussed in the economics
    section.

    e) Discuss how you plan to evaluate performance for these positions.

    6. Ethical issues
    Discuss ethical issues currently affecting the industry (or that your proposal may raise), including issues of
    social responsibility.

    7. The Macroeconomy
    a. Identify and discuss relevant macroeconomic economic variables (inflation, unemployment,

    economic growth, etc.) that may impact the success of your product/plan/any strategies discussed
    in previous sections.

    b. Provide detailed trends and forecasts of these macroeconomic variables.

    References
    Additional Notes:
    We expect each part of the integrated project to be informed and shaped by the other parts. For example,
    when you discuss marketing environment and the industry information, as well as pricing and analysis of
    consumers, personnel costs, and wherever else applies, you are supposed to put the information and thoughts
    that you developed in the economics section; insights from marketing analysis should inform your personnel
    decisions.

    – iMBA Operations Strategy Module Summer 2024 Group Project
    – 1. Overview of the Plan
    – 2. Analysis of the current situation and trends
    – 3. Marketing Strategy
    – 4. Action plans
    – 6. Ethical issues
    – 7. The Macroeconomy

    **## GroupProjectiMBAOperationsStrategySummer20251.pdf**

    iMBA Operations Strategy
    Module Summer 2024

    Group Project

    One submission per group

    Only include your group name on the submission (points are deducted if individual group member names
    are included) .
    Please submit a Microsoft Word document. Limit of 20 pages, excluding title sheet, references, and
    appendices.
    1. Overview of the Plan

    a) Product/Service

    Identify a product or service for which you will be developing a long-term plan or strategy in the
    Mississippi Delta Region. This product or service should be part of the offerings or future offerings
    from an existing company or institution. For example, you could choose to develop a plan to help the
    College of Business and Aviation increase the number of majors for its BBA degree in Marketing or
    Management, or propose a plan that helps Delta State University attract more out-of-state (including
    international) students.

    b) Target Market
    Identify and discuss your target market (Hint: Limit your target market to one specific group; do
    not state your target market is anyone who wants the product.).

    c) Value Proposition

    State your value proposition or a position statement that outlines the perceived benefits this product
    will provide to the target customer in order to differentiate it from similar services.

    d) Briefly discuss the product’s suggested competitive advantage

    e) Identify critical success factors.

    f) Objectives. Specifies the goals to be accomplished in terms of sales volume, market share, and profit.

    2. Analysis of the current situation and trends

    a) The Customer:
    (i) Identify the relevant trends in demographic, social, and cultural environment
    (ii) Identify the unmet or poorly served customer needs and wants that your strategy will

    address, once successfully executed.
    (iii) Provide critical insights into the behavior of the target consumers
    (iv) Estimate the size of the target market
    (v) Indicate the current and anticipated growth rate of your target market.
    (vi) Discuss relevant demand/supply elasticities

    b) The Industry
    (i) Relevant company and industry background information
    (ii) Identify relevant trends in economic, regulatory, technological, and the natural

    environment
    (iii) Assess Porter’s Five Forces

    c) The Competition
    (i) Identify the main direct and indirect competitors that currently satisfy the needs of your

    proposed target market
    (ii) Discuss the competitors’ advantages and disadvantages

    3. Marketing Strategy
    (i) Describe how you will position the brand in the minds of the target consumers.
    (ii) Describe briefly how you will achieve your objectives

    4. Action plans
    a) Discuss each of the 4 Ps; make sure to add enough detail for the business to be able to implement

    your suggestions
    (i) Product
    (ii) Price
    (iii) Promotion
    (iv) Place

    b) Detail the steps necessary to complete your plan (meet your objective)
    c) Provide a projected Profit-and Loss Statement
    d) Upon the activation of your plan, discuss the anticipated response of your competition and how you

    intend to respond.
    e) Discuss how progress will be monitored (and measured where possible)

    5. Human Resources Strategy

    a) Discuss how human resources plays a major role in influencing your business strategy.
    b) Discuss the key talent needed for your strategy and provide job descriptions for these key positions

    (specific roles/duties are required).
    c) Discuss how you plan to recruit, attract, develop quality employees needed for your strategy.
    d) Include salary ranges for these positions (they should be influenced by demographics &

    sociocultural environment identified in the marketing section). Remember, you need to justify the
    recommendation and recognize the cost of your plan to be further discussed in the economics
    section.

    e) Discuss how you plan to evaluate performance for these positions.

    6. Ethical issues
    Discuss ethical issues currently affecting the industry (or that your proposal may raise), including issues of
    social responsibility.

    7. The Macroeconomy
    a. Identify and discuss relevant macroeconomic economic variables (inflation, unemployment,

    economic growth, etc.) that may impact the success of your product/plan/any strategies discussed
    in previous sections.

    b. Provide detailed trends and forecasts of these macroeconomic variables.

    References
    Additional Notes:
    We expect each part of the integrated project to be informed and shaped by the other parts. For example,
    when you discuss marketing environment and the industry information, as well as pricing and analysis of
    consumers, personnel costs, and wherever else applies, you are supposed to put the information and thoughts
    that you developed in the economics section; insights from marketing analysis should inform your personnel
    decisions.

    – iMBA Operations Strategy Module Summer 2024 Group Project
    – 1. Overview of the Plan
    – 2. Analysis of the current situation and trends
    – 3. Marketing Strategy
    – 4. Action plans
    – 6. Ethical issues
    – 7. The Macroeconomy

  • [Solved] Business Finance – Management Week 6 Assignment- Managing People & Promoting Collab

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    – ## Week6Assignment-MamagingPeopleandPromotingCollab.docx – ## Week6LearningResources-ManagingPeoplePromotingCollab.docx **## Week6Assignment-MamagingPeopleandPromotingCollab.docx** **Managing People and Promoting Collab** **Week 6 Assignment** **Developing Individuals and Teams Part 2: Coaching fo…

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    – ## Week6Assignment-MamagingPeopleandPromotingCollab.docx

    – ## Week6LearningResources-ManagingPeoplePromotingCollab.docx

    **## Week6Assignment-MamagingPeopleandPromotingCollab.docx**

    **Managing People and Promoting Collab**

    **Week 6 Assignment**

    **Developing Individuals and Teams Part 2: Coaching for Performance: Coaching Reflection and Action Plan**

    For this part of the Assignment, you will continue to act as a new manager who has become concerned about what appears to be declining motivation and engagement on the part of one of your employees. You have spoken to your senior leader about your concerns, and she has asked you to document your interactions with the employee so that she can support you in becoming a more seasoned coach for your team. Last week, you outlined your plan for your coaching conversation. This week, your task is to conduct an appropriate and effective coaching conversation with this employee using the simulation platform. You will then reflect on your experience by preparing a write-up of your interaction that will serve as the basis for ongoing coaching for the employee, as well as for yourself.

    As you prepare your Coaching Reflection and Action Plan, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    Important Note: If you need more information about scheduling or logging into your required simulation session, please refer to the
    [Simulation Session Guide (PDF)\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Support/Simulation/WaldenSimulationSessionGuide.pdf). As a reminder, you must first complete the simulation experience to answer the reflective questions in this Assignment.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Schedule and complete your coaching conversation using the simulation platform.

    · Refer to your completed Coaching Conversation Preparation and Strategy document, as well as any notes you made during or after your completion of the simulation experience.

    · Download the
    [Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891?wrap=1) [Download Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891/download?download_frd=1).

    **Submit** your Coaching Reflection and Action Plan, which should address the following:

    · After you have completed the coaching conversation with the employee, use the following outline as the basis of Part 2 of your coaching plan, in which you walk through the experience and reflect upon the following:

    · Did you accomplish the objectives you set out to accomplish? Explain why or why not.

    · What effects (positive and negative, if applicable) did your preparation have on the outcome? Provide a rationale to support your assessment.

    · What do you feel you did particularly well in your coaching session? If you were going to hold the coaching session again, what might you have done differently, or what improvements would you make?

    · How did the employee respond within the coaching session? What is your prediction for how the employee’s behavior will change (or not) as a result of this coaching session? What insights did you gain that would be helpful for future coaching sessions with the employee?

    · As a conclusion to your coaching plan, choose at least one specific action you will take as a result of this experience to aid you further in your development as a manager and as a coach.

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    **## Week6Assignment-MamagingPeopleandPromotingCollab.docx**

    **Managing People and Promoting Collab**

    **Week 6 Assignment**

    **Developing Individuals and Teams Part 2: Coaching for Performance: Coaching Reflection and Action Plan**

    For this part of the Assignment, you will continue to act as a new manager who has become concerned about what appears to be declining motivation and engagement on the part of one of your employees. You have spoken to your senior leader about your concerns, and she has asked you to document your interactions with the employee so that she can support you in becoming a more seasoned coach for your team. Last week, you outlined your plan for your coaching conversation. This week, your task is to conduct an appropriate and effective coaching conversation with this employee using the simulation platform. You will then reflect on your experience by preparing a write-up of your interaction that will serve as the basis for ongoing coaching for the employee, as well as for yourself.

    As you prepare your Coaching Reflection and Action Plan, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    Important Note: If you need more information about scheduling or logging into your required simulation session, please refer to the
    [Simulation Session Guide (PDF)\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Support/Simulation/WaldenSimulationSessionGuide.pdf). As a reminder, you must first complete the simulation experience to answer the reflective questions in this Assignment.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Schedule and complete your coaching conversation using the simulation platform.

    · Refer to your completed Coaching Conversation Preparation and Strategy document, as well as any notes you made during or after your completion of the simulation experience.

    · Download the
    [Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891?wrap=1) [Download Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891/download?download_frd=1).

    **Submit** your Coaching Reflection and Action Plan, which should address the following:

    · After you have completed the coaching conversation with the employee, use the following outline as the basis of Part 2 of your coaching plan, in which you walk through the experience and reflect upon the following:

    · Did you accomplish the objectives you set out to accomplish? Explain why or why not.

    · What effects (positive and negative, if applicable) did your preparation have on the outcome? Provide a rationale to support your assessment.

    · What do you feel you did particularly well in your coaching session? If you were going to hold the coaching session again, what might you have done differently, or what improvements would you make?

    · How did the employee respond within the coaching session? What is your prediction for how the employee’s behavior will change (or not) as a result of this coaching session? What insights did you gain that would be helpful for future coaching sessions with the employee?

    · As a conclusion to your coaching plan, choose at least one specific action you will take as a result of this experience to aid you further in your development as a manager and as a coach.

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    **## Week6Assignment-MamagingPeopleandPromotingCollab.docx**

    **Managing People and Promoting Collab**

    **Week 6 Assignment**

    **Developing Individuals and Teams Part 2: Coaching for Performance: Coaching Reflection and Action Plan**

    For this part of the Assignment, you will continue to act as a new manager who has become concerned about what appears to be declining motivation and engagement on the part of one of your employees. You have spoken to your senior leader about your concerns, and she has asked you to document your interactions with the employee so that she can support you in becoming a more seasoned coach for your team. Last week, you outlined your plan for your coaching conversation. This week, your task is to conduct an appropriate and effective coaching conversation with this employee using the simulation platform. You will then reflect on your experience by preparing a write-up of your interaction that will serve as the basis for ongoing coaching for the employee, as well as for yourself.

    As you prepare your Coaching Reflection and Action Plan, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    Important Note: If you need more information about scheduling or logging into your required simulation session, please refer to the
    [Simulation Session Guide (PDF)\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Support/Simulation/WaldenSimulationSessionGuide.pdf). As a reminder, you must first complete the simulation experience to answer the reflective questions in this Assignment.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Schedule and complete your coaching conversation using the simulation platform.

    · Refer to your completed Coaching Conversation Preparation and Strategy document, as well as any notes you made during or after your completion of the simulation experience.

    · Download the
    [Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891?wrap=1) [Download Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891/download?download_frd=1).

    **Submit** your Coaching Reflection and Action Plan, which should address the following:

    · After you have completed the coaching conversation with the employee, use the following outline as the basis of Part 2 of your coaching plan, in which you walk through the experience and reflect upon the following:

    · Did you accomplish the objectives you set out to accomplish? Explain why or why not.

    · What effects (positive and negative, if applicable) did your preparation have on the outcome? Provide a rationale to support your assessment.

    · What do you feel you did particularly well in your coaching session? If you were going to hold the coaching session again, what might you have done differently, or what improvements would you make?

    · How did the employee respond within the coaching session? What is your prediction for how the employee’s behavior will change (or not) as a result of this coaching session? What insights did you gain that would be helpful for future coaching sessions with the employee?

    · As a conclusion to your coaching plan, choose at least one specific action you will take as a result of this experience to aid you further in your development as a manager and as a coach.

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    – 1
    – 2

  • [Solved] smart goals

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    see attached – ## smartgoal-1.docx **## smartgoal-1.docx** **SMART Goal** **Goal 1** **S** pecific: Learning decision-making skills from my preceptor to broaden my expertise and present as a great leader. **M** easurable: Improvement in decision-making skills **A** ttainable: Attend meetings, collec…

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    Assignment Prompt & Instructions

    see attached

    – ## smartgoal-1.docx

    **## smartgoal-1.docx**

    **SMART Goal**

    **Goal 1**

    **S** pecific: Learning decision-making skills from my preceptor to broaden my expertise and present as a great leader.

    **M** easurable: Improvement in decision-making skills

    **A** ttainable: Attend meetings, collect data, ask questions

    **R** esults-focused: Enhance ability to make accurate and effective decision for the resident and the company.

    **T** imeframe provided: Assess decision-making skills at the end of this course.

    **Goal 2**

    **S** pecific: Implement overtime reduction strategies

    **M** easurable: Achieve a 10% reduction in nursing overtime

    **A** ttainable: Educate nurses on time management tools

    **R** esults-focused: Enhance workflow efficiency

    **T** imeframe provided: Monitor nurses' tasks completion on a weekly basis

    **Goal 3**

    **S** pecific: Participate in interdisciplinary team activities

    **M** easurable: Improve collaboration among different departments

    **A** ttainable: foster open and respectful relationships

    **R** esults-focused: Enhance patient safety through improved communication

    **T** imeframe provided: Assess overall workflow and productivity

    **## smartgoal-1.docx**

    **SMART Goal**

    **Goal 1**

    **S** pecific: Learning decision-making skills from my preceptor to broaden my expertise and present as a great leader.

    **M** easurable: Improvement in decision-making skills

    **A** ttainable: Attend meetings, collect data, ask questions

    **R** esults-focused: Enhance ability to make accurate and effective decision for the resident and the company.

    **T** imeframe provided: Assess decision-making skills at the end of this course.

    **Goal 2**

    **S** pecific: Implement overtime reduction strategies

    **M** easurable: Achieve a 10% reduction in nursing overtime

    **A** ttainable: Educate nurses on time management tools

    **R** esults-focused: Enhance workflow efficiency

    **T** imeframe provided: Monitor nurses' tasks completion on a weekly basis

    **Goal 3**

    **S** pecific: Participate in interdisciplinary team activities

    **M** easurable: Improve collaboration among different departments

    **A** ttainable: foster open and respectful relationships

    **R** esults-focused: Enhance patient safety through improved communication

    **T** imeframe provided: Assess overall workflow and productivity

  • [Solved] Need help analyzing sources for a short research paper (APA style)

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    I'm working on a short research paper (2–3 pages) that requires at least two credible sources, cited in APA style. The topic is about how social media affects student productivity. Can anyone suggest good academic sources or help me evaluate if a source is peer-reviewed? Also, any tips on structuring the argument clearly would be appreciated. Thanks  [gunspin](https://101games.io/gunspin) !

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