Category: Nursing

write a formal letter to one of your local, state, or federal representatives (California) clearly stating your position related to the health care issue, and your “call to action” to the legislator

For this assignment, the student will provide video testimony concerning a nursing or health related Legislative Bill. It is suggested that the student address an issue from the state in which they are currently employed (employed in TriStar Skyline Medical Center, Nashville, TN). The student may also choose a state which they are planning to work in the future. Congress.gov provides access to State Legislative Websites https://www.congress.gov/state-legislature-websites. The student will be given 5 minutes to present his/her position (in support of or in opposition of) to the committee sponsoring the Legislative Bill. It is important to be well versed, speak at the pace of normal conversation, and be concise when speaking to the committee. Presenting to a committee will require professional dress and appearance. Take into account the appearance of the environment.
The following items must be included in the video testimony.
• Include an introduction that begins with a salutation and the name(s) of the sponsors of the Legislative Bill. For example, “Good Afternoon Mr. Smith and Mrs. Jones.” Then introduce yourself by providing your full name and spelling, for the official record.
• Advise the sponsors as to why you are providing testimony. For example, “ I am here today to support (or oppose) Legislative Bill #, title of the Legislative Bill.”
• Discuss 2 or 3 points in support of or an opposition to the Legislative Bill. Each point should take no more than 1-1.5 minutes to present. Include pertinent information for each point including the impact to the community and relevant statistics.
• Summarize your position.
• Thank the sponsors for the opportunity to provide testimony.
Include a minimum of 1 fact to support each point, such as the number of cases of a certain disease in the past 5 years.
So, please make me a speech/conversation in a first-person point of view.
TN Senate District 19: Charlane Oliver (D)
TN Representative (House District 54): Vincent Dixie (D)
Congressional District 7 Representative: Mark Green (-R)
https://wapp.capitol.tn.gov/apps/subjectindex/BillsBySubject.aspx?Primarysubject=2290&GA=113

Instructions
Review the lesson and readings about Bardach’s eightfold steps to policy analysis, especially in the Chapter 4 Policy Analysis section of the Patton text. Then, select a healthcare policy that impacts, or has the potential to impact, the practice problem and population selected in previous weeks of this course. (Breast cancer in Asian American women)
The following links will assist in your search for policies and/or bills.
Current Legislative ActivitiesLinks to an external site. (Congress.gov)
NursingLinks to an external site. (Gov info)
NursingLinks to an external site. (Govtrack)
You can select a broad, national health policy (i.e., Accountable Care Act) or one that is specified for a specific health issue (i.e., Minority Diabetes Initiative Act).
Critically appraise the healthcare policy using Bardach’s eightfold steps to policy analysis:
Define the problem
Assemble evidence
Develop alternatives
Select criteria to evaluate the alternatives
Project outcomes
Analyze trade-offs
Make decisions
Communicate results

New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.
Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.
In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.
To Prepare:
Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.
Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”
Identify and select 4 peer-reviewed research articles from your research.
The Assignment: (4-5 pages not including the title and reference page)
In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Format your Assignment as an Annotated Bibliography. Be sure to address the following:
Identify the 4 peer-reviewed research articles you reviewed, citing each in APA format.
Include an introduction explaining the purpose of the paper.
Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.
In your conclusion, synthesize the findings from the 4 peer-reviewed research articles.
Use APA format and include a title page.
Use the Safe Assign Drafts to check your match percentage before submitting your work.

Introduction
Before you attempt this task, you are required to complete the D235 Interprofessional Communication and Leadership in Healthcare course. This task relies on the completion of the 5 Dynamics assessment.
In this task, you will be expected to submit a three-part reflection paper. The reflection paper will help you focus on your experience and insights from the course. This paper includes what you have experienced and learned about the results of your individual 5 Dynamics Assessment and what it revealed about your personal working style; how you work with others; insights you have gained regarding conversations and interactions you have with friends, family, coworkers, and others; as well as your plans for the future.
The first part of your paper will focus on your working style and what you have learned about how you work with others. The second part of the paper will focus on your experience with the different levels of communication explored in the course. The third part of your paper will focus on your overall course experience, your journey through this course, and what you plan to do with the skills you have learned.
The intent of this paper is to reflect on your learning experiences in the course. You should first complete a draft of the paper and then finalize the submission with additional insights.
Be concise, clear, and authentic in your writing. Use the paper to explore your experience, consolidate insights, and start thinking about how you will use the course to improve your chances for success in the future.
Requirements
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Write a paper (suggested length of 4–7 pages) reflecting on your experiences during the Interprofessional Leadership and Communication course, including the following formatting requirements:
• double-spaced text with one-inch margins
• a heading at the top of page one of the paper with your name, the course name, instructor name, assignment title, and date
• labels for each of the three parts of the paper
• Part One: Working Style
• Part Two: Communication
• Part Three: Reflection/Hero’s Journey

Part One: Working Style
1. Using your working style results from your 5 Dynamics report, identify the level of energy intensity (i.e., Abundant, Effortless, Deliberate, or Reserved) for each of the four energy dynamics (i.e., Explore, Excite, Examine, Execute) in the Success/Satisfaction Cycle.
2. Using either your Working Style Self-Assessment or your 5 Dynamics report, describe the following:
• Two of your strengths associated with your working style
• Two of your challenges associated with your working style
• How you learn best
• How your energy dynamics present in your daily life
3. Given your own working style, choose a working style you would want a teammate to have and explain how the identified strengths would balance the working styles of the team to successfully complete the project.

Part Two: Communication
In this part, you will be referencing the Conversation Meter to reflect on different conversations you had with friends, family, coworkers, or others.
4. Consider a conversation you had with others, and reflect on the following:
a. Describe the conversation including how you listened during the conversation and the listening level used (i.e., Pretense, Sincerity, Accuracy, or Authenticity).
b. Explain what was learned about the way you listen.
c. Explain how your listening level affect your relationships.
5. Consider a different conversation you had with others, and reflect on the following:
a. Describe the conversation, including how you spoke, what was said, how it was said, and the speaking level used (i.e., Pretense, Sincerity, Accuracy, or Authenticity)
b. Explain what was learned about the way you speak.
c. Explain how your speaking levels affect your relationships.
6. Consider (any other or all) conversation you have had with others:
a. Explain how your communication style (speaking or listening levels) aligns with the laws of conversation to decrease cycles of waste or increase cycles of value including specific example(s).
b. Explain how you will use your new communication concepts that you learned from the course material to decrease cycles of waste or increase cycles of value.

Part Three: Reflection/Hero’s Journey
7. Reflect on your experience in this course by addressing the following:
a. Explain what you learned from your experiences interacting with the course material.
b. Describe what was challenging for you in the course material including why it was challenging for you. Include a specific example(s).
c. Describe what was valuable to you from the course material including why it was valuable to you. Include a specific example(s).
8. Select two course concepts you would like to share with others:
a. Explain how each concept could benefit them.
9. Reflect on a positive skill or habit gained from this course experience:
a. Identify the positive skill or habit you have formed from this course.
b. Explain how you plan to continue to maintain success in that area.
10. Reflect on the area(s) of communication or leadership which you desire further development in.
a. Explain your action plan to further develop the area(s) of communication or leadership.

B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

C. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A:FORMAT
Not Evident
A reflection paper is not provided.
Approaching Competence
The reflection paper does not correctly adhere to 1 or more of the given formatting requirements.
Competent
The reflection paper correctly adheres to each of the given formatting requirements.
A1:WORKING STYLE RESULTS
Not Evident
The submission does not identify the working style results from the 5 Dynamics report.
Approaching Competence
The submission identifies the working style results from the learner’s 5 Dynamics report but does not include the level of intensity for each of the 4 dynamics in the Success/Satisfaction Cycle.
Competent
The submission identifies the working style results from the learner’s 5 Dynamics report and includes the level of intensity for each of the 4 dynamics in the Success/Satisfaction Cycle.
A2:REFLECTION ON WORKING STYLE RESULTS
Not Evident
A reflection on the working style results is not provided.
Approaching Competence
The reflection on the working style results from the learner’s Working Style Self-Assessment or 5 Dynamics report is provided but does not include 2 strengths, 2 challenges, how they learn best, or how their energy dynamics present in their daily life.
Competent
The reflection on the working style results from the learner’s Working Style Self-Assessment or 5 Dynamics report includes 2 strengths, 2 challenges, how they learn best, and how their energy dynamics present in their daily life.
A3:TEAMMATE’S WORKING STYLE
Not Evident
An explanation of the working style the learner would want a teammate to have is not provided.
Approaching Competence
The explanation of the working style the learner would want a teammate to have does not accurately identify strengths of that working style. Or does not provide a logical explanation of how the identified strengths would balance the working styles of the team to successfully complete the project.
Competent
The explanation of the working style the learner would want a teammate to have accurately identifies strengths of that working style and provides a logical explanation of how the identified strengths would balance the working styles of the team to successfully complete the project.
A4a:LISTENING MODE
Not Evident
A descriiption of the conversation and listening level is not provided.
Approaching Competence
The descriiption of the conversation is provided but does not include how the learner listened or the listening level used.
Competent
The descriiption of the conversation includes how the learner listened and the listening level used.
A4b:LISTENING AND LEARNING
Not Evident
An explanation on what was learned about the way the learner listened is not provided.
Approaching Competence
The explanation includes what the learner learned, but the explanation is not relevant to the way the learner listened.
Competent
The explanation of what the learner learned about the way the learner listened is relevant.
A4c:LISTENING AND EFFECT
Not Evident
An explanation of how the learner’s listening affects relationships is not provided.
Approaching Competence
The explanation includes the learner’s listening level, but the explanation is not relevant to how the listening level affects relationships.
Competent
The explanation of how the learner’s listening level affects relationships is relevant.
A5a:SPEAKING MODE
Not Evident
A descriiption of a different conversation and speaking level used is not provided.
Approaching Competence
The descriiption of the conversation is provided but does not include the speaking level, how the learner used the speaking level, what was said, or how it was said. Or the conversation described does not differ from part 4.
Competent
The descriiption of the conversation included the speaking level, how the learner used the speaking level, what was said, and how it was said. And the conversation described differs from part 4.
A5b:SPEAKING AND LEARNING
Not Evident
An explanation on what was learned about the way the learner speaks is not provided.
Approaching Competence
The explanation includes what the learner learned, but the explanation is not relevant to the way the learner speaks.
Competent
The explanation of what the learner learned about the way the learner speaks is relevant.
A5c:SPEAKING AND EFFECT
Not Evident
An explanation of how the learner’s speaking levels affect their relationships is not provided.
Approaching Competence
The explanation includes the learner’s speaking level, but the explanation is not relevant to how the speaking level affect relationships.
Competent
The explanation of how the learner’s speaking level affects relationships is relevant.
A6a:LAWS OF CONVERSATION
Not Evident
An explanation of the learner’s communication style is not provided.
Approaching Competence
The explanation of the learner’s communication style does not address how the communication style aligns with the laws of conversation to decrease cycles of waste or increase cycles of value. Or does not include specific example(s).
Competent
The explanation identifies the learner’s communication style and addresses how the communication style aligns with the laws of conversation to decrease cycles of waste or increase cycles of value. And includes a specific example(s).
A6b:COMMUNICATION CONCEPTS
Not Evident
An explanation of how the learner uses the new communication concepts is not provided.
Approaching Competence
The explanation includes how the learner uses the new communication concepts but does not address how they decrease cycles of waste or increase cycles of value.
Competent
The explanation addresses how the learner uses the new communication concepts to decrease cycles of waste or increase cycles of value.
A7a:COURSE EXPERIENCES
Not Evident
An explanation of what was learned is not provided.
Approaching Competence
The explanation does not describe what the learner experienced and learned interacting with the course material. Or the explanation is not relevant to the course material.
Competent
The explanation describes what the learner experienced and learned interacting with the course material.
A7b:COURSE CHALLENGES
Not Evident
A descriiption of what was challenging for the learner is not provided.
Approaching Competence
The descriiption does not address what was challenging for the learner in the course material. Or the discussion is not relevant to the course material. Or does not include a specific example(s). Or does not address why it was challenging to the learner.
Competent
The descriiption includes what was most valuable for the learner from the course material and describes why it was challenging to the learner. And includes a specific example(s).
A7c:COURSE VALUE
Not Evident
A descriiption of what was valuable is not provided.
Approaching Competence
The descriiption does not address what was valuable for the learner in the course material. Or the discussion is not relevant to the course material. Or does not include a specific example(s). Or does not address why each example was valuable to the learner.
Competent
The descriiption includes what was most valuable for the learner from the course material and describes why each example was valuable to the learner. And includes a specific example(s).
A8:HELPING OTHERS
Not Evident
An explanation of 2 course concepts the learner would like to share with others is not provided.
Approaching Competence
The explanation of 2 course concepts the learner would like to share with others is provided but does not explain how each concept could benefit them.
Competent
The explanation of 2 course concepts the learner would like to share with others includes how each concept could benefit them.
A9a:POSITIVE SKILLS AND HABITS
Not Evident
A submission to identify of a skill(s) or habit(s) is not provided.
Approaching Competence
The submission to identify a skill(s) or habit(s) the learner formed is provided but the skill(s) or habit(s) is not positive or is not formed from the course.
Competent
The submission identifies a positive skill(s) or habit(s) formed from the course.
A9b:MAINTAIN SUCCESS
Not Evident
An explanation of how the learner plans to continue to maintain success is not provided.
Approaching Competence
The explanation includes a plan, but the plan is not relevant to how the learner plans to continue to maintain success.
Competent
The explanation includes a relevant plan of how the learner plans to continue to maintain success.
A10a:AREAS OF COMMUNICATION AND LEADERSHIP
Not Evident
An explanation of the area(s) of communication or leadership is not provided.
Approaching Competence
The explanation includes an action plan, but the action plan is not relevant to how the learner plans to further develop the area(s) of communication or leadership.
Competent
The explanation includes a relevant action plan of how the learner plans to further develop the area(s) of communication or leadership.
B:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C:PROFESSIONAL COMMUNICATION
Not Evident
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
Approaching Competence
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
Competent
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

Please submit your research article critique here. On the cover page be sure to identify the research article selected. A rubric has been provided.

PLEASE STRUCTURE IT AS A ESSAY. ADDITIONAL INSTRUCTION —–> The purpose of this assignment, The Teneor Votis Committment Pledge, is to take a personal assessment of who you are in relation to God, Society, and Self and intentionally choose how you wish to live your life. It is an opportunity to reflect on your strengths and weaknesses, your goals and purpose, and how you wish to use the information gleaned in life beyond Holy Family University.
There are two key components of this Pledge, (1) the Assessment and (2) the Action Plan. For each section please reflect and respond as thoroughly and thoughtfully as possible to the questions below. Both components should be written out and submitted as one word document, 12 pt Times New Roman, minimum of 1000 words. The assignment will be worth 40% of your final grade.
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSELF
Pledge throughly and thoughtfully reflects on one’s understanding of the self
4 pts
This criterion is linked to a Learning OutcomeSOCIETY
Pledge throughly and thoughtfully reflects on one’s understanding of others
4 pts
This criterion is linked to a Learning OutcomeGOD
Pledge throughly and thoughtfully reflects on one’s understanding of God
4 pts
This criterion is linked to a Learning OutcomeRELATIONSHIP
Pledge throughly and thoughtfully reflects on one’s understanding of the relationships between God, Self, and Society
4 pts
This criterion is linked to a Learning OutcomeDIRECTION
Pledge throughly and thoughtfully reflects on one’s understanding of the direction and meaning of one’s life
4 pts
This criterion is linked to a Learning OutcomeOBLIGATIONS
Pledge throughly and thoughtfully reflects on one’s understanding of one’s obligations and responsibilities
4 pts
This criterion is linked to a Learning OutcomeSELF-HUMILITY
Pledge throughly and thoughtfully reflects on one’s understanding of one’s ability to grow and change
4 pts
This criterion is linked to a Learning OutcomeACTION PLAN
Pledge throughly and thoughtfully details an plan of action for living out one’s responsibility to God, Self, and Society
8 pts

ASSESSMENT:
1. SELF – Take honest stock of who I am now (strengths, weaknesses, and overall makeup), with an understanding that I may change and grow over time.
2. SOCIETY – Take honest stock of who/what I currently understand society to be, with the understanding that I may change and grow over time.
3. GOD – Take honest stock of who/what I currently understand God to be, with the understanding that I may change and grow over time.
4. RELATIONSHIP – Taking honest stock of how I understand myself to properly relate to myself, to God, and to society, with the understanding that you may change and grow over time.
5. DIRECTION – Taking honest stock of what I view to be my deepest purpose (not career aims) in life. In other words, to what ultimate end is my life directed? Or, where does the North needle of my life point?
6. OBLIGATIONS – Without worrying what others should be doing or not doing, what are my personal obligations and responsibilities to God, myself, and society?
7. SELF HUMILITY – Do I truly understand that I don’t know everything, including knowing my own self? Am I truly willing to reevaluate my life, my relationships, my attitudes, and to change if evidence warrants it?

ACTION PLAN:
1. In light of the assessments above, how am I to live? What specific things must I actually do to fully and authentically live out my responsibilities to God, to myself, and to society?
Assessment:
1. Self
Strengths: My strengths lie in my ability to be compassionate, resilient, and self-disciplined. I am generally an optimist, bringing positivity even when things seem challenging. Another area is that I am committed to personal development and able to empathize with others, things that have assisted me in making meaningful relationships and overcoming challenges.
Weaknesses: Despite my strengths, I need to improve in certain areas to be effective. One of my weaknesses is struggling with self-doubt, which is evident in my decision-making process. I also acknowledge a weakness of overcommitting and overworking myself, which makes me take on multiple projects that leave me drained. I generally struggle with work-life balance and am very critical of myself, which hinders my progress and self-acceptance. My self-criticism often leads to a fear of failure, which can paralyze me and prevent me from taking risks. It also affects my self-acceptance, as I tend to focus on my shortcomings rather than my achievements.
Overall Makeup: I always try to find a balance between my strengths and
weaknesses, continuously striving for growth in weak areas. I understand that I can change because I am open to embracing new things that life brings.
2. Society
Current Understanding: Society entails the social environment that includes people, communities, and institutions, each with diverse values, beliefs, and challenges. Society is where individuals can find support and experience conflicts. There are instances of collaboration and divisions based on people’s perspectives within a specific society. My perception of society is enriched and shaped by a variety of experiences, education, and interaction with different people groups.
Change and Growth: I understand that my perception of society is not static, but can evolve as I grow and gain new knowledge and insights. It’s empowering to know that I am not bound by my current understanding, but am capable of re-evaluating my position on social relations, justice, and communities based on the things I learn and experience.
3. God
My understanding of God stems from divine presence, guidance, and purpose. God is the primary source of unconditional love, strength, and wisdom. My relationship with God is personal and deeply spiritual, offering me comfort and direction when I experience challenges.
Change and Growth: I wholeheartedly embrace the idea that my understanding of God can evolve based on future experiences and diverse theological perspectives, enriching my spiritual understanding. I am unwavering in my commitment to prayer and maintaining an open heart and mind to learn, seek direction, and forge a deeper connection with God.
4. Relationship
Self: I deeply value the fact that my relationship with myself is fundamental to my well-being. I recognize that self-reflection, self-care, and self-compassion are crucial elements that will guide me towards a more profound and healthier relationship with myself.
God: My relationship with God is based on trust, prayer, and a desire to align my life with the divine will. I aim to cultivate a deeper and more fulfilling relationship, remaining honest, faithful, and rooted in love. Society: Regarding my relationship with society, I focus on taking responsibility and engaging actively in different activities. I believe in contributing positively to the community, advocating for justice and equity, and fostering connections with other people. However, my participation in society might change over time, but I am still committed to being an active and involved member.
5. Direction
My most profound purpose in life is to align myself with the values, grow spiritually, and contribute to Society’s greater good. Based on this, my life goal is to strive to live a meaningful life and contribute to the well-being of Society through compassion, integrity, and service. The “North needle” of my life points toward fulfilling my potential as a compassionate and just individual who seeks to love and serve others.
6. Obligations
To God: My obligation to God includes maintaining my spiritual practice, living a life of faith, and seeking to grow in wisdom and love.
To Myself: I am responsible for my body’s physical, emotional, and mental well-being, seeking personal growth and living authentically.
To Society: I have committed to being an active and informed member of Society, striving to consistently contribute to the welfare of other people and support justice and fairness.
7. Self-Humility
I acknowledge that I do not know everything, including the full depths of myself. I am committed to maintaining openness to new experiences, points of view, and insights. I am ready to re-evaluate my beliefs and attitudes and change them when circumstances and conscience need it to remain at peace. Personal development requires humility, and I am dedicated to approaching life with a spirit of openness and learning.
ACTION PLAN:
My goal is to live authentically and compassionately. I want to be seen as society’s epitome of love and humility. This is not just a personal goal, but a shared aspiration for all of us. Here are some of the action points for different domains of my life:
Spiritual Practice: I will spend some time daily praying, meditating, or engaging in other religious activities that are in line with my beliefs to stay focused on the divine path.
Self-Care: I will respect working hours and take time for leisure and recreation activities such as reading, hiking, or spending time with loved ones to prevent burnout.
Community Engagement: I will generally volunteer, advocate for a specific cause, or support any important cause I hold dear in my community.
Continuous Learning: I will also ensure that I continue learning, research
comprehensively, challenge my assumptions, and seek new experiences that broaden my understanding of the world and myself.
Integrity and Compassion: In my life, I will do everything to ensure that I walk with integrity. This includes making proper decisions that help me uphold my values. I will aim to be compassionate and treat others respectfully regardless of the circumstances. With this said, I would like to embrace these actions, believing I will serve God, myself, and society. It is a commitment that I am determined to keep and follow for the rest of my life. Understanding this is a lifelong process; I commit to retaining a positive attitude that will assist me in tackling different tasks and experiencing transformations in society. My focus is on personal growth, and I am committed to it.
These action points will help me live a fulfilling and desirable life that exhibits compassion, love, and care for all people. It will also help me maintain a healthy physical, emotional, and mental status.

Discussion post regarding my topic of “implementing standardized bedside shift reports in medical-surgical units and their effectiveness concerning patient safety, quality of care, and patient satisfaction compared to traditional shift handoff methods.” or anything related to nursing collaboration on a med-surgical unit.

Create a clinical log-in in XL format with the descriiption and log in the hours with the descriiption on the attached sheet.

Over the years, healthcare providers have strived to improve the way they provide care for patients who identify as LGBTQIAP+. In some cases, a provider makes the decision to seek out both social and clinical education to provide the best level of care to this patient demographic. Other times, a provider may be instructed to comply with institutional guidelines which they may agree or disagree with. For this discussion, you will debate the topic of a hospital publicly announcing a position on healthcare for the LGBTQIAP+ community. Review the scenario below for details: