In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Introduction Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness. Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective. This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following: Develop a problem statement for a patient, family, or population that’s relevant to your practice. Begin building a body of evidence that will inform your approach to your practicum. Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem. Preparation In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists). To prepare for the assessment, complete the following: Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem. Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence. In addition, you may wish to complete the following: Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed. Review the Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum. Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Complete this assessment in two parts. Part 1 Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project. Part 2 Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. CORE ELMS Complete the NURS-FPX4900 Volunteer Experience Form in CORE ELMS. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field. Requirements The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence. Define a patient, family, or population health problem that’s relevant to your practice. Summarize the problem you’ll explore. Identify the patient, family, or group you intend to work with during your practicum. Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population. Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse. Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined. Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice. Explain how you would know if the data are unreliable. Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined. Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem. Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions. Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your clinical practicum. Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined. Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem. Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions. Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem. Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined. Discuss research on the effectiveness of leadership strategies. Define the role that you anticipate leadership must play in addressing the problem. Describe collaboration and communication strategies that you anticipate will be needed to address the problem. Describe the change management strategies that you anticipate will be required to address the problem. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

There is more than one way to lead, and there are multiple leadership styles (Byler, 2016). Leaders play a central part in directing organizations toward their goals (Robbins & Judge, 2018). For this Assignment, you will examine key characteristics of leaders and the relationship among personality, traits, power, politics, and leadership. You also will explore how leaders implement change.ReferencesByler, B. (2016, August 3) The 4 leadership styles, and how to identify yours. Harvard Business Review. Retrieved from https://hbr.org/2016/08/the-4-leadership-styles-an...Robbins, S. P., & Judge, T. A. (2018). Essentials of organizational behavior (14th ed.). Upper Saddle River, NJ: Pearson Education.To prepare for this Assignment:Visit Personality Club (2019). Do you know your personality type?Choose two living individuals whom you admire for making change that positively impacts society, and consider how their personality type contributed to their fame and their characteristics, traits, or behaviors that you share with these leaders. Also, consider which characteristics might be dominant in effective leaders, how the personality types of these leaders factored into their success, and if their approaches to leadership were charismatic, authentic, or neither.To complete this Assignment:Write a 1- to 2-page paper that addresses the following:After conducting research on the Internet, choose two individuals and provide a brief explanation for your selection.What common characteristics do the individuals you selected share?Are the characteristics of these leaders based upon traits or behaviors? Explain.Which do you personally view as dominant in effective leadership, traits, or behaviors? Explain why.What change did the individuals you selected champion?How did they go about implementing the change?What was their approach to leadership: charismatic, authentic, or neither? Explain.Notes from my discussion post:Upon completion of the Myers-Briggs personality test, I learned I am an ESFP personality type. This personality type fits me to a tee. The personality traits of ESFP are extraverted, observant, feeling, prospecting and assertive. ESFP’s “appreciate having the right tools and are quite ingenious at finding ways to fix and repair things with dexterity. They love variety and are curious and adventurous, enjoying the unexpected.”(Personality Pathways Journal, 2021, para. 3).As a future healthcare leader, I feel my personality type shows the potential to be an excellent leader. “In examining personality traits, researchers have consistently found extraversion to be the most predictive trait of effective leadership.”(Robbins & Judge, 2018, p. 187). I consider myself someone who is comfortable speaking to and working with all types of individuals. I can adapt very well in different situations. I consider these traits to be very accommodating to healthcare leadership.ReferencesPersonality Pathways Journal. (2021).Understanding & using personality type. Personality Pathways. Retrieved August 4, 2021, fromhttps://www.personalitypathways.com/personality-type/estp-esfp-personality-type/Robbins, S. P., & Judge, T. A. (2018). Essentials of organizational behavior(14th ed.). Pearson Education.

“Martial Arts R Us” (MARU) needs a database. MARU is a martial arts school with hundreds of students. The database must keep track of all the classes that are offered, who is assigned to teach each class, and which students attend each class. Also, it is important to track the progress of each student as they advance. Create a complete Crow’s Foot ERD for these requirements:Students are given a student number when they join the school. The number is stored along with their name, date of birth, and the date they joined the school.All instructors are also students, but clearly not all students are instructors. In addition to the normal student information, for all instructors, the date that they start working as an instructor must be recorded along with their instructor status (compensated or volunteer).An instructor may be assigned to teach any number of classes, but each class has one and only one assigned instructor. Some instructors, especially volunteer instructors, may not be assigned to any class.A class is offered for a specific level at a specific time, day of the week, and location. For example, one class taught on Mondays at 5:00 p.m. in Room 1 is an intermediate-level class. Another class taught on Mondays at 6:00 p.m. in Room 1 is a beginner-level class. A third class taught on Tuesdays at 5:00 p.m. in Room 2 is an advanced-level class.Students may attend any class of the appropriate level during each week, so there is no expectation that any particular student will attend any particular class session. Therefore, the attendance of students at each individual class meeting must be tracked.A student will attend many different class meetings, and each class meeting is normally attended by many students. Some class meetings may not be attended by any students. New students may not have attended any class meetings yet.At any given meeting of a class, instructors other than the assigned instructor may show up to help. Therefore, a given class meeting may have a head instructor and many assistant instructors, but it will always have at least the one instructor who is assigned to that class. For each class meeting, the date of the class and the instructors’ roles (head instructor or assistant instructor) need to be recorded. For example, Mr. Jones is assigned to teach the Monday, 5:00 p.m., intermediate class in Room 1. During a particular meeting of that class, Mr. Jones was the head instructor and Ms. Chen served as an assistant instructor.Each student holds a rank in the martial arts. The rank name, belt color, and rank requirements are stored. Most ranks have numerous rank requirements, but each requirement is associated with only one particular rank. All ranks except white belt have at least one requirement.A given rank may be held by many students. While it is customary to think of a student as having a single rank, it is necessary to track each student’s progress through the ranks. Therefore, every rank that a student attains is kept in the system. New students joining the school are automatically given the rank of white belt. The date that a student is awarded each rank should be kept in the system. All ranks have at least one student who has achieved that rank at some time.You can use either Microsoft Visio or Vertabelo to draw and export the ERD. To upload and submit your assignment, click the submission button below to find and select your saved document. Make sure that the file is saved with your last name in the file name. (Example: case2_Jones.pdf or case2_Jones.jpg)