Change management is key to ensuring that an organization remains adept in providing state-of-the-art health care. As the world changes and communities evolve, patient and personnel needs require fresh and effective ways to meet them. Operating as a reactionary wears heavily on organizations and leaders. Planning for innovation and its diffusion breathes new life into the world of care and of work. Day-to-day operations can be a garden for growth when leadership is skilled at change management. This Leadership Project assessment requires you to create a change project implementation plan designed for making an impact in your organization. You will create a?Microsoft PowerPoint® presentation incorporating the details of your change project and daily leadership plan. Create a 15- to 20-slide PowerPoint®?presentation that includes the following: Leadership Change Project Leaders seek out change opportunities regularly. Innovation, critical thinking, and decision making are key to making an impact on an organization through change management. This assessment is designed to help you look at aspects of your own clinical practice and become a change agent in your organization. Use your current or past experience to identify a change project to implement. Step 1: Select a topic for a change project. Review      the following resources for a potential change topic or process ideas: Institute      for Healthcare Improvement: Transforming Care at the Bedside Institute      for Healthcare Improvement: Hospital Inpatient Waste Identification Tool For      process change resources: TeamSTEPPS® Pocket Guide Step 2: Identify the context for your change. Describe      the setting where the change will take place (e.g., clinical,      insurance, home health, or public and community). Explain      who is affected (e.g., patients, nurses, leadership, and other      stakeholders in the organization) Step 3: Review the literature to find possible solutions and evidence to address your topic. Research      sources that guide evidence-based practice to improve outcomes related      to your selected topic. Find      a minimum of three peer-reviewed articles directly related to      addressing your change topic. Step 4: Create a draft implementation plan. Summarize      each article individually to explain how the evidence you gathered      will help address your change topic. Explain      how you could use the information in the research to carry out the      change in your identified setting. Book used for this class: Yoder-Wise, P.S. (2019).?Leading and managing in nursing (7th ed.). Elsevier.

Continuing with the Suburban Homes Construction Project case study found at the end of chapter 6 (and reviewing previous chapters 1 through 5), CPM 4e, complete the following individual assignment:(20 points) Stakeholder identification and prioritization matrix (Exhibit 6-2)(20 points) Stakeholder Matrix (Exhibit 6-4)(20 points) Stakeholder Engagement Matrix (Exhibit 6-5)(20 points) Communication Matrix (Exhibit 6-9)(20 points) MechanicsYou will be assessed on content and mechanics. Content (80 points): The content must be based on the case study materials and reading assignments. The PMBOK 6e and CPM 4e, along with other reputable resources can be used to supplement the responses through summarizing, paraphrasing and quoting those sources. Each matrix should be followed by a discussion of the matrix and how to use/interpret it. Mechanics (20 points): The total assignment length should be at least 3 pages, not to exceed 4 pages. This is not an academic paper, therefore you do not need to follow APA guidelines. You should review the assignment rubric in Moodle to ensure that you address all aspects of each component to this assignment.Your Instructor will use Turn-it-in to ensure your paper is authentic work. To avoid plagiarism, see the course home page for more information and use the Purdue Online Writing Lab to learn how to paraphrase, summarize and cite the references you use in all academic writing assignments.

Practicing SOLER, Active Listening, Empathetic Listening, Probing, and Summarizing: Video 1 (Obj. 3.1, 3.2, 3.4 and 3.5) Part One: Informed ConsentSometime after day one of Week 2, you will receive a Zoom setup email to your GCU student account. Please check your email and follow the instructions to activate your Zoom account using your GCU email. This needs to be done to complete the recorded video assignments, beginning in Topic 3.Watch the videos in the topical resources that demonstrate counseling micro skills and the videos regarding using Zoom. Review the “Skills Video Best Practices” and the “Counseling Skills Scale: Video 1” documents prior to recording your video. Take note of the specific skills in each area as you prepare to record your video.Ask a volunteer to let you practice with them. Make sure you and the volunteer agree the volunteer will follow a mock scenario rather than add personal information to the session. Once they have agreed, have them complete the attached "Counseling Informed Consent Form-Volunteer" Form. Make sure the volunteer initials each section and signs and dates the form. The form must be completed and in your hand prior to recording any sessions with the volunteer. Upload this form into the assignment forum as an attachment.*Important Note: Only adults can be used as volunteers. The volunteer must present a mock problem for you to practice the skills. Please confirm the session is a mock session. The adult can pretend to be a child in the fictional scenario. This session is to practice basic skills which will build upon as you work towards practicum and internship experience with real scenarios. Focus on the skills development rather than resolving the client’s concern.Part Two: Record a Video Session Using ZoomVideo record this "session" with your volunteer using Zoom.To record to your local computer, follow the instructions below:Start a meeting as the host.Click on the “Record” button in the Zoom toolbar.Select “Record on this Computer” to begin recording.To stop recording, click “Pause/Stop Recording” or “End Meeting.”Once the recording has stopped, the recording must be processed before viewing or accessing it. You can locate the MP4 video file recording in a Zoom folder following the path below for these devices:PC: C:\Users\User Name\Documents\ZoomMac: /Users/User Name/Documents/ZoomThis video should be between 10-15 minutes in length. In this video, you will be practicing the skills learned in Topic 1-3: Empathetic Listening, Probing, and Summarizing. First, welcome your client and review the informed consent form. Demonstrate how you will explain your role as a counselor and the importance of confidentiality. If you are practicing with a volunteer playing the role of a minor demonstrate how you would review this information with the minor and their parent/guardian. Once you have thoroughly reviewed informed consent and asked your volunteer to sign the form, begin using skills to elicit information from the client.Be mindful of the SOLER skills reviewed in the textbook and be intentional about your body language demonstrating these skills. Use open-ended questions to elicit information about the problem and why this problem is important for the client to address. Demonstrate empathetic listening by reflecting meaning and emotions present. Demonstrate active listening through attentive body language and verbal encouragers. Use reflections to demonstrate an understanding of content and emotions.A good guideline for these basic skills is to offer at least two reflections per one open-ended question. Too many questions can feel like an interrogation. Once the client has shared a significant amount of information or if you would like to focus or transition the session, use a summary (typically about three reflections of the content) to make sure you understand the problem and the perspective of the client.As a reminder, the scenario discussed in the session should be fictional. Your job is to do the following:Demonstrate the ability to welcome the client and begin the process of developing rapport.Demonstrate the ability to effectively review informed consent.Demonstrate the ability to use open-ended questions to learn more about the problem and to move the session forward.Demonstrate SOLER skills.Demonstrate verbal and nonverbal empathetic listening skills (meaning and emotions).Demonstrate verbal and nonverbal active listening skills.Demonstrate summarizing skills, particularly during transitions in the session.Part Three: Counseling Skills Scale ReflectionComplete and submit the "Counseling Skills Scale: Video 1" document by evaluating the skills you demonstrated in the video. Review each skill and provide a few specific examples of each skill in the comments section. Make sure to complete Part 2 of the Skills scale document to provide a narrative review of the strengths and areas of growth. Make sure to add a link to the recorded Zoom session before submitting this document. In addition, submit a completed copy of the "Counseling Informed Consent Form-Volunteer “form.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are not required to submit this assignment to LopesWrite.This assignment is informed by the following CACREP Standards:2.F.5.f. Counselor characteristics and behaviors that influence the counseling process.2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.AttachmentsCNL-515-RS-CounselingSkillsScale-Video1.docxCNL-515-RS-SkillsVideoBestPractices-Online.docxCounseling Informed Consent Form-Volunteer.docx