Assessment 3 Instructions: Interdisciplinary Plan Proposal Content Print For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment. The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality. Demonstration of Proficiency Competency 1: Explain strategies for managing human and financial resources to promote organizational health. Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes. Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature. Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals. Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. Communicate the interdisciplinary plan with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style. Reference Berkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42(3), 165–169. Professional Context This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment. Scenario Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue. Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee's organization. Instructions For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview. The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome. Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end. Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes. Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature. Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made. Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style. Additional Requirements Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan. Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. APA formatting: Make sure that in-text citations and reference list follow current APA style.Leadership Robert Johnson Wood Foundation. (2014). Preparing nurses for leadership in public policy [Blog post]. Retrieved from https://www.rwjf.org/en/library/articles-and-news/... This blog post examines ways to prepare nurses to be leaders in public policy advocacy, creation, and defense.

Group Facilitation: Group Dynamics and Progress This TASK addresses Group Counseling With Inmates: San Quentin Prison, which you viewed in a previous unit. Competency 1: Demonstrate Ethical and Professional Behavior. C1.GP.E: Use supervision and consultation to guide professional judgment and behavior. 3. Identify how a facilitator integrate feedback through consultation. Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities. C7.GP.A: Collect and organize data, and apply critical thinking to interpret information from clients and constituencies. 2. Describe a facilitator's group management skills. Competency 4: Engage in Practice-informed Research and Research-informed Practice. C4.GP.C: Use and translate research evidence to inform and improve practice, policy, and service delivery. 5. Discuss the application of best practices or evidence-based techniques of group facilitation. Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities. C6.GP.A: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies. 2. Describe a facilitator's group management skills. Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities. C7.GP.B: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies. 2. Describe a facilitator's group management skills. Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities. C8.GP.B: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies. 2. Describe a facilitator's group management skills. Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities. C9.GP.B: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes. 2. Describe a facilitator's group management skills. Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities. C7.GP.C: Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies. 2. Describe a facilitator's group management skills. Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities. C8.GP.E: Facilitate effective transitions and endings that advance mutually agreed-on goals. 2. Describe a facilitator's group management skills.  Instructions Follow these parameters  Short summary of the sessions. Part 3: Group Dynamics. Description of all four observation parameters, noting specific strengths and suggestions for improvement: Facilitator ability to recognize group members' verbal and non-verbal messages. Facilitator ability to interpret group members' meaning and motivation. Facilitator ability to manage group members' participation. Facilitator recognition of the cultural roots of expected or accepted forms of communication in the group. Part 4: Group Progress. Description of all three observation parameters, noting specific strengths and suggestions for improvement: Facilitator ability to manage sensitive self-disclosure to the group. Facilitator management of issues of vertical versus horizontal disclosure. Facilitator management of content versus process. Conclusion. Explanation of overall facilitator strengths and suggestions. Assessment of overall group progress from Part 1 to Part 4. A good supervisor should be able to back up their observations and suggestions with a body of evidence; as such, you should support your analyses with citations from both peer-reviewed literature and your textbook.