Respond to a colleague by sharing ideas for how shortcomings discovered in their evaluations and/or their examples of incivility could have been managed more effectively. Please include 2 references. Colleague’s response is below

While performing my workplace assessment there were several things that I never took into consideration that determined how healthy or unhealthy my work environment was. Although, after adding up my score I realized that 67 sounded a bit unhealthier than I perceive my work environment to be. I can’t say that this assessment is entirely accurate. Most of my lower score rating had to do with lack of teamwork or the organization providing room for growth.

The score ratings for management  was scored at a 5. This has a lot to do with the fact that we have an amazing leadership team.

I had a large amount of 4’s that were supported by competitive pay and management taking the view of employee’s perspectives when looking for ideas to make the organization better. Employee satisfaction was also scored at a 4, as I believe most of us are happy working here.

Two things that surprised me from the results was the result score overall. I feel that most of us are happy in this organization. We have a strong and supportive leadership team that has been the best we have had in the past 4 years.

The other thing that surprised me was how many neutral scores I had, and many had to be with trust and feeling valued as an employee, employee self-care and ability to grow within the company.

One area of the assessment that was true in every aspect was that we do not retain, the best and brightest staff. Its sounds terrible, but often times people who come to work in a jail come here from an acute care and often struggle with adaptation to the environment. The environment is very different in jail, every time care is rendered by nursing professional you have to wait on Custody staff member to assist medical staff

The results of the assessment suggest that my work environment can use some work and improvement. The assessment was beneficial in providing insight as to what areas need improvement.

I noticed with the assessment provided that there is a lot of incivility amongst peers. Although the facility I work for states it is a zero tolerance facility for inappropriate of unprofessional behavior, this typically is behavior that management has turned a blind eye too due to bigger situations going on. This is usually not addressed unless the gravity of the behavior is significant and causes a hazardous or hostile working environment. 

Incivility is defined as “a low intensity deviant behavior with the ambiguous intent to harm the target, violating the workplace norm of mutual respect.” (Bambi et al., 2017). This type of behavior ultimately affects patient care. When working in a hostile environment or working with individuals that cause incivility, it makes it difficult to provide mutual aid to a patient especially if people can’t set aside their differences during a time of need.

The facility I work for can promote a healthy working environment by providing flexibility with staff, allowing for breaks. Over the past couple of years, I believe that nursing staff has struggled with burn out due to increase loads of patient. Nurses have worked and excruciating amount of hours covering for nursing staff that has been off sick due to COVID, staff that has left the medical field or the facility in general. Fatigue and stress has definitely contributed to incivility in the workplace. Not because we are bad people but because we are tired. The organization could foster a healthier work environment by providing us with mental health services, and promoting physical wellbeing ensuring adequate rest time between shifts (Stoewen, D. 2016).

A healthy work environment for nursing is safe, empowering and satisfying (Wei et al., 2018). Allowing for coworkers to discuss areas that need improvement can help to promote a healthier work environment as well as the organization maintaining and enforcing zero tolerance for unprofessional conduct regardless of the severity. After all, having a healthy work environment is not only beneficial to staff but ultimately is most beneficial and in the best interest of our patients.

I had a situation a couple of years ago where we had one particular individual that was extremely hostile and boisterous when things were not done in the specific way that she wanted them done. Unfortunately, she was a difficult person to deal with on a daily basis. Yes, we were hard up for nurses hence why leadership turned a blind eye, but it wasn’t until her behavior was directed to patients and custody staff members that they finally had to take action. None the less the behavior went on for much longer than it should have. 

Interest groups, lobbying, and policy making: a case of health care reform

For this assignment we are considering a documentary called ‘Obama’s Deal’. This documentary traces the process of passing the Affordable Care Act (ACA) in 2010, and it provides us an opportunity to examine the processes and mechanisms of law making at the national level for high profile policies. In particular, this case gives us a chance to think through several key concepts we are studying in the course: lobbying, interest groups, civil liberties, civil society, private vs. public interests, gridlock, bargaining, and representative government, to mention some.

Please, follow this link to watch “Obama’s Deal”:

www.pbs.org/wgbh/pages/frontline/obamasdeal/view/?autoplay

Prompt: Having reviewed the documentary and consulted the textbook chapter on interest groups, how would you describe and characterize the role of interest groups in the case of health care reform? For example, what channels of political influence were utilized by interest groups representing health insurance and pharmaceutical industry? Do you think representation of different voices within the public was balanced in this case? In addition, please, reflect on how this case complements, reinforces, or, perhaps, contradicts our textbook. In your essay, please, strive to engage political vocabulary (e.g. integrating concepts such public opinion, political culture, media, interest groups, lobbying, policy making, representation, democracy, civil society, and etc.). Any other reflections you would like to include in the discussion?

Format: 2 full pages, 12 font, Times New Roman, 1 inch margins.

This assignment will count as two review papers!

I am also providing a guide for the documentary in a separate file, next to the prompt. These questions are made for each 5-7 minutes segment of the documentary and are meant to help students guide their viewing of the documentary. You can utilize the answers when composing your review paper.

Finally, here is also a link to the transcript of the documentary: https://www.pbs.org/wgbh/pages/frontline/obamasdeal/etc/script.html

Please, watch “Obama’s Deal” by opening this link:

www.pbs.org/wgbh/pages/frontline/obamasdeal/view/?autoplay

This documentary covers our case-study in policy making. It helps us to learn about the mechanisms of making laws at the national level for high profile policies. Through this case we continue to explore our course concepts: lobbying, interest groups, policy making, federalism, civil liberties, civil society, private vs. public interests, and representative government.

Focus questions for screening the documentary:

1. What immediate problem did the president run into when initiating the health care reform and why?
2. Obama’s administration believed that taking on a health care reform is a test of something in American politics. According to president Obama, it was intended to prove what? What were the stakes?
3. Which groups opposed the health care reform under both Clinton and Obama? Which interest groups stood to lose considerably from the health care reform?
4. What did the propaganda ads funded by insurance lobby advertise to the American public about the health care reform? Whose interests were kept in mind in the process?
5. Who (which groups and individuals) could get to the congressional hearings on the health care reform? Was there anyone representing the uninsured Americans or consumer advocates?
6. While insurance lobby initially stated that they would support the reform, what did they request in return and why? (hint: they wanted some feature added to the bill, what was that feature and why?)
7. What was Senator Baucus expected to do in return for receiving $2.5 million from insurance interest groups? Whose interests did he represent?
8. What groups were denied a seat at the negotiation table about the health care? What groups were removed physically by guards from the press conference in the White House?
9. Insurance lobby spent tens of millions of dollars to defeat and rewrite the proposed health bill through TV ads that created panic, scare, rumors, and etc. What was at stake for insurance and pharmaceutical lobby if their respective industries were regulated by the bill?
10. Why do you think many Americans bought the negative campaign ads against the health care reform that were manufactured by the insurance lobby for industry’s self-interest? Please, use course content and your own reflections when trying to unpack this.
11. What interest groups played the most influential role in shaping public debate and public perception of health care reform? Whose interests were kept in mind by these groups and what can we say about representation of public interests?
12. What do you think are the most important lessons to draw from this case-study? What insights does this case give us, what trends does it reveal?
13. What would you like to add and conclude from your own perspective?

CASE SCENARIO

Maria is a 42-year-old single mother living in New York City with her three sons. She

immigrated to New York from Peru two years ago. About six months after she arrived, she began

developing night sweats and unexplained fevers. Most recently, she has developed a persistent,

worsening cough. Her illegal status has made her hesitant to seek medical treatment, but a

neighbor told her that the local community clinic would see her and would not check her

residency status.

Screening at the clinic included a questionnaire that addressed some of the problems she was

experiencing. The nurse explained to Maria that she might have TB. The physician treating

Maria performed a complete physical exam and discussed her questionnaire responses with her,

including her response that in Peru, she lived with her grandfather who she believes may have

died from TB.

Physical exam findings showed abnormal lung sounds in Maria’s upper lobes bilaterally. The

physician found cervical and axial lymphadenopathy. Maria was asked to leave sputum samples

to be tested for mycobacterium tuberculosis. A PPD was placed with instructions for Maria to

return in two days to have it read. When Maria returned two days later, the result showed a 10

mm raised, red reactive site. Maria was also screened for HIV at the time of initial exam because

it is often found in patients with TB. In this case, she tested negative for HIV. Her sputum

culture tested positive for M. tuberculosis.

The physician explained that given the findings on the chest x-ray and the clinical findings on

exam, he believed that she had reactivation TB. The physician informed Maria that he planned to

start her on a four-drug regimen of isoniazid, rifampin, pyrazinamide, and ethambutol

(Myambutol) for two months. The physician then explained that a “continuation phase” would

follow, which would consist of isoniazid and a rifamycin (rifampin, rifabutin [Mycobutin], or

rifapentine [Priftin]) that is administered daily for four to seven months. He also informed her

that he would start her treatment at the hospital, where she would stay for least two days because

she was still considered contagious. Following the hospital stay, Maria would need to come to

the clinic for observed medication administration and to assure compliance.

Two months passed and Maria continued about her day-to-day life including going to the clinic

for her medication. She attempted to work full time and to take care of her three sons. She found

that her night sweats had become a nightly occurrence, and her cough had become productive

with blood along with intense coughing spells. Maria was compliant with the drug regimen but

called the clinic because her symptoms were worsening. Maria was scheduled for a visit the very

next day.

The follow up chest x-ray showed no improvement, and it was determined that Maria was

exhibiting signs of multidrug-resistant TB. Because multidrug-resistant and extensively drug-

resistant tuberculosis requires at least 18 to 24 months of therapy, depending on the patient’s

response to treatment, the physician decided to extend her therapy to 18 months, beyond the 4 to

7 month time period he had projected. He also stopped the ethambutol and started moxifloxacin.

Thoracic surgery for resection of lung lesions is often considered as adjunctive therapy, and this

was discussed with Maria at the time of the exam.

Maria was devastated to learn about her multidrug resistant TB because she needed to work.

Fortunately, the clinic was able to fund Maria’s drugs at a discounted rate. Nonetheless, the

entire situation has put Maria under stress to the point that it is unclear how she will meet this

challenge and adequately handle her health crisis.

DUE MAY 1 ST

ASSIGNMENT

Conduct an evidence-based literature search to identify the most recent standards of

care/treatment modalities from peer-reviewed articles and professional association

guidelines (www.guideline.gov (Links to an external site.)). These articles and

guidelines can be referenced, but not directly copied into the clinical case

presentation. Cite a minimum of three resources.

Answer the following questions:

1. What is the transmission and pathophysiology of TB?

2. What are the clinical manifestations?

3. After considering this scenario, what are the primary identified medical concerns for

this patient?

4. What are the primary psychosocial concerns?

5. What are the implications of the treatment regimen, as far as likelihood of

compliance and outcomes? Search the Internet to research rates of patient

compliance in treatment of TB, as well as drug resistant TB.

6. Identify the role of the community clinic in assisting patients, particularly

undocumented patients, in covering the cost of TB treatment. What resources exist

for TB treatment in community health centers around the United States? Compare

the cost for treatment between subsidized and unsubsidized.

7. What are the implications of TB for critical care and advanced practice nurses?

The use of medical terminology and appropriate graduate level writing is expected. 

Follow these directions carefully:

This is based on your own analysis. Write in your own words; if you copy and paste you receive no credit. Write MORE than the minimum, use full sentences, and make sure your information fits the topic (subject, context, etc. review the Intro to Art Presentation Content Folder readings and presentation to ensure this) to receive the point for each section. You must write in complete sentences and in paragraph format or you will automatically receive a zero.

The paper needs to be in MLA format. This paper require research and requires an MLA Works Cited page AND in-text citations. Failure to include an MLA Works Cited page or in-text citations will result in an automatic zero. Using a different format or having major formatting error will dramatically impact your grade.

You may use no more than 2-3 sentences as a direct quote – everything else must be in your own words.

You must use only legitimate sources in this paper. Wikipedia and blogs are not legitimate sources and using these will make your paper invalid and ungradeable. Try using library databases, legitimate domains like (.edu, .gov, .org, .eu), (inter)national publications/articles, books, youtube video interviews with the artist/expert about the work/movement. You must use a minimum of 3 sources in your paper – INCLUDING the artwork you are writing about. *I explain how to cite the artwork in the MLA Formatting workshop.

Sample of Template:

Figure: Insert image here

Title:

Artist:

Date:

Subject: (3-5 sentences) Literally describe what you see. What is depicted in the work describing details? Be very specific and cover the whole work. Include poses of figures. (1 point)

Style: (3-5 sentences) Describe the identifying appearance of your work including 3 style terms. Be sure to include the period style (example: why does it look modern?) Be sure to use visual/contextual evidence to explain these terms. (1 point)

Formal Analysis: (10-15 sentences) Use art terminology you have learned including formal terms (such as line, shape, scale, etc.). to describe the work. A complete analysis should include a minimum of 4 elements and 4 principles. Explain what the term means and where you see it in your work. Give specific examples, don’t be vague. You must describe how the artwork is balanced and unified and which elements and principles help to do so. Medium: How was the art made? Describe materials and process. (4 points) (Points based on A,B,C,D or F system – A=4, B=3, C=2, D=1, F=0)

Contextual Analysis: (10-15 sentences) How does the artwork fit into the larger world? How do we make sense of it in a bigger picture? If it is a portrait of a real person – who is that person and what is their story? What is happening at the time that has influenced the making of the artwork? Explain what is happening in the artwork: consider social environment of art including: history, politics, religion and cultural beliefs/customs. Why was it created? Why is it important? If the artwork is telling a story – be sure to explain that story. (i.e. if it is a biblical work – tell the bible story it is depicting, if it is sharing greek mythology – be sure to explain the mythology, if it is a war painting – explain the war history in the artwork, etc) (4 points) (Points based on A,B,C,D or F system – A=4, B=3, C=2, D=1, F=0)

Expressive Analysis: (10-15 sentences) Biographical Analysis: Include relevant biographical information that strengthens understanding of this particular artwork. Look for personal meanings, deep psychological insight, or human concern (perspective of artist) Do a Psychological Analysis of the artwork itself. Gender Studies/Feminist Analysis Is it made by a woman? Does it have a woman in the work? How is she viewed: Is she a sexual symbol? A woman of power? If so, you can do a feminist Analysis (4 points) (Points based on A,B,C,D or F system – A=4, B=3, C=2, D=1, F=0)

Content: (3-5 sentences) What does the work mean? What do you think your work is about based on what you see. Give visual evidence. Try to explain meaning for what you described in subject. (1 point)

Research

This paper requires research and will need an MLA Works Cited Page. Failure to provide one will result in an automatic zero. Turning in an incorrect Works Cited page will dramatically affect your grade. I expect a minimum of three (3) sources for this paper.

Research: WIKIPEDIA OR BLOGS ARE NOT RELIABLE RESOURCES AND WILL MAKE YOUR PAPER INVALID AND UNGRADEABLE. USE RELIABLE RESEARCH SOURCES ONLY.

Required Resources
Read/review the following resources for this activity:

• Textbook: Review chapter(s) applicable to your presentation
• Lesson
• Headset microphone (If your computer does not already have a built-in microphone, then you can find this item under the Additional Items section in the bookstore).
• Link (website): Narrated PowerPoint Tutorial (Links to an external site.) (Make sure to review this tutorial before you begin recording.)
• Minimum of 4 scholarly sources (from Weeks 5 & 6)

Introduction
Your PowerPoint presentation is due this week. Most of you will have a mic built into your computer, but if you don’t, then you are required to obtain a headset microphone to produce the PowerPoint narration. Headset microphones can be purchased from the bookstore or at any electronics or discount store for between $10-25. When purchasing a headset microphone, consider the ports available on the computer being used and purchase accordingly.

In addition, you should take the time to review the Resources tab for technology guidance so that you will be ready to complete your speech on time. Of course, if you face technical trouble, there is support available.

Review the Narrated PowerPoint Tutorial (in Required Resources) for instructions on how to record the narration.

PowerPoint Project Timeline

Instructions
The following are the best practices for creating your speech presentation:

• Title Slide: Include the title, audience (who you prepared the presentation for: school or institution), the presenter who prepared and narrated, and the date.
• Attention-Getter: Give the audience a reason to pay attention. Make them want to listen to your speech.
• Thesis: Clearly state the purpose of your presentation
  • (On this slide, establish the tone of the presentation and include any questions you think your audience might have about your topic – questions you will answer during your presentation).
• Body of the Presentation (multiple slides): Include the information you found during your research and organize it in a visually pleasing manner.
  • Use some type of division like levels of headers or titles.
  • Use words and phrases to clarify key points.
  • Provide researched evidence for each point.
  • Cite your evidence, quotes, and statistics within your presentation using
  • in-text citations ( ) on the slides as well as full reference citations on the
  • last slide.
  • Include images to add visual appeal to the slides.
• Summary and Conclusion: Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original. An effective summary identifies the main ideas and major support points from the body of your outline or presentation. Minor details are left out. Summarize the benefits of the ideas and how they affect the thesis statement of the outline and main objective of the presentation. End with a final strong statement regarding the intent of the presentation.
• References: Use the APA citation format. The illustrations should be included with your resources. APA tutorials are available in the Chamberlain University library. Keep in mind the following:
  • At least 4 authoritative, outside scholarly sources are required from Week 6 outline. (Anonymous authors or web pages are not acceptable.)
  • Appropriate citations within the presentation are required on the last slide. Just copy and paste this from the last page of your outline – the References page. References should be in APA format.
  • Each resource should be entirely double spaced.
  • All entries must use hanging indents – the first line is flush left, and all the rest are indented.
  • All Chamberlain University policies are in effect including the plagiarism policy.

Additional Hints

• Use a minimum of 5 visual aids to further clarify and support the written part of your presentation. You could use example graphs, diagrams, photographs, flowcharts, maps, drawings, pictograms, tables, and Gantt charts. If a slide appears boring, then strongly consider adding a visual. It is the blend of text and images that make the slides engaging for the audience.
• Animation and video clips should not be used for this speech. YouTube is not allowed.
• Do not type out text onto the slide and then read it during your presentation. Remember, you are the teacher, so teach, don’t read!

Click on the following link to view a presentation of sample slides. Click on the arrows to scroll through the slide show.

Presentation Requirements (APA format)

• Time Length: 5-7 minutes
• Slide Length: minimum of 8 slides
• Slide Content
  • Title slide
  • Attention-Getter
  • Thesis
  • Body of the Presentation
  • Summary and Conclusion
  • References slide (minimum of 4 scholarly sources from Week 6 outline)
• Minimum of 5 visual aid