Tool for Assessing the Spiritual Needs of Patients CONHCP

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This assignment requires you to interview one person and requires an analysis of your interview experience.Part I: InterviewSelect a patient, a family member, or a friend to interview. Be sure to focu

This assignment requires you to interview one person and requires an analysis of your interview experience.

Part I: Interview

Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee’s experience as a patient, regardless of whom you choose to interview.

Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.

Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee’s responses.

The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.

Part II: Analysis

Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:

  1. What went well?
  2. Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
  3. How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
  4. Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.

Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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 required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

This benchmark assignment assesses the following competencies:

CONHCP Program Competencies for the RN-BSN:

Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2

Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.

Analysis of Interview Experience

An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.

Thesis Development and Purpose

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

 
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How to mitigate both the ethical issues and harm to individuals and institutions.

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WHAT ARE SOME OF THE CAUSES OF INCIVILITY IN NURSING EDUCATION?

 

Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key questions were:

 

  • How do nursing students and nurse faculty members contribute to incivility in nursing education?
  • What are some of the causes of incivility in nursing education?
  • What remedies might be effective in preventing or reducing incivility?

 

They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:

 

  • Faculty perceptions of in-class disruption and incivility by students
  • Faculty perceptions of out-of-class disruption and incivility by students
  • Student perceptions of uncivil behaviors by faculty
  • Faculty and student perceptions of possible causes of incivility in nursing education

 

A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those subthemes were:

 

  • Disrupting others by talking in class
  • Making negative remarks/disrespectful comments toward faculty
  • Leaving early or arriving late
  • Using cell phones
  • Sleeping/not paying attention
  • Bringing children to class
  • Wearing immodest attire
  • Coming to class unprepared

 

Reference

 

Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97.Assignment Directions

 

Imagine that you have replicated the Clark and Springer (2007) study with psychology students from an on-campus undergraduate program (all face-to-face classes). The faculty members are describing students they have in their psychology classes.

 

You have organized responses from the 15 faculty who responded regarding in-class disruptions.

 

Because this qualitative research study involves human subjects, the researcher must consider the potential ethical issues involved in conducting the study. The researcher should consider the following things:

 

  • The potential researcher/participant and participant/participant interactions involved in the study.
  • The potential ethical issues surrounding the researcher/participant and participant/participant interactions involved in the study.
  • How to mitigate both the ethical issues and harm to individuals and institutions.

 

Preliminary Analysis

 

Complete the following steps to use the SPSS data file (Faculty Comments Dataset.sav) to do some initial analyses of the data:

  1. Open the SPSS data file.
  2. In DATA VIEW, notice that columns 1 and 2 contain the comments that were collected. Also note that column 2 contains a place to enter the numerical code for each theme into which that comment would fall. Columns 3-5 contain each faculty respondent’s ID code, gender code (1=male, 2= female), and number of years teaching, respectively.
  3. In VARIABLE VIEW, notice how the codes for gender are entered under the VALUES column. You will use the same method to enter the codes for the comment themes for the second variable. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Also, note that to the far right in VARIABLE VIEW, under MEASURES, the proper scale of measurement needs to be entered for each variable. Only years of teaching is a scale (continuous) variable. All the others are codes/qualitative.

 

Coding the Comments and Examining the Frequencies of Each Theme

 

Column 1 contains brief summaries of the different comments that were collected from the 15 faculty (some faculty gave more than one comment). Code the comments (Hint: generally, look for the same themes that Clark and Springer found, but add anything that may be new or do not include a theme that does not fit your set of comments) by completing the following steps:

 

  1. Assign each type of comment a number code (e.g., talking during class = 1; disrespectful = 2; etc.).
  2. Put the code of each comment in the column headed FACULTYCOMMENTCODE just to the right of the comment (that is, it should be in the same row as the comment).

 

Next, enter the code values and meaning of each code. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to enter the code values and meaning of each code:

 

  1. Switch to VARIABLE VIEW.
  2. Go to the row for the second variable.
  3. Look under VALUES, and enter the code value and the meaning of each code. For example, Value box = 1; Label box = Talking during class. Then, click “Add” so the label shows in the box below. Then, put the next code value (2) in the Value box, its meaning in the Label box, and click “Add.” Continue this until all code values and labels are showing in the larger box.
  4. When finished, click “OK.”

 

Now, analyze the frequencies of comments in each theme. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to analyze the frequencies of comments in each theme:

 

  1. Go to AnalyzeàDescriptive StatisticsàFrequencies.
  2. Select FACULTYCOMMENTCODE and move it to the box on the right (Variables). The “Display Frequency Tables” box should be checked.
  3. Use data in the SPSS data file to create a bar graph by selecting Chart and then choosing bar graph. Be sure to have the graph show the frequency of each type of response. Note: you can also display the percentage of all comments that fell into that category.

 

Submit the output tables and graphs with your summary write-up as described below.

 

 

 

Here is an example of this kind of output using a different, but similar, set of data:

 

Frequencies

 

FACULTYCOMMENTCODE

Frequency

Percent

Valid Percent

Cumulative Percent
Valid Disrupting other by talking in class

20

21.3

37.7

37.7
Making negative remarks/disrespectful comments toward faculty

11

11.7

20.8

58.5
Leaving early and arriving late

9

9.6

17.0

75.5
Using cell phones

7

7.4

13.2

88.7
Sleeping/not paying attention

3

3.2

5.7

94.3
Bringing children to class

1

1.1

1.9

96.2
Wearing immodest attire

1

1.1

1.9

98.1
Coming to class unprepared

1

1.1

1.9

100.0
Total

53

56.4

100.0
Missing System

41

43.6
Total

94

100.0

 

 

Reporting the Demographics of the Faculty

 

Every research report requires the researcher to report the demographic characteristics of the participants. The demographic information collected depends on the focus of the study. For this study, two key pieces of demographic information were collected: the gender of the faculty member and the number of years s/he has been teaching at the college level.

 

Run an analysis of the data in this SPSS file to summarize the characteristics of the 15 faculty in your study. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Your analysis should include the following items:

 

  • The number of male and female faculty who responded
  • The mean number of years of college teaching reported by this group.
  • The standard deviation of years of college teaching reported by this group.
  • The range (lowest number of years to highest number of years) of college teaching reported by this group.

 

Complete the analysis by performing the following steps:

 

  1. Go to AnalyzeàDescriptive StatisticsàFrequencies.
  2. Observe the frequency of males and females.
  3. Create a chart as well as recording the numbers. Disregard “missing values” as this is data extraneous to the analysis; the SPSS system is only looking at the rows where there are comments.
  4. Go to AnalyzeàDescriptive StatisticsàFrequencies.
  5. To determine the years of teaching, move NUMBERYEARSTEACHING to the right box (Variable(s)).
  6. Select “Statistics,” and then make sure that mean, std. deviation, minimum, maximum, and range are checked.
  7. Click “Continue.” Then click “OK.” Values for the mean, standard deviation, minimum, maximum, and range will be provided to you in a single table. You will also be presented with information on the frequency of each response, but you probably will not use this if you have a lot of different answers. However, if you wanted to report your findings in groups, the frequency output will provide information for grouping. For example, you might want to report the number of teachers who taught fewer than 5 years versus the number who had taught 5 or more years. The frequency table would allow you to do this so that you would not have to count them by hand.

 

Submit the output tables and graphs with your summary write-up as described below.

 

Write-up the Results

 

Summarize the results of the data analysis. The summary should include a concise description of the following:

 

  1. The means to mitigate potential ethical issues surrounding to this study.
  2. The themes identified when analyzing the faculty comments about in-class disruptions.
  3. The demographics of the faculty participants based on the data collected from the SPSS analyses.

 

Submit the SPSS output tables and graphs created in the previous parts of this assignment as appendices to the summary statement.

 
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What evidence must be gathered? Everyone should have a literature search.

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What evidence must be gathered? Everyone should have a literature search. However, what other sources of reliable information will be helpful for your particular question?

Purpose: To identify a problem or concern that nursing can change and develop a PICO question to guide the change project.

Directions:Use the form below to complete the PICO assignment in Milestone #1. This includes filling in the table with information about your research question and your PICO elements.

Step 1: Select the key PICO terms for searching the evidence. Clearly define your PICO question. List each element P (problem, population, or problem), I (intervention), C (Comparison with other treatment/current practice), and O (Desired outcome). Is the potential solution something for which you (as nurse or student) can find a solution through evidence research? Look in your book for guidelines to developing your PICO question.

Step 2: Identify the problem.What have you noticed in your work or school environment that isn’t achieving the desired patient or learning outcomes? What needs to change in nursing, what can you change with the support of evidence in the literature? Describe the problem or practice issue that you want to research. What is your practice area; clinical, education, or administration? (This is NOT where you will list your PICO question)

Step 3: How was the practice issues identified?How did you come to know this was a problem in your clinical practice? Review the listed concerns and check all that apply.

Step 4: What evidence must be gathered? Everyone should have a literature search. However, what other sources of reliable information will be helpful for your particular question?

Step 5: What terms will you use in order to make sure that your search is wide enough to obtain required information but narrow enough to keep it focused? What databases will you search? How will you narrow your search if needed?

 

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The post What evidence must be gathered? Everyone should have a literature search. appeared first on nursing term paper.

 
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Strategies for career development program planning, organization, implementation, administration, and evaluation.

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For this assignment you will select a marginalized group (veterans, minorities, individuals with disabilities, etc.) and write a paper of 1,750 words that can be used as a resource when working with an individual from the selected group. Use peer-reviewed resources to support your use of a specific career theory as well as interventions with this population. The paper should include the following:

  1. An explanation of who the population is and why it is important for this group to receive career counseling
  2. Statistics on the group (e.g., how large, how many have employment problems, how many utilize career counseling)
  3. Discussion of career counseling theory to be used with the group (e.g., Minnesota theory of work adjustment). Include evidence supporting the use of this theory in the general population as well as within the group. Please note: If none are available, it is important to indicate that as well.
  4. Basic plan for counseling utilizing chosen theory (e.g., interview, use of assessment tools, explanation of theory)
  5. Environmental/personal barriers that may prevent the client from finding work (e.g., disability, substance use history, felony, transportation, limited computer access)
  6. Local resources available to help the client obtain work (e.g., job center, training programs, support groups)
  7. Your conclusion on whether or not this plan is tenable and will work, based on the information listed above.
  8. A minimum of four scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
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 required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
This assignment meets the following CACREP Standards:
2.F.4.a: Theories and models of career development, counseling, and decision making.
2.F.4.b. Approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors.
2.F.4.c. Processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems.
2.F.4.e. Strategies for assessing abilities, interests, values, personality and other factors that contribute to career development.
2.F.4.f. Strategies for career development program planning, organization, implementation, administration, and evaluation.
2.F.4.g. Strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy.
2.F.4.h. Strategies for facilitating client skill development for career, educational, and life-work planning and management.
2.F.4.i. Methods of identifying and using assessment tools and techniques relevant to career planning and decision making.
2.F.4.j. Ethical and culturally relevant strategies for addressing career development.

 
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What challenges would you anticipate in using play therapy in your future work as a counselor?

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Unit 06A Discussion 1 – $15.00 Due (SAT) 8/11/2018.

Unit 06A Discussion 1

Play Therapy Skills Practice Transcript

Note: This will be an extended discussion, 400–500 words, designed to help you think through how to conduct play therapy.

For this discussion, you will focus on The Case of Luis that was presented in Unit 2. First, watch the short Video Role-Play media depicting five key play therapy skills in the Unit 6 Studies. Then, review The Case of Luis and the discussion instructions that follow:

The Case of Luis

Luis is in the fourth grade. His mother is concerned that he may need counseling because he has not grown out of a fear he has had since he was young that is now interfering with developing peer friendships. Luis is afraid of vomiting in a public place. As you speak with him, you learn that when he was in kindergarten, he once got upset and cried so much that he vomited. His teacher was not particularly sympathetic and his parents could not be reached for a while, so he spent several hours with soiled clothes, feeling very ashamed and embarrassed. Subsequently, he became fearful that he might vomit again, with no reason or warning. His behaviors have become more restricted over the years, and now he will not eat if his family goes out to dinner because he fears the food might make him sick. He eats very little at school—just a few foods that he has decided are safe—and his peers have begun to tease him. If he eats something and starts worrying about vomiting, he soon begins to feel sick and often does vomit. So he has begun avoiding more and more social occasions; he declines invitations to birthday parties and sleepovers because he does not want to refuse to eat (and risk being teased) but he is afraid that he will vomit if he does eat. His mother says she has always had trouble with a sensitive stomach so she is very sympathetic toward Luis’s fears. However, Luis’s pediatrician says he can find no medical problem with Luis.

To complete this discussion:

· Assume that you are the counselor for Luis and that you are going to engage in individual play therapy with him.

· Consider the four moments, listed below, in therapy and create a hypothetical transcript of your interaction with Luis for each of the four moments in therapy demonstrating the key play therapy skills in the Video Role Plays in this unit. Use the Counseling Transcript Template, linked in Resources (which you also used in the Unit 2 discussion: Practice Child Counseling Skills) to present your transcript. Be sure to label and provide a rationale for the play therapy skills you use. As the counselor, your transcript should demonstrate these foundational play therapy skills:

o Structuring the beginning of the session.

o Tracking.

o Reflecting and empathic listening.

o Therapeutic limit setting.

Moment 1: Luis and his mother show up for his first session and you have just completed the informed consent process.
Moment 2: Luis begins to draw a picture.
Moment 3: Luis picks up a stuffed animal and begins to rock it in his arms.
Moment 4: Luis picks up a crayon or toy, and breaks it while watching to see what you would do.

Follow these instructions to create your hypothetical transcript with your responses to these four moments:

1. Counseling Transcripts should have three columns .

1. The left-most column designates who was speaking –the client or the counselor.

2. The center column depicts what was said.

3. The third column labels the skill that the counselor used and the counselor’s intentions [in brackets].

4. The skill should come from the list of Universal Counseling Skills in Counseling Children, pages 84–85.

5. The intention should apply one of the Purposes listed in the text’s table to the interaction with the client.

2. Each talk turn should be on its own row.

3. You may use the template, linked in Resources, after deleting the instructions, or create your own form that meets Specifications 1 and 2. Add more rows if necessary.

4. Your transcript should be no more than two pages.

In addition to the transcript, provide an initial response to briefly address the following:

· Which skills were easiest for you to use? Which were the hardest?

· What challenges would you anticipate in using play therapy in your future work as a counselor?

· How might culture and personal beliefs come into play when working with a child client in play therapy?

In addition to the above, please describe two play therapy techniques that you did NOT use and how you could implement them in play therapy. Use the first person voice when describing your skills and reactions. Use the third person to support your analyses with references from course readings. Cite at least two sources to support your thoughts in this post.

Resources

· Discussion Participation Scoring Guide.

· Play Therapy Resources Portal.

· Counseling Transcript Template.

  1. Your transcript should be no more      than 2 pages long.

 

SPEAKER

VERBATIM   RESPONSE

UNIVERSAL   SKILL

[purpose   and counselor intentions]

 
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You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. 

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You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner.
Assignment GuidelinesWhen preparing your syllabus, pay attention to the organization and layout to ensure it is easy to read. Your syllabus should set the tone for your course and convey enthusiasm for the course topic; show how your course fits into a broader picture; communicate what, when, and how students will learn; clarify what students need to do to be successful; and communicate your expectations of student performance to satisfactorily complete your 8-week course.Your course syllabus should include:General information about the course: The instructor’s name (you), course title, course number, course credit hours, class days and time period (start and end times), class location (room number), and any prerequisites. You may also wish to include your office hours and contact information.A course description: A description of the course and how students will benefit; this is similar to a catalog description of a course.Course outcome objectives expected: A list of outcome statements describing the knowledge and skills that you expect students to have learned after completing your 8-week course. Your objectives should be: Appropriate to course and educational levelRealistic and clearStated in measurable termsRequired materials and learning resources: Textbook(s), supplies, and anything you may require students to bring to class each dayInstructional methods and activities: List the teaching strategies and approaches you plan to use for students to achieve the learning objectives (e.g., lecture, games, inquiry, discussions). If appropriate, you may want to include any special events or activities (e.g., field trips, experiments, guest speakers, projects). Note: This section is a list of your instructional methods and activities and not an explanation or description of how they will be implemented.Classroom policies or rules: This section should include any policies or rules that are specific to your course (e.g., classroom behavior, absenteeism, tardiness, late assignments, makeup work, and tests).Evaluation methods: This section should include all graded course requirements with the percent value (of the total course grade) for each requirement. This is where you list each of the course requirements or means of evaluating student learning (e.g., tests, quizzes, assignments, presentations, group work). You do not need to provide a rubric for grading each of the course requirements, guidelines, and grading criteria.You do need to provide the total percent value or the grade weight of each requirement.If using tests or quizzes, state the number of tests or quizzes and the grade weight for each.Note: As part of your teaching plan and presentation during weeks 6 and 7, you will provide guidelines and grading criteria (a rubric) for one of your required assignments.An outline and general time line of the course content: This section should be a table or flowchart depicting a schedule of the content to be covered over the 8-week period. In addition to the content, your table or flowchart should include: Estimated dates for when you plan to cover the content. Specific dates are not necessary, but some time line estimate should be provided (e.g., week 1 or class 1)Any activities, assignments, and tests, etc., with corresponding due datesRequired readings for each date and any supplemental or suggested readings you may want to list
 
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UOP HCS/571 CAPITAL FINANCE PROJECT PAPER

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UOP HCS/571 CAPITAL FINANCE PROJECT PAPER

Write a 3,000- to 3,500-word paper in which you complete the following:

·         Research a capital purchase, costing more than $5,000, which your company could benefit from. Examples include a new X-ray machine, a Magnetic Resonance Image (MRI) processor, software for filing patient records, a research library, or any large item that your company might use.

·         Identify the management goals that expenditure would support. Management goals might include revenue, improvement, productivity, quality assurance, employee development, or management services consultant packages.

·         Explain how the item could enhance the economic environment of the organization.

·         Identify the organizational goals the expenditure would support. Goals might include patient care, medical and allied health education, community service, cost containment, leadership role, and clinical research.

·         Explain how the expenditure would relate to the needs of the organization. Explain how it would be beneficial to the organization.

·         Justify the expense to the organization. Relate the reasons to the hospital goals, including departmental and management goals, and how the acquisition would be beneficial

 
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Digestive system

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Digestive system

I have a biology homework, it’s about digestive system, just need to label the parts and explain their functions

For this exercise, please label 1-10 AND tell me the function of each of the parts labeled.

1. Name – Function

2. Name – Function

3. Name Function

4. Name Function

5. Name Function

6. Name Function

7. Name Function

8. Name Function

9. Name Function

10. Name Function

9[Type a quote from the document or the summary of an interesting point. You can position the text box anywhere in the document. Use the Drawing Tools tab to change the formatting of the pull quote text box.]

 
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Organizational Structure and Culture Change

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Assignment 2: Organizational Structure and Culture Change

You are employed in a large consulting firm. A new client has engaged your firm. It is a well-established, nationwide company that for years dominated the market share in its niche industry. The company has a traditional, hierarchical, and function-based organizational structure with many levels of management and uses centralized decision making. The organization prefers to use a small number of account managers based in the headquarters as the point of contact for all customer inquiries and problem resolution. The culture is conservative, stable, and risk averse. Teamwork is considered wasteful.

The company is noticing a disturbing trend of customers switching to its competitors. These competitors are small, agile firms that emphasize rapid adoption of new technologies and fast, empowered, team-based customer service. These companies are local to their customers, while your client has a central headquarter office with four regional offices that only provide limited services.

Based on its own internal study, the client company wishes to undertake organizational structure change and organizational culture change. They seek advice on what specific changes are needed.

You have been assigned to the team working on this project with one of your firm’s senior consultants. The team has asked you to draft a presentation for internal review. Ultimately, the presentation will be delivered to the client by the project manager.

Your task is to create a presentation, with speaker notes, including the following:

  • Analyze and describe the reasons why the current organizational structure makes your client vulnerable to its new competitors.
  • Propose a new organizational structure. Explain how the new structure will address the problem of client retention.
  • Evaluate and inform the client of the changes needed in its organizational culture to support the new organizational structure.
  • Explain how teamwork might be used to support the new organizational structure and culture. Be sure to indicate which “types” of teams will be used.

Recommendations must be supported by applicable scholarly sources.

Your final product should be a 6- to 8-slide Microsoft PowerPoint presentation (excluding the title slide and reference slide), using a minimum of 4 sources from professional literature. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov). Be sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

All written assignments and responses should follow APA rules for attributing sources.

If required, click here to access some short courses on using Microsoft PowerPoint

 
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Analyze the skills you need to develop in advocacy and leadership and how each skill will make you a more effective leader.

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Short Paper

As you reflect on your now completed course project, you likely realize that you need some additional education and training in order to be the most effective leader you can be (we all have room to grow and improve our skills). For this assignment, you will assess your skills gap and create an action plan to address those gaps. Address the following elements in your assignment:

  • Analyze the skills you need to develop in advocacy and leadership and how each skill will make you a more effective leader.
  • Identify the key professional organizations and resources that specifically serve the needs of leaders in the human service and public sectors.
  • Describe the membership benefits of each organization that you identify, including any education or training opportunities.
  • Describe any other opportunities for training that would benefit you in your continuing education.
  • Outline your action plan for continuing education. It does not need to be complicated, but it should be realistic, and account for regular updates to your education over time that you believe can be accomplished.

Submission Requirements

  • The paper must be 2–3 pages in length.
  • Include a title page and a references page.
  • Include an introductory paragraph and a concluding paragraph.
  • Include a minimum of three resources.
  • Follow APA guidelines for style and formatting.
  • Submit your paper to Turnitin. Review the results and make adjustments if needed. Then submit your paper to the assignment area for grading.
 
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NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.