LEADERSHIP EXPERIENCE — C493
PRFA — JLP1
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726.10.2 : Manager of the Healing Environment The graduate responds to unpredictable situations and events common in the healthcare environment with appropriate flexibility and creativity.
726.10.3 : The Nurse as Scientist The graduate correctly interprets and applies scientific evidence when planning and providing safe, quality, and culturally sensitive care for patients and families.
726.10.4 : The Nurse as Detective The graduate detects subtle changes and deviations from expected health patterns while managing the care of patients.
740.2.8 : Interprofessional Practices The graduate analyzes the impact of new and diverse advanced nursing and care provider roles on interprofessional practice.
INTRODUCTION
Nursing is a practice discipline that includes direct and indirect care activities that affect health outcomes. As a baccalaureate nursing student, you are developing new competencies in leadership, and in order to achieve mastery, you must apply those competencies to live practice experiences and situations. This Leadership Learning Experience (LLE) is designed to allow you to choose a clinical focus (e.g., practice, policy, education, population) in which you apply your leadership problem–solving skills. The LLE requires engagement with other people within the setting to complete. You will develop a project within a practice setting that allows you to develop these leadership skills. You will identify a problem area in a practice setting that you specifically want to address (e.g., practice, policy, population, education) that aligns with organizational priorities. Example sources for the problem area may include the following: • Practice: joint commission standards, core measures as quality indicators, other data • Policy: legislation, staffing ratio, regulations from state boards • Population: children with diabetes, adult obesity • Education: future of nursing, Benner’s recommendations about nursing education
You will focus on a real-life solution for the problem. You should choose a topic that is timely, manageable, and realistic to the current healthcare environment. An external resource person (i.e., manager, clinical leader, clinical educator, policy expert, or population expert) must confirm the relevance of the selected project and your engagement in the setting as part of project completion. As with all projects, you should
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
think how you, as a nurse, function in the following roles: detective, scientist, and manager of the healing environment.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names of people, stakeholders, or other personally identifiable information. Fictional names should be used. Also, agency-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate.
Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).
A. Develop a written proposal by doing the following: 1. Identify a problem or issue related to practice, policy, population, or education that aligns with the organizational priorities you seek to solve.
Note: You may need to meet with your organization or practice setting, your manager, or your supervisor to help choose a current problem or issue.
a. Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.
2. Discuss your investigation of the problem or issue. a. Provide evidence to substantiate the problem or issue (e.g., organizational assessment, national source documents, evidence from a stakeholder).
3. Analyze the state of the situation using current data. a. Analyze areas that might be contributing to the problem or issue.
4. Propose a solution or innovation for the problem or issue. a. Justify your proposed solution or innovation based on the results of your investigation and analysis.
5. Recommend resources to implement your proposed solution or innovation. Include a cost-benefit analysis of your proposed solution or innovation. 6. Provide a timeline for implementation based on your proposal. 7. Discuss why each key stakeholder or partner is important for the implementation of the solution or innovation.
a. Summarize your engagement with the key stakeholders or partners, including the input and feedback you received. b. Discuss how you intend to work with those key stakeholders or partners in order to achieve success.
8. Discuss how your proposed solution or innovation could be implemented, including how the implementation could be evaluated for success.
B. Explain how you fulfilled the following roles during your process of investigation and proposal development: 1. scientist 2. detective 3. manager of the healing environment
C. Submit the completed attached “Professional Verification Form” from the organizational leader advising you in your leadership experience.
D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:PROBLEM OR ISSUE
A1A:EXPLANATION OF PROBLEM OR ISSUE
A2:INVESTIGATION
NOT EVIDENT
An identification of the problem
or issue is not provided.
APPROACHING COMPETENCE
The identified problem or issue
is not related to practice, policy,
population, or education, or it
does not align with
organizational priorities that are
in need of solving.
COMPETENT
The identified problem or issue is
related to practice, policy,
population, or education, and it
aligns with organizational
priorities that are in need of
solving.
NOT EVIDENT
An explanation of the problem
or issue is not provided.
APPROACHING COMPETENCE
The explanation addresses the
problem or issue, but it does not
include an appropriate, logical
rationale for why the problem or
issue applies to the chosen area
of practice and the healthcare
environment.
COMPETENT
The explanation of the problem
or issue includes an appropriate,
logical rationale for why the
problem or issue applies to the
chosen area of practice and the
healthcare environment.
A2A:EVIDENCE OF PROBLEM OR ISSUE
A3:ANALYSIS
A3A:CONTRIBUTORS TO PROBLEM OR ISSUE
NOT EVIDENT
A discussion of the investigation
of the problem or issue is not
provided.
APPROACHING COMPETENCE
The discussion of the
investigation of the problem or
issue is illogical or vague, or the
discussion is trivial or missing
key details. Or the discussion of
the investigation is irrelevant to
the problem or issue.
COMPETENT
The discussion of the
investigation of the problem or
issue is logical and sufficiently
detailed. The discussion of the
investigation is thorough and
relates to the problem or issue.
NOT EVIDENT
Evidence to substantiate the
problem or issue is not provided.
APPROACHING COMPETENCE
The provided evidence fails to
substantiate the problem or
issue because it is not an
appropriate form of evidence, or
the evidence does not logically
support the problem or issue.
COMPETENT
The provided evidence
substantiates the problem or
issue because it is an appropriate
form of evidence (e.g.,
organizational assessment,
national source documents, or
evidence from a stakeholder),
and it logically supports the
problem or issue.
NOT EVIDENT
An analysis is not provided.
APPROACHING COMPETENCE
The analysis addresses the state
of the situation, but current data
is not used to support the
analysis. Or the analysis is
implausible or is not supported
by specific examples.
COMPETENT
The analysis addresses the state
of the situation using current
data, and it is plausible and well
supported with specific
examples.
NOT EVIDENT
An analysis is not provided.
APPROACHING COMPETENCE
The analysis is limited to
addressing minor areas that
contribute to the problem or
issue, or the analysis is
implausible or is not supported
with specific examples.
COMPETENT
The analysis addresses all the
areas that potentially contribute
to the problem or issue. The
analysis is plausible and well
supported with specific
examples.
A4:PROPOSED SOLUTION OR INNOVATION
A4A:JUSTIFICATION OF PROPOSED SOLUTION OR INNOVATION
A5:RESOURCES AND COST-BENEFIT ANALYSIS
A6:TIMELINE
NOT EVIDENT
A proposal for a solution or
innovation for the problem or
issue is not provided.
APPROACHING COMPETENCE
The proposal of a solution or
innovation to the problem or
issue is illogical, inappropriate,
or missing significant
components.
COMPETENT
An appropriate solution or
innovation is proposed for the
problem or issue. The solution or
innovation is logical, well
reasoned, and includes all
significant components.
NOT EVIDENT
A justification of the proposed
solution or innovation is not
provided.
APPROACHING COMPETENCE
The justification of the proposed
solution or innovation does not
make logical connections
between the problem and the
solution, or it is not based on the
results of the investigation or
analysis.
COMPETENT
The justification of the proposed
solution or innovation makes
logical connections between the
problem and the solution, and it
is based on the results of the
investigation and analysis.
NOT EVIDENT
A recommendation or a cost-
benefit analysis is not provided.
APPROACHING COMPETENCE
The resources recommended
for implementation of the
proposed solution or innovation
are inappropriate for the needs
of the solution or innovation, or
the recommendation is missing
key resources. Or a cost-benefit
analysis is not included, or the
analysis is illogical or not an
accurate representation of the
needs of the proposed solution
or innovation.
COMPETENT
The resources recommended for
implementation of the proposed
solution or innovation are
appropriate for the needs of the
solution or innovation. The
recommendation includes all
essential resources. A cost-
benefit analysis is included, and it
is a logical and accurate
representation of the needs of
the proposed solution or
innovation.
NOT EVIDENT
A timeline for implementation is
not provided.
APPROACHING COMPETENCE
The timeline is not accurate or
not achievable given the needs
COMPETENT
The timeline is accurate and
achievable for the needs of the
proposed solution or innovation.
A7:IMPORTANCE OF KEY STAKEHOLDERS OR PARTNERS
A7A:ENGAGEMENT WITH KEY STAKEHOLDERS OR PARTNERS
A7B:SUCCESS
A8:IMPLEMENTATION
of the proposed solution or
innovation.
NOT EVIDENT
A discussion is not provided.
APPROACHING COMPETENCE
At least 1 of the stakeholders or
partners that are identified in
the discussion are inappropriate
for the implementation of the
solution or innovation, or
essential stakeholders or
partners are missing in the
discussion, or the discussion
does not address why each
identified stakeholder or
partner is important for the
implementation of the solution
or innovation.
COMPETENT
All of the key stakeholders or
partners that are identified are
appropriate for the
implementation of the solution
or innovation, and there are no
missing essential stakeholders or
partners. The discussion also
addresses why each identified
stakeholder or partner is
important for the
implementation of the solution
or innovation.
NOT EVIDENT
A summary is not provided.
APPROACHING COMPETENCE
The summary of the
engagement with the key
stakeholders or partners is
vague or trivial, or the summary
does not include the input and
feedback received from them.
COMPETENT
The summary of the engagement
with the key stakeholders or
partners is sufficiently detailed
and meaningful, and it includes
the input and feedback received
from them.
NOT EVIDENT
A discussion is not provided.
APPROACHING COMPETENCE
The discussion ineffectively
addresses how to work with the
key stakeholders or partners
discussed in part A7 in order to
achieve success. The discussion
is illogical or is missing
supportive details.
COMPETENT
The discussion effectively
addresses how to work with the
key stakeholders or partners
discussed in part A7 in order to
achieve success. The discussion is
logical and includes supportive
details.
B1:ROLE OF SCIENTIST
B2:ROLE OF DETECTIVE
B3:ROLE OF MANAGER OF THE HEALING ENVIRONMENT
NOT EVIDENT
A discussion is not provided.
APPROACHING COMPETENCE
The discussion ineffectively
addresses how the proposed
solution or innovation could be
implemented, or the plan for
implementation is illogical or
missing key details, or the
discussion does not include an
appropriate, well-supported, or
well-reasoned plan for how the
implementation could be
evaluated for success.
COMPETENT
The discussion effectively
addresses how the proposed
solution or innovation could be
implemented. The plan for
implementation is logical and
thorough. The discussion
includes an appropriate, well-
supported, and well-reasoned
plan for how the implementation
could be evaluated for success.
NOT EVIDENT
An explanation is not provided.
APPROACHING COMPETENCE
The explanation ineffectively
addresses how the role of the
scientist was fulfilled during the
investigation process and
proposal development, or the
explanation is vague or lacks
specific, relevant examples.
COMPETENT
The explanation effectively
addresses how the role of the
scientist was fulfilled during the
investigation process and
proposal development. The
explanation is detailed and
includes specific, relevant
examples.
NOT EVIDENT
An explanation is not provided.
APPROACHING COMPETENCE
The explanation ineffectively
addresses how the role of the
detective was fulfilled during
the investigation process and
proposal development. The
explanation is vague or lacks
specific, relevant examples.
COMPETENT
The explanation effectively
addresses how the role of the
detective was fulfilled during the
investigation process and
proposal development. The
explanation is detailed and
includes specific, relevant
examples.
NOT EVIDENT
An explanation is not provided.
APPROACHING COMPETENCE
The explanation ineffectively
addresses how the role of the
manager of the healing
COMPETENT
The explanation effectively
addresses how the role of the
manager of the healing
environment was fulfilled during
C:VERIFICATION FORM
D:APA SOURCES
E:PROFESSIONAL COMMUNICATION
SUPPORTING DOCUMENTS
environment was fulfilled during
the investigation process and
proposal development. The
explanation is vague or lacks
specific, relevant examples.
the investigation process and
proposal development. The
explanation is detailed and
includes specific, relevant
examples.
NOT EVIDENT
A submission is not provided.
APPROACHING COMPETENCE
The “Professional Verification
Form” from the organizational
leader advising leadership
experience is submitted, but the
submission is incomplete.
COMPETENT
The submission of the
“Professional Verification Form”
from the organizational leader
advising leadership experience is
complete.
NOT EVIDENT
The submission does not include
in-text citations and references
according to APA style for
content that is quoted,
paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text
citations and references for
content that is quoted,
paraphrased, or summarized but
does not demonstrate a
consistent application of APA
style.
COMPETENT
The submission includes in-text
citations and references for
content that is quoted,
paraphrased, or summarized and
demonstrates a consistent
application of APA style.
NOT EVIDENT
Content is unstructured, is
disjointed, or contains pervasive
errors in mechanics, usage, or
grammar. Vocabulary or tone is
unprofessional or distracts from
the topic.
APPROACHING COMPETENCE
Content is poorly organized, is
difficult to follow, or contains
errors in mechanics, usage, or
grammar that cause confusion.
Terminology is misused or
ineffective.
COMPETENT
Content reflects attention to
detail, is organized, and focuses
on the main ideas as prescribed
in the task or chosen by the
candidate. Terminology is
pertinent, is used correctly, and
effectively conveys the intended
meaning. Mechanics, usage, and
grammar promote accurate
interpretation and
understanding.https://lrps.wgu.edu/provision/71484321https://lrps.wgu.edu/provision/27641407
Professional Verification Form.docx
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