NURS 6221 Explain the role of the nurse executive in developing job descriptions and why it represents an essential human resource management function

NURS 6221 Explain the role of the nurse executive in developing job descriptions and why it represents an essential human resource management function

Part 1 Assignment: Job Description Analysis

In 2–3 pages, include the following:

Explain the role of the nurse executive in developing job descriptions and why it represents an essential human resource management function.

Analyze the job description you have selected as the focus of your Assignment. Include the source of the job description and critique the job description for clarity and accuracy.

Explain how well the job description defines the required employee attributes for the job and how it could be improved. If information is available, describe how the tasks and competencies associated with this job may have changed since the job description was conceived.

Write a new or revised job description that reflects your analysis and which you would use for advertising the position and recruiting candidates for the job.

Explain how you would use social media and online job search technology to maximize presentation of the job description and reach a broader share of potential recruits.

Describe two examples of how jobs similar to your chosen position are presented to interested job seekers from the social media and online job sites you visit.

he day-to-day activities of a nurse executive vary, depending on the size of the healthcare organization and the professionals whom they manage. However, we have outlined their typical responsibilities below.

Manage Teams

Nurse executives may be responsible for managing nurses and other interprofessional team members in their area. They typically handle a variety of managerial duties, including employee hiring, training, performance reviews, and shift scheduling. They mentor new team members, facilitate communication and collaboration, and design strategies that support the professional development of their staff.

Handle Finances

Nurse executives may oversee the finances of their healthcare organization. They may be responsible for creating a budget that includes everything from employee salaries to patient care equipment and IT improvements. They’re often in charge of monitoring insurance reimbursements and proposing and implementing cost reduction methods.

Create New Policies

Nurse executives have the opportunity to shape, improve, and even create new policies within their organization. These policies may relate to record keeping, patient care workflows, communication procedures, and many more organizational processes.

Represent the Healthcare Organization
Nurse executives are responsible for representing their organization at professional conferences and on committees. They may advocate on behalf of patients and staff on matters of public health policy.

Where Do Nurse Executives Work?

NURS 6221 Explain the role of the nurse executive in developing job descriptions and why it represents an essential human resource management function

Nurse executives work in a variety of healthcare settings, including:

Hospitals
Healthcare clinics
Home health agencies
Nursing schools
Rehabilitation centers
Nursing homes
Consulting firms
How Do I Become a Nurse Executive?
Nurse executives need clinical care experience as well as skills in leadership and management. In order to become a nurse executive, candidates must first receive advanced education and certification. Consider if being a nurse executive is the correct level of nursing for you.

Education Requirements

The following educational path is ideal, but other paths are possible.

Earn a Bachelor of Science in Nursing (BSN) (4 years).
Pass the NCLEX-RN and work as a registered nurse for 1–2 years.
Earn a Master of Science in Nursing (MSN), a Master of Health Administration (MHA), or a Master of Business Administration (2 years). Alternatively, earn a Doctor of Nursing Practice (DNP) (2–3+ years, depending on prior degree earned). Some MSN and DNP programs offer a Nurse Executive specialty.
Obtain a certification, such as the Certified in Executive Nursing Practice (CENP) certification, the Nurse Executive Certification (NE-BC), or the Nurse Executive, Advanced Certification (NEA-BC) credential.
Take continuing education courses to stay on top of nursing trends, research, and technologies.
Competencies and Qualities
The American Organization of Student Nurses (AONE) has identified five core competencies that successful nurse executives must develop.

Communication and relationship management: Effective communication in nursing is critical. Nurse executives facilitate group discussions, consensus building, and conflict resolution sessions. They manage relationships among members of their in-house team, as well as with external stakeholders and community members. They should establish an environment that values diversity and that engages staff in decision making.
Knowledge of healthcare and environment: Nurse executives must be educated in the principles of evidence-based practice, quality improvement, risk management, and patient safety. They must also possess a broad knowledge of patient care delivery systems, as well as healthcare economics, policy, and governance.
Leadership: Nurse executives mentor current and future nurse leaders. They should identify their own management style and be able to adapt it to the situation at hand. As leaders, they must make decisions that support the healthcare organization as a whole.
Professionalism: As role models for the entire healthcare organization, nurse executives should maintain a level of professionalism that others can emulate. They must hold themselves and others accountable for complying with standards of ethics and corporate compliance. They should serve as advocates for optimal healthcare in the community.
Business skills and principles: Nurse executives must possess a thorough understanding of the business side of healthcare. Alongside financial management, nurse executives must also be versed in human resources management, marketing strategy, and information technology.
There are several qualities that nurse executives should consciously cultivate. These include personal traits like integrity, flexibility, emotional intelligence, and perspective, as well as soft skills like communication, critical thinking, and the ability to make good decisions under pressure.

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ASSIGNMENT RUBRIC

NURS 6221 Explain the role of the nurse executive in developing job descriptions and why it represents an essential human resource management function Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.