NHS 5004 address the underserved health care needs of the culturally diverse residents

NHS 5004 address the underserved health care needs of the culturally diverse residents

NHS 5004 address the underserved health care needs of the culturally diverse residents

Preparation

Use the
following case study as the basis of this assessment.

Imagine you
are the manager of a new health care facility satellite office or community
outreach center located in a diverse neighborhood. The parent organization
opened the facility to address the underserved health care needs of the
culturally diverse residents who were not using the services offered at the
main facility. The first month of operation saw a very high volume of patients,
but since then, the numbers have dropped off drastically. Executive leadership
wants to understand why this has happened and what you plan to do about it.

After
careful examination of all aspects of the facility, and talking with some of
the neighborhood residents, you have determined that the residents do not feel
comfortable coming to the facility because the staff does not represent the diversity
of the neighborhood. Staff members were hired for their skill, but their
diversity was not considered. Now, you must report to executive leadership what

NHS 5004 address the underserved health care needs of the culturally diverse residents
NHS 5004 address the underserved health care needs of the culturally diverse residents

you have learned and how you intend to manage diversity.

Note:
Remember, you can submit all or a portion of your draft to Smarthinking for
feedback before you submit the final version of your proposal for this
assessment. However, be mindful of the turnaround time for receiving feedback
if you plan on using this free service.

Report
Requirements

Write an
executive report on the need for a diverse, culturally competent staff,
including your plans to address that need.

Note: The
requirements outlined below correspond to the grading criteria in the Managing
Diversity scoring guide. At a minimum, be sure to address each point. In
addition, you are encouraged to review the performance level descriptions for
each criterion to see how your work will be assessed. You are provided an
example report, to illustrate what proficient-level work for this assessment
looks like.

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Report
Format and APA Style

Use the
Executive Report Template, linked in the Resources, to draft your report. You
may also organize the content of your report in a format used in your
organization. An abstract is not required.

Your report
should be 4–5 double-spaced pages in length, not including the title page and
reference page.

Apply
correct APA formatting to all in-text citations and references.

Use Times
New Roman, 12-point font.

Writing

As you
begin composing your report, consider the purpose of the report, the
appropriate tone and style, and the expectations of the executive leaders who
will be reading it.

Be clear
and concise in your reporting.

Express
your main points, arguments, and conclusions coherently.

Use correct
grammar and mechanics.

Be sure to
support your claims and arguments with credible evidence from 3–5 current,
scholarly or professional sources.

Proofread
your writing.

Report
Content

Outline a
plan to recruit, hire, and retain a more diverse workforce. Note: Your outline
should be a high-level overview of a plan, not a detailed plan. Other courses
in your program will go into human resource practices and diversity in depth.
In drafting your plan, consider the following questions:

How does a
leader develop a diverse workforce?

Where will
you look for more diverse employees? Will you post job ads?

What will
the interviewing and hiring process look like? Who will do the interviewing?
Who will make the final decisions?

What kind
of incentives will you offer diverse employees to retain them? What do you need
to know about the culture and values of diverse employees before developing a
retention plan?

How will
you address issues related to diversity that result in conflict?

Outline a
plan for the ongoing training and professional development of existing staff in
cultural awareness and sensitivity. Consider how your plan can:

Improve
communications and interpersonal skills.

Help
overcome bias and resistance to change.

Explain the
benefits, to both the organization and the community it serves, of having a
diverse and culturally competent workforce.

Explain the
relationship between health care organizations and communities.

Explain the
role that diversity plays in providing culturally competent care and access for
the under-served in a community.

Determine
the influence of effective leadership on the development of a diverse and
culturally competent workforce.

Explain the
importance of cultural competence for leaders in an organization.

Explain how
the academic and research skills you develop as a practitioner-scholar can
serve you in your role as an effective health care leader.

Explain how
those skills might contribute to your credibility and effectiveness as a
leader.

Explain how
those skills might prepare you to lead a diverse workforce.

NHS 5004 address the underserved health care needs of the culturally diverse residents 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.