NHS 8002 DQ1 Managing Commitments and Responsibilities -

NHS 8002 DQ1 Managing Commitments and Responsibilities

NHS 8002 DQ1 Managing Commitments and Responsibilities

Discussion Preparation

Complete the Time Management Action Plan from this unit’s first study. Be sure to e-mail the results to yourself.

Instructions

As you completed the Time Management Action Plan, which areas stood out as needing improvement? Reflect on the priorities in your life right now. Think about how you will plan for unexpected life events.

What are your thoughts on, and plans for, setting aside the time you need for your educational program, while ensuring that you are also taking care of your professional work, your family responsibilities, and yourself? Were there any relevant tips in your unit readings or the journal article you located that can help you with these things?

Response Guidelines

Please read as many posts as time allows. Please choose posts that have had few responses thus far and refer to the Faculty Expectations for Response Guidelines. Share a success story from your own experiences that might be helpful to others in managing time effectively.

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Discussion Preparation

Examine the case study that you selected from your Cases in Health Care Management textbook. Remember, do not use case studies 9, 65, or 67, as these will be used later in the course. As you read the case study, think about the results of your time-management assessment and consider how well you manage all of your commitments.

Note: As you work with the case studies in the text, keep in mind that they may not supply all of the information you need. In such cases, you should consider various possibilities and infer plausible conclusions; however, please be sure that any speculations that you make are identified as such.

Instructions

Today’s working professionals are often challenged with juggling and balancing the demands of their work, families, and social lives while making important decisions concerning the success of their professions and organizations.

For this discussion, use the following:

The information presented in your chosen case study.

The results of your Time Management Action Plan.

The information in the journal article you located in the second study in this unit.

Analyze the selected case study using a time-management framework. Note: Do not use the questions given at the conclusion of the case study. Instead, use the following prompts to develop your post to this discussion:

If you were the leader in this case study, how would you make key decisions on how to manage your time effectively and balance your daily commitments and responsibilities while working to resolve the situation? Would you need to reprioritize?

How would you ensure that daily functions of the organization and your personal life keep running smoothly?

What information presented in your selected journal article might help you make those decisions?

How do effective time-management strategies support leadership development in health care?

Identify your case study in the subject line of your discussion post, (for example, Case 13: Disorder in the House).

Response Guidelines

Read as many posts as time allows. Please choose posts that have had few responses thus far and refer to the Faculty Expectations Message for discussion response guidelines. Try to respond to someone who chose a case study other than yours. Briefly review his or her case study to get some context before reading the post. In your response, address the following:

What are your perspectives on the time-management plan described by your peer?

Are there things you would do differently?

NHS 8002 DQ1 Managing Commitments and Responsibilities Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.