For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan, pertaining to medication administration, to understand or implement to ensure the success of the plan.Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As health care organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote health care wellness at local and global levels (Kaminski, 2016).You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the elements of a successful quality improvement initiative. 

Analyze usefulness of resources for role group responsible for implementing quality and safety improvements with medication administration.

Competency 2: Analyze factors that lead to patient safety risks. 

Analyze the value of resources to reduce patient safety risk or improve quality with medication administration.

Competency 3: Identify organizational interventions to promote patient safety. 

Identify necessary resources to support the implementation and sustainability of a safety improvement initiative focusing on medication administration.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. 

Present compelling reasons and relevant situations for resource tool kit to be used by its target audience.
Communicate resource tool kit in a clear, logically structured, and professional manner that applies current APA style and formatting.

References
Chard, R., & Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102(4), 329–342.Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 1–7.Professional Context
Nurses are often asked to implement processes, concepts, or practices—sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an educational or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use, and resources are available to guide you.Scenario
For this assessment, consider taking one of these two approaches:

Build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to medication administration and put the plan into action.
Locate a safety improvement plan (your current organization, the Institution for Healthcare Improvement, or a publicly available safety improvement initiative) pertaining to medication administration and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to put the plan into action.
Preparation
Google Sites is recommended for this assessment; the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or GoogleDocs login, or create an account following the directions under the “Create Account” menu.Refer to the following links to help you get started with Google Sites:

G Suite Learning Center. (n.d.). Get started with Sites. https://gsuite.google.com/learning-center/products…
Google. (n.d.). Sites. https://sites.google.com
Google. (n.d.). Sites help. https://support.google.com/sites/?hl=en#topic=
Instructions
Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.It is recommended that you focus on the 3 or 4 most critical categories or themes with respect to your safety improvement initiative pertaining to medication administration. For example, for an initiative that concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.Following the recommended scheme, you would collect 3 resources on average for each of the 4 categories focusing on safety with medication administration. Each resource listing should include the following:
An APA-formatted citation of the resource with a working link.
A description of the information, skills, or tools provided by the resource.
A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative pertaining to medication administration.
A description of how nurses can use this resource and when its use may be appropriate.
Remember that you must make your site “public” so that your faculty can access it. Check out the Google Sites resources for more information.Here is an example entry:
Merret, A., Thomas, P., Stephens, A., Moghabghab, R., & Gruneir, M. (2011). A collaborative approach to fall prevention. Canadian Nurse, 107(8), 24–29. www.canadian-nurse.com/articles/issues/2011/octobe… 

This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to medication administration.
Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements focusing on medication administration.
Analyze the value of resources to reduce patient safety risk related to medication administration.
Present compelling reasons and relevant situations for use of resource tool kit by its target audience.
Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.
Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with medication administration. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference. 
Assessment 4 Example [PDF].
To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.Example Google Site: You may use the example Google Site, Resources for Safety and Improvement Measures in Geropsychiatric Care, to give you an idea of what a Proficient or higher rating on the scoring guide would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with medication administration.   Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.Additional Requirements

Write a 4page report that details your analysis of a specific patient care technology with regard to functions, data produced, and impact on the nurse’s work.IntroductionA typical health care environment is filled with myriad technologies that produce multiple measurements. Examples might include blood pressure monitors, pulse oximeters, central venous pressure devices, and intravenous infusion pumps. Each of these technologies produces data indicators that we collect, measure, analyze, and interpret. The analysis then informs clinical, quality, and administrative decisions that impact direct and indirect patient care.How do we know, though, that the data produced is trustworthy? Valid and reliable data is essential if study findings are used to contribute to an evidence base that will guide nursing practice and patient care decision making. A critique of published research is necessary to define opportunities for refining or changing practice. A large part of this critique includes an assessment and analysis of the measurement methods used in the published research reports.There are very specific rules for measurement in research, just like in practice environments. We need to know that a blood pressure monitor on one unit measures the same way it does on another unit. This allows us to compare patient care technologies in a manner that produces valid and reliable results.Measurement theory, measurement strategies in nursing practice, and how data is collected are critical and integral parts of identifying questions for EBP and for developing technology to address direct and indirect patient care.Levels of measurement is a statistical concept that basically defines the quality of the variables being measured. These measures, identified from low to high, are nominal, ordinal, interval, and ratio. The lower typology variables (nominal and ordinal) are frequently seen in qualitative research and are not of high enough quality to apply to the more sophisticated inferential statistical procedures used in hypothesis testing. Examples of nominal scale data are those variables for which there is no real distance between the variables, such as gender and disease condition. One variable has no more value than another. Ordinal scale data is similar to those we might see in pain scales or Likert scale patient satisfaction surveys. While there are numbers assigned to the variable, the value between them is subjective and not objectively measured.Interval and ratio scale variables are of higher quality, because there is real distance between the variables that can be objectively measured. These variables are required to be able to test hypotheses and infer findings from research samples to the larger defined population.Think about your practice environment and the types of patient care data that are produced. What types of variables have been identified as data indicators? At what level should they be measured? How are they collected and reported? How do they inform clinical decision support and create an evidence base for practice change?EBP begins with an assessment of the quality of research outcomes generated in published peer-reviewed articles. How are these outcomes defined? What is the quality of the data?The master’s-prepared nurse often has the dual responsibility of understanding how to use patient care technology and how the technology fits into the needs and regulations of the care environment. Additionally, the master’s-prepared nurse needs to be able to train and manage other nurses in the use of specific pieces of technology. Finally, the ability to utilize and articulate how the data from patient care technologies is a valid basis for certain evidence-based practice strategies is a key realization as health care professions require more and more EBP-driven pathways.PreparationAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.What types of patient care technology are key to your nursing practice in your current care setting?How do these technologies impact your practice?What are the advantages of the technologies you must use?What are the pain points of using the technologies?How do patient care technologies affect patient care?What are some of the biggest benefits of specific technologies for patient care?What are some of the biggest drawbacks of specific technologies for patient care?How is data generated and communicated by various technologies in your practice?How does the data transmission and storage align with privacy regulations?What safeguards are in place with the technology to ensure patient safety?What evidence-based best practices currently exist for one or more of the technologies in your practice?How could the data generated be used as the basis for EBP?ScenarioConsider a patient care technology in your practice environment and the types of patient care data that are produced by this patient care technology. (If you wish, you may use the same technology that you chose for the Evidence-Based Practice Application Assessment.) You will analyze this technology to understand how it impacts nursing practice, information systems, or telecommunication technologies. You will also identify how this specific technology enhances the delivery of health care in general, and nursing care in particular.InstructionsCreate a report that details your analysis of the patient care technology you have chosen for this assessment. The purpose of this assessment is to deepen your understanding about how your chosen piece of technology functions, aligns with confidentiality regulations, and affects the work of nurses. Additionally, think of this analysis as an opportunity to become an expert on that piece of technology, which could prove useful in your current or future nursing practice.Note: The main bullet points below correspond to the grading criteria in the Analysis of Technology in Nursing Practice Scoring Guide, so be sure to address each point. The sub-bullets are there to guide you toward meeting each criterion. You may also want to review the performance level descriptions for each criterion to see how your work will be assessed.Analyze how a patient care technology affects patient care and nursing practice.Discuss and describe a patient care technology in your practice environment.Describe and analyze the selected technology’s impact on patient care delivery, including advantages and disadvantages. Provide specific examples.What data is generated by the technology?What are the types of variables described by the data?How does this data inform clinical decisions?Analyze how data generated by technology is communicated.How does data inform clinical decisions?How is data communicated to the interdisciplinary team and to all parties responsible for patient care?Analyze the controls and safeguards required to maintain patient safety and confidentiality.Analyze the regulatory and ethical implications of this technology.Describe and analyze the clinical and administrative controls required, including planning, staff training, data storage and reporting, data monitoring, and risk management.Explain how evidence-based strategies could help improve the application of a piece of patient care technology.Which evidence-based practice strategies are most applicable to the technology?How could evidence-based strategies inform changes in the application of the technology?How might the data create an evidence-based practice change?Write clearly and concisely, with correct use of spelling, grammar, punctuation, and mechanics.Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using current APA style.Additional RequirementsLength of submission: 4–5 typed, double-spaced pages, not including the title and reference pages. Your report should be thorough, but concise. No abstract is required for this assessment.Number of references: Cite a minimum of three sources of scholarly or professional evidence. Resources should be no more than five years old.APA formatting: Use the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:Competency 2: Explain the importance of effective scholarship and evidence-based information in the development of information technologies.Explain how evidence-based strategies could help improve the application of a piece of patient care technology.Competency 3: Analyze the impact of technology on patient care delivery.Analyze how a patient care technology affects patient care and nursing practice.Analyze how data generated by the technology is communicated.Competency 4: Explain how ethical protections can be implemented in research and evidence-based nursing practice.Analyze the controls and safeguards required to maintain patient safety and confidentialitCompetency 5: Communicate effectively across disciplines, demonstrating respect for self and others.Write clearly and concisely, with correct use of spelling, grammar, punctuation, and mechanics.Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using current APA stle

Good/Neutral News:Adjustment GrantsIn this problem the credit union is at fault, even though the member also bears some responsibility for not monitoring the checking account. Although resolution has already been discussed on the phone, a clearly written letter, aligned with company policy, can achieve two goals—assuring the customer and the company that the issue is resolved and offering the customer options for preventing any future problems.Though Ms. Wong was initially upset, this letter should focus on the positive information the writer has to offer—the funds transfer resolved and the reversal of the service charges on Ms. Wong’s account. The writer should refer to the phone conversation but avoid any negative wording. A brief explanation of the cause of the automatic transfer failure could restore the member’s confidence in the credit union. In addition, the writer can offer Ms. Wong incentives to enroll in services that would be valuable to her and advantageous for the credit union, and then close with an appropriate goodwill comment.Remember: Use either “FULL BLOCK” OR “MODIFIED BLOCK, INDENTED PARAGRAPHS”!Make up any information you need to have a good letter. For example, you may need to make up inside address information, company name, titles, etc. But… you are the writer of the letter. It will be signed by you. Name the letter LASTNAME-2SDLetter. Check the Syllabus for the due date.Outline – Good & Neutral News Writing Learning ObjectiveSummary1Properly assess the reader’s reaction to your message.Properly assess the reader’s reaction to your message.If the reaction is negative, indirect order is your likely choice.If it is positive or neutral, you probably will want directness.2Describe the general plan for direct-order messages.Describe the general plan for direct-order messages.Begin with the objective.Cover any necessary explanation.Systematically present any remaining parts of the objective.End with adapted goodwill.3Write clear, well-structured routine requests for information.The routine inquiry is a basic direct-order message.Begin it with a request—either (1) a request for specific information wanted or (2) a general request for information.Somewhere in the message explain enough to enable the reader to answer.If the inquiry involves more than one question, make each stand out—perhaps as separate sentences or separate paragraphs.Consider numbering the questions.And word them as questions.End with an appropriate friendly comment.4Write direct, orderly, and friendly answers to inquiries.When responding to inquiries favorably, you should begin directly.If the response contains only one answer, begin with it.If it contains more than one answer, begin with a major one or a general statement indicating you are answering.Identify the message being answered early, perhaps in a subject line.Arrange your answers (if more than one) logically.And make them stand out.If both good- and bad-news answers are involved, give each answer the emphasis it deserves, perhaps by subordinating the negative.For extra goodwill effect, consider doing more than was asked.End with appropriate cordiality.5Compose adjustment grants that regain any lost confidence.As messages granting adjustments are positive responses, write them in the direct order.But they differ from other direct-order messages in that they involve a negative situation.— Something has gone wrong.— You are correcting that wrong.— But you also should overcome the negative image in the reader’s mind.You do this by first telling the good news—what you are doing to correct the wrong.In the opening and throughout, emphasize the positive.Avoid the negative—words like trouble, damage, and broken.Try to regain the reader’s lost confidence, maybe with explanation or with assurance of corrective measures taken.End with a goodwill comment, avoiding words that recall what went wrong.6Write order acknowledgments that cover problems and build goodwill.Write order acknowledgments in the form of a favorable response.Handle most by form messages or notes.But in special cases use individual messages.Begin such messages directly, telling the status of the goods ordered.In the remainder of the message, build goodwill, perhaps including some selling or reselling.Include an expression of appreciation somewhere in the message.End with an appropriate, friendly comment.7Write claims that objectively and courteously explain the facts.Claims are a special case. Even though they carry bad news, they are best written in the direct order. The reason: the reader usually wants to correct the problem and requires only that the facts be presented; also, directness strengthens the claim.Follow this general plan:Somewhere early in the message (in a subject line or incidentally in the first sentence) identify the transaction.Then state what went wrong, perhaps with some interpretation of the effects.Follow with a clear review of the facts, without showing anger.You may want to suggest a remedy.End with cordial words.8Write clear and effective operational communications.Operational (internal) communications must also be clear and effective. The following instructions explain how to write operational communications:Organize most of them in direct order.Write the casual ones like good conversation.But make them clear and courteous.Give administrative communications (policies, directives, procedures) the importance due them.Organize them logically; strive for clarity.Critical Thinking Questions (for Practice Only)1. 1. When is the direct order appropriate in inquiries? When would you use the indirect order? Give examples. (LO1)Directness is appropriate when the reader is likely to receive the message positively or neutrally. Indirectness is appropriate when the message is likely to be received negatively. As will be noted in Chapter 6, however, some exceptions occur (for example, when a negative inquiry will be accepted routinely or when one feels the reader will appreciate directness). The examples the students give will have to be judged on merit.2. “Explanations in inquiries merely add length and should be eliminated.” Discuss. (LO3)Explanations often help the reader to answer the inquiry.3. 3. Discuss why just reporting truthfully may not be a sufficient strategy for handling negative information in messages answering inquiries. (LO4)A true but negative statement presented without concern for its effect may get more emphasis than it deserves. Negative information stands out. The effect would be to give a wrong impression. For example, to report that “John Smith once spent a night in jail” might overshadow all else that is reported about him. If John Smith is basically a good person, it might be necessary to de-emphasize this negative point by positioning and wording it carefully.4. 4. Defend a policy of doing more than asked in answering routine inquiries. Can the policy be carried too far? (LO4)Doing the “extras” is really just being friendly. It is behaving as most of us like to behave in our personal relationships. The result can pay off in goodwill benefits. After all, treating people the way they like to be treated creates goodwill. In business, goodwill is worth money. Yes, the policy can be overdone.5. 5. What can acknowledgment messages do to build goodwill? (LO5)One can build goodwill by writing friendly, considerate, and helpful acknowledgment messages. In such messages one can use warm and personal language and can do the “extras” that make customers like the company. One can express appreciation for the order, welcome a new customer, and include resale material in the message (to enhance the customer’s opinion of the company’s products).6. 6. Discuss situations where the following email forms of an order acknowledgment would be preferred: form message and a special message. (LO5)A form message would be preferred when the order is a standard one, fitting all factors covered in the message. The special letter would be preferred for unusual circumstances that need explanation, such as substituting merchandise, changing shipping dates, or other complications.7. 7. Discuss how problems (vague orders, back orders) should be handled in messages acknowledging orders. (LO5)Vague and back orders can be handled directly when the information is likely to be accepted as routine. When it is likely that the customer will be upset by the news, tact should be used. When tact is required, the negative news usually is subordinated by position and by words. That is, it is not placed in a position of emphasis; and the words used are carefully selected so that they do not emphasize the negative aspects of the situation.8. 8. Why is it usually advisable to do more than just grant the claim in an adjustment-grant message? (LO7)One who makes a claim may have reason to question the quality of the good or service involved. Unless his or her confidence in the good or service is restored, future business may be lost. Thus, often it is advisable to try to explain what happened or to do whatever is needed to regain the lost confidence.9. 9. Discuss the use of directness in internal-operational communications. Why is it desirable? Can it be over- done? When might indirectness be appropriate? (LO8)Most of these messages concern the company’s work. The participants know that their messages will be interpreted impersonally. Thus, they can engage in straightforward but courteous communication. It can be overdone if one becomes too frank—that is, if courtesy is not apparent. Indirectness is in order when the reader’s reaction to the message is likely to be negative.PreviousNext

Assessment 2: Management and Employee SatisfactionRecommend a 5-7 page HR management plan to senior leadership that addresses both short- and long-term tactics for addressing low employee satisfaction.IntroductionManager and staff roles, as well as legal concerns, procedures, and promotions from within the organization, are all related considerations in the recruitment, selection, and retention processes in HR management. In addition, the nature of compensation systems, the value of job worth, the importance of motivation, and the principles of sound succession planning and promotion need to be considered; all play into management and employee satisfaction.As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.What steps should be taken when developing a compensation plan?What factors would you consider in the development of this plan?Who should be consulted? Why?What approach would you take if a female employee complains to you (a supervisor) that she is being paid less than a male who is doing the same work and has the same seniority? What are the legal considerations involved?What is an example of an employee-centered approach for conducting a performance appraisal?How can managers align performance appraisals with the mission, vision, and values of an organizations?If you were an executive planning to retire in 12 months and you have identified a successor within your organization:What steps could you take to influence the organization and other stakeholders to improve the chances of your designated successor assuming your position?ADA requires that persons with disabilities have equal access and opportunities in employment, services, facilities, and telecommunications, whether under private or public auspices.What types of disabilities covered in the ADA are related to the recruitment, selection, and promotion processes?What types of remedies might be employed for each, and how would these remedies meet the requirements outlined in the ADA?Overview and PreparationUse the Capella library and professional or academic resources on the Internet to research tactics and strategies for addressing low employee satisfaction.ScenarioPretend you are an HR manager in a health care organization, and it has come to your attention from a variety of sources that morale and employee satisfaction are on the decline in one of your company’s organizational units. Employees have been working 50 percent longer shifts for several months to address an increase in patient demand, and you suspect it is beginning to take its toll. You are considering the issue and how to address it.DeliverableComplete the following two parts of this assessment based on your research and understanding of methods for addressing the scenario described above.Part 1: Problem IdentificationSuggest and support three ways in which you would determine the nature and extent of the problem and its source. What indicators would you examine?Part 2: Management PlanFor the purposes of this assessment, assume that it has been determined that the dip in employee satisfaction is indeed due to long hours, uneven scheduling practices, and no clear end in sight.Recommend an employee-centered plan that aligns the needs of the organization with management strategies that address the issue (based on your stated assumptions regarding the specific nature of the problem). In your plan:Explain which core HR function is the most critical to the success of your plan.Identify the key stakeholders related to this issue, citing relevant sources to support your choice.Discuss the role and contribution of stakeholders in determining the nature of the issue and developing a plan for its resolution.Discuss how you would incorporate these stakeholders into your plan. For example, discuss who should be included in the development of the plan, such as nurses, doctors, as well as interested community members.Include short-term tactics to address the acute aspects of the problem.Include long-term strategy to permanently address the problem.Additional RequirementsYour assessment should meet the following requirements:Written communication: Your assessment artifacts should be professionally written in a form and style appropriate for the various stakeholders. Consider the purpose of the document, its intended use, and the setting in which your plan will be presented.APA format: Resources and citations are formatted according to APA style and formatting standards.Number of resources: Include a minimum of five resources.Page length: 5–7 pages.Font and font size: Times New Roman, 12 point.Portfolio Prompt: You may choose to save this learning activity to your ePortfolio, in the Professional Showcase binder.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Develop a comprehensive human capital strategy to support an employee-centered health care organization.Recommend a plan to address the issue of decreasing employee satisfaction.Competency 2: Analyze core functions of human capital management in health care organizations.Analyze a human resource function that is central to a plan’s success.Competency 3: Examine the relationship between the work environment and employee satisfaction.Explain ways to effectively evaluate the origins and nature of an employee satisfaction problem.Competency 4: Apply professional and personal skills to influence organizational action and build relationships with key stakeholders.Research the role of stakeholders in addressing a human resources issue.Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.Write coherently to support a central idea in an appropriate format with correct grammar, usage, and mechanics.
MHA Program Library Guide can help direct your research.This article examines the generational topic and provides advice concerning a variety of changes that leaders may implement to advance their organization’s ability to attract and to retain the millennials:Cahill, T., & Sedrak, M. (2012). Leading a multigenerational workforce: Strategies for attracting and retaining millennials. Frontiers of Health Services Management, 29(1), 3–15.This article explores some of the challenges managers face while managing and valuing diversity:Ewoh, A. I. E. (2013). Managing and valuing diversity: Challenges to public managers in the 21st century. Public Personnel Management, 42(2), 107–122.Resources: Employee SatisfactionResources: Employee Satisfaction and Role of HRPRINTThe resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment however, you will need to ensure that they are appropriate, credible, and valid. The MHA Program Library Guide can help direct your research.This study examines the impact of HR practices on employees’ satisfaction and performance:Sattar, T., Ahmad, K., & Hassan, S. M. (2015). Role of human resource practices in employee performance and job satisfaction with mediating effect of employee engagement [PDF]. Pakistan Economic and Social Review, 53(1), 81–96.Resources: Evaluating Core Issues in Employee SatisfactionMHA Program Library Guide can help direct your research.This article examines the role of supervisors, job satisfaction, and employee turnover:Mathieu, C., Fabi, B., Lacoursière, R., & Raymond, L. (2016). The role of supervisory behavior, job satisfaction and organizational commitment on employee turnover. Journal of Management and Organization, 22(1), 113–129.This study suggests that working condition, organizational policy and strategies, promotion, job stress and compensation package are key factors of job satisfaction:Pandey, P., & Asthana, P. K. (2017). An empirical study of factors influencing job satisfaction. Indian Journal of Commerce and Management Studies, 8(3), 96–105.This article examines employee perceptions and satisfaction throughout a hospital design, construction, and activation process:Slosberg, M., Nejati, A., Evans, J., & Nanda, U. (2018). Transitioning to a new facility: The crucial role of employee engagement. Journal of Healthcare Management, 63(1), 63–77.Resources: Additional Resources for Further ExplorationThe resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment however, you will need to ensure that they are appropriate, credible, and valid. The MHA Program Library Guide can help direct your research.Review the following:Fallon, L. F., Jr., & McConnell, C. R. (2014). Human resource management in health care: Principles and practices (2nd ed.). Jones & Bartlett Learning. Available in the courseroom via the VitalSource Bookshelf link.Chapter 5, “The Manager-Employee Relationship,” pages 95–114.Chapter 9, “Performance Appraisals,” pages 161–188.ADA.gov. (n.d.). https://www.ada.gov/index.htmlJob Accommodation Network. (2020). https://askjan.org/index.cfmResearch ResourcesHealth Administration Masters Research Guide.

discussion.
The purpose of this discussion is to give you the opportunity to apply your understanding of the module topic. By reviewing the posts of other students, you will gain further understanding of all the posted questions. 
Please respond to ONE of the following questions:
Diabetics are at increased risk for skin disorders, including infection. What is the etiology and pathophysiology of these disorders? How can these be prevented?
A patient tells you that they were diagnosed with metabolic syndrome but they don’t know what that means. In layman’s terms explain the syndrome and potential complications. How is metabolic syndrome managed?

How does obesity contribute to insulin resistance in Type 2 DM?
A leading cause of blindness worldwide is diabetic retinopathy. Describe the pathophysiology and progression of this complication. Hos is retinopathy treated?
Go to www.diabetes.org and review the Research and Practice section. Share current research or research findings not yet in your text.
Endocrine SystemIn this first week, you will be focusing on diabetes–the 2 major types, clinical manifestations, and pharmacological/non-pharmacological treatments. You will also be introduced to our case study patient, Loretta, as you begin to look at the clinical presentation and management of a patient with poorly controlled diabetes.Learning ObjectivesAfter completing this week, you should be able to:Articulate the similarities and differences between type 1 and type 2 diabetes mellitus.Compare and contrast the management of type 1 and type 2 diabetes mellitus.List types of acute and chronic complications associated with type 1 and type 2 diabetes.Apply the criteria for metabolic syndrome to a case study patient.Course Objectives 1 through 4 are addressed this week.Course ObjectivesAfter completing this course, you should be able to:Explain the basic physiologic and pathophysiologic mechanisms of common morbidity problems. (Aligns with Program Outcome #6)Identify the physiologic adaptive responses associated with selected altered states. (Aligns with Program Outcomes #6, 7)Relate subjective and objective data to selected pathophysiologic processes. (Aligns with Program Outcome #6)Examine current scientific investigations regarding pathological states. (Aligns with Program Outcomes #6, 7)

Required Materials:  Required Text & Publications:  Huether, S. E., & McCance, K. L., (2020). Understanding Pathophysiology. (7th ed.). Mosby ISBN-13: 978-0-323-63908-8    Recommended Texts & Other Readings:   American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association. ISBN-13: 978-1-4338-3217-8
What is diabetes Mellitus?Diabetes Mellitus is a chronic condition whereby the body cannot metabolize glucose and this leads to hyperglycemia.  The pancreas of diabetes patients produce too little or no insulin.  Insulin help observe glucose from the blood to supply cells of the body with needed glucose and this helps to reduce the level of glucose in the bloodstream.  There are four types of diabetes such as type one, type two, gestational and diabetes due to other causes (Huether & McCance, 2020).  Type one diabetes is early onset due to genetic link or autoimmune disorders.  Type two diabetes is late onset of diabetes due to inactivity, unhealthy diet and being overweight.  Gestational diabetes is high glucose levels during pregnancy which usually subside after giving birth.  Other factors can also cause diabetes like being on certain medications like steroids.Etiology of diabetic skin disorders and infections    Elevated glucose level can lead to many skin disorders and eventually infections.Pathophysiology  of diabetic skin disorders and infections    When glucose levels are high it causes fatty deposits to form inside of blood vessels and over time this makes blood vessels narrow and hardens (Goyal et al, 2010)  This eventually lessens blood flow and leads to dry skin, skin disorders and infections.How can diabetics’ skin disorders and infections be prevented?    Diabetics need to maintain blood glucose levels in normal ranges through medication administration, diet and exercise to prevent skin disorders and infections.  Diabetics need to monitor blood glucose levels frequently through diagnostic test such as a fasting plasma glucose test, random blood glucose test, oral glucose tolerance test, capillary whole blood glucose monitoring and glaciated hemoglobin testing.  A normal fasting plasma glucose is less than or equal to 126.  A normal random blood glucose test is less than equal to 200.  A normal glycated hemoglobin (A1C) is less than or equal to 6.5 %.ReferencesGoyal A, Raina S, Kaushal SS, Mahajan V, & Sharma NL. (2010). Pattern of cutaneousmanifestations in diabetes mellitus. Indian Journal of Dermatology, 55(1), 39–41.https://doi-org.pnw.idm.oclc.org/10.4103/0019-5154…Huether, S. E., & McCance, K. L., (2020). Understanding Pathophysiology, (7th ed.). MosbyDiabetes and skin complications…Reprinted with permission from the American DiabetesAssociation. (2006). InMotion, 16(2), 12–15.
the second discussion  is:_A leading cause of blindness worldwide is diabetic retinopathy. Describe the pathophysiology and progression of this complication. How is retinopathy treated?Diabetic retinopathy develops as a result of damage to the small artery in the eyes, especially on the retina.The problem is that the capillary membrane becomes thicker and permeable which allows plasma fluid to leak into the retina. Since the capillaries become thicker, pericyte loss leads to formations of microaneurysms ( Huether & McCance, 2017). Because the blood supply is obstructed, ischemia and hypoxia occurs as well. Another factor that leads to retinopathy is the accumulation of red blood cells that damage the retina as well. Since the retina needs blood supply and oxygen, new blood vessels will develop to provide oxygenation to the retina. Because the blood supply develops quickly and they are frail, they tend to burst easily which results in retinal hemorrhage. Another complication of diabetic retinopathy is diabetic macular edema which results from accumulation of fluids into the macula. The macular edema could result at any stage of diabetic retinopathy and can lead to decrease in visual acuity.  The progress of diabetic retinopathy is quicker on type 2 diabetes compared to type 1  diabetes because of non-detection of diabetes and asymptomatic hyperglycemia. There are two stages of retinopathy : stage I or nonproliferative                                                 stage II or proliferativeDuring these stages, hemorrhage and microaneurysm occur because the new blood vessels that formed burst easily. As a result of the hemorrhage, patients will experience visual impairment and deformation of visual image.  Wang et al.( 2018) suggest,  “current treatment strategies for DR aim at managing the microvascular complications, including intravitreal pharmacologic agents, laser photocoagulation and vitreous surgery”. There are few lines of treatment for diabetic neuropathy. The first line is to have a better control of their blood sugar, which means to keep the blood sugar near the normal levels. Additionally, anti-angiogenic therapy, anti- inflammatory therapy, and laser treatment are the other options that are available to treat diabetic retinopathy.     While this disease can be very harmful to a patient’s health and life, there are ways of managing it.                                                             ReferencesHuether, S. E., & McCance , K. L. (2017). Understanding Pathophysiology. Elsevier.Wang, W., & Lo, A. (2018). Diabetic Retinopathy: Pathophysiology and Treatments. International           Journal of molecular sciences, 19(6), 1816. https://doi.org/10.3390/ijms19061816
this is an example of one student response  Hi Kayla,I have enjoyed reading and learning how diabetics are at an increased risk of skin infection. In addition to those that you have mentioned, diabetics are also prone to bacterial infections such as, “styes (infection of the glands of the eyelid), boils, folliculitis (infection of the hair follicles), carbuncles (deep infections of the skin and the tissue underneath) and infection around the nail” (American Diabetes Association (ADA), n.d., p.1).  In addition, according to ADA, common diabetes-related skins condition that diabetic patients are more prone to contracting are acanthosis nigricans, which are tan or brown spots that are common in areas of the neck, armpits, and groin. There is also necrobiosis lipoidica diabeticorum which causes a change in the blood vessel. Appearance-wise, patients will most likely see a dull red spot that would appear as a shiny scar in any area of the skin. Even though none of these skin conditions are life-threatening, they do require skin management and a physician’s supervision for any severe changes (ADA, n.d., p.1). It is very important to educate these on the importance of skincare and monitoring their feet for cuts and sores. Further, diabetes patients may be educated about avoiding very hot showers and not applying lotion between showers, as for diabetic patients, the lotion has been shown to promote the growth of fungus (ADA, n.d., p.1).ReferencesAmerican Diabetes Association. (n.d.). Skin Complications | ADA. Retrieved November 9, 2021, from https://www.diabetes.org/diabetes/complications/sk…