Leadership & Accountability: How effective are police officer body camera initiatives impacting on policing leadership and officer accountability? Explain. (500 word minimum with supporting documents. 
Respond to two peers with 150 word minimum and supporting documents)
Peer 1:
hey pal, How are you? As I’m reviewing the attachments, here is the other peer threadA form of body cameras were first introduced in 2005 in the United Kingdom, but never really took traction until 2014. The public’s sentiment with body worn cameras was to keep cops more accountable for actions. Individuals within Law Enforcement felt a huge micromanaging of individuals and a sense that big brother would be watching at all times even when they were struggling with their duty belt in the bathroom. There is a saying that there is three sides to the truth, what each individual perceived and what actually occurred; body cameras merely provide an difference of perspective.Some of the reasons behind agencies mandating cameras are better transparency, increase the quality of evidence, officer safety, and liability reduction. Anytime an accusation of excessive force or misconduct on a person is claimed an investigation occurs and with the possibility of a law suit the payouts the city makes can be life changing money. In the initial rollout the Rio Alto and Las Vegas Metro Police saw a significant reduction in complaints filed against the department  (“Study: Police body-worn cameras reduce reports of misconduct, use of force,” 2017). People started realizing it was too easy for departments to pull the body camera footage and show them the film of their complaint, some individuals looked pretty foolish. This is not to say that every complaint was invalid, the body cameras make it easier and less investigative time to determine if police misconduct occurred and relieve them of duty. Some agencies such as the Washington D.C. police found no significant difference in use of force or officer complaints to assist in justifying the expense of body worn cameras (“Research on body-worn cameras and law enforcement,” 2017). Police departments spend from $300,000 to over 1 million just on the body cameras and programming.For leaders it is important to praise your subordinates both privately and publicly. As departments strive for community approval body cameras allow easier access to highlight good deeds of officers and broadcast it via social media or news stations (Erstad, 2016). This not only makes public relations easier and faster, but provides public accolades possibly boosting that officer’s morale in sometimes a morale destroying job.      While the biggest headache in law enforcement is the Monday morning quarterbacking that goes on, the cameras can be used as a teaching tool (Chapman, 2018). Even if the officer is not in any serious trouble it can be used to better enhance their skills or verbal judo when in future situations. As much as scenarios and scripts can build officer capabilities, nothing beats actual scenarios. These scenarios can then open further into discussion in the classroom and develop ideas of the individuals watching developing both critiques and praises.      The future of body worn cameras in law enforcement is currently rocky. Between the current officer prejudice issues that have arose and the call to defund police departments making them try to figure out where to cut funding. Either way it goes the use of cameras, both in the car and on the officer can not only protect the officer, but provide an additional tool for leaders to use when communicating with and developing subordinates.
Peer 2:
It is standard practice in the United States for police officers to file a report after they kill someone in the line of duty. Sir Robert Peel’s principals still hold true to this day. Some law enforcement officials have proposed allowing officers to view body camera footage of such incidents before they file a report. Such recommendations are misguided and should be opposed. Some law enforcement officials argue that allowing officers to view the footage before making a statement ensures that the incident report is accurate.  It is said that allowing an officer to view body camera footage will more likely assist them in giving an accurate statement to investigators. When submitting a report on a deadly use-of-force incident it should depend in large part on what the officer involved believed at the time of the shooting. Officers can use deadly force if they have reasonable belief that they or others could be killed or seriously injured by a suspect. Allowing officers to view body camera footage before speaking to investigators gives them a chance to search for reasonable suspicion, meaning that the officer’s statements won’t be a true reflection of what the officer remembers. Law enforcement officials might be concerned about body camera footage being used as part of a “gotcha” strategy. Topeka (Kansas) Police Department, stated, “If you make a statement that you used force because you thought a suspect had a gun but the video later shows that it was actually a cell phone, it looks like you were lying. But if you truly thought he had a gun, you were not lying—you were just wrong.” Researchers stated that about 500 police departments (only 254 responded) concluded that while a majority of police executives did favor allowing officers to review body camera footage before making a statement, some “said that it is better for an officer’s statement to reflect what he or she perceived during the event, rather than what the camera footage revealed.”  Officer’s statements should state what they remember rather than what they think after viewing footage. Allowing officers to see footage before making statements is not only troubling because their accounts will cease to be accurate reflections of what they remember.The downside to holding officers accountable, is they have the control and or ability to turn their body cameras off and on. With this power, officers can choose when they start recording an encounter. The accountability comes when officers fail to use their body cameras as intended, and the consequences their superiors choose to enforce. Knowing that officers are held to a strict guideline, can more than often, assure that body cameras are used as intended; to gain evidence and support documentation. The camera may capture images, data, etc. that the officer did not because of stress, fear, physical defects, the brain’s capacity to process huge amounts of data under stress or pressure they may feel while engaged in a situation. The camera captures and records data that the officer may not have used or had available at the time of his or her decision making. A misuse of the body camera may be when an officer relies on the video to write a statement. An officer’s decision to use force is based on officer discretion. An appropriate use of the body camera footage would be to teach or coach and officer how to handle a situation that they may have previously allowed to get out of control. The video footage can offer officers a new perspective on how someone may have had during an altercation. This would allow officers to be properly trained on how to engage any hostile situation with the intent to diffuse versus to escalate. The opportunity to teach officers tact and de-escalation skills is endless with the endless hours of body camera footage that is taped. With the right policies in place body cameras have the potential to contribute to a much-needed increase in law enforcement accountability and transparency. Allowing police officers to view footage of incidents before they make statements will not increase transparency or accountability and will make many members of the public suspicious of police accounts of deadly use-of-force incidents.

After reading Fences, Act I,  begin a discussion, by replying to this post’s “Discussion Questions for Act I.  Ideally, you should read a bit of the discussion thread, then go back and reply to my post (or perhaps you’ll be the first one to get the class discussion going…).  Please integrate textual support (i.e. “direct quotes” or paraphrases), as needed, to help illustrate your points. Proofread your responses carefully.
Discussion Questions for Act I:
Act I, Scene 1 and 2
1. Wilson is known for giving in-depth, vivid exposition and “playwright’s notes” before the action/dialogue of the play even begins. After reading Wilson’s notes on “Setting” and “The Play” (p. 1030-1031),create a response where you discuss the importance of this info for readers. In other words, what does Wilson want us to be aware of? What do we learn by reading about the setting and his notes on “The Play” before the play’s dialogue begins?

2. Wilson’s first scene of the play is one of his longest–most likely because he wants his readers/audience to get fully set up for the course of the play, he establishes initial characterizations (that we’ll see will change over the course of the play), and he introduces the beginning of several conflicts. What conflicts are presented through the dialogue of the characters in this scene? You should discuss at least two conflicts.

3. Give a brief character sketch of Troy Maxson–describing his personality presented so far (and, perhaps how he interacts with others)
in Act I, Scenes 1-2. Do you find him to be a likable character, despite any flaws? Although we will find that he is quite a complicated character, Wilson intended for him to be a modern hero (re: literary terms review/lecture notes). In other words, although he may be a flawed character, are his intentions good?

Act I, Scene 3 and 4:
1. In Scene III, Wilson presents an extended scene where Troy and Cory banter back and forth about baseball as well as their differing views on money and what Cory’s future goals should be. Discuss how you feel Cory challenges his father on these two issues.
2. Troy is exasperated when Cory asks him, “How come you ain’t never liked me?” What is Troy’s response and what does this say about his concept of fatherhood?
3. In Scene IV, Troy and Bono engage in detailed reveries from their pasts. Wilson also employs the use of the monologue as a dialogue technique for Troy. What does Lyons learn by listening to these recounted experiences? Also, briefly give some thoughts on the character of Gabriel, which Wilson has said was inspired by the archangel Gabriel.

Lecture Notes /Fences
I.August Wilson background:

Born Frederick August Kittel in 1945 in a poor Pittsburgh ghetto known as “The Hill.” Wilson set most of his plays in or around this area.
“My generation of blacks knew very little about the past of our parents,” he told the New York Times in 1984.“They shielded us from the indignities they suffered.”Wilson’s goal eventually became “illuminat[ing] that shadowy past with plays that focus on black issues” (qtd. in “August Wilson:A Profile of the Author’s Life and Works”).
In 1959, he was the only black student in his high school class.Threats and abuse drive him to drop out.He later transfers to a different school in 1960.At this time, he also drops out of school because a teacher accuses him of plagiarizing a 20-page paper on Napoleon.
Continues his self-education in libraries and on the street.Becomes influenced by the Harlem Renaissance, is drawn to the theatre, and inspired by the Civil Rights movement
1965:A pivotal moment in Wilson’s development—he discovers the Blues and at this time is moved by Bessie Smith’s “Nobody Can Bake a Sweet Jelly Roll Like Mine.” Wilson’s father (whom he had a strained relationship with) dies.Wilson takes his mother’s maiden name and becomes known as simply August Wilson. Buys his first typewriter for 20 dollars and begins writing poetry…
1968:Co-founds Black Horizon Theatre in Pittsburgh with Rob Penny.
1976-1978: Writes a series of plays to little or no critical acclaim.Moves to Minnesota where he seems to have discovered his true artistic voice.When asked about his early efforts within the theatre, Wilson told the New York Times that he deemed himself as a “cultural nationalist…trying to raise consciousness through theatre” (qtd. in “August Wilson: A Profile…”).Wilson often referred to Broadway as having the “connotation of Mecca” and asked, “Who doesn’t want to go to Mecca?”
Embarks on his artistic quest, “The Cycle”: 10 plays, each representing a decade in the life of African-Americans.“I’m taking each decade,” Wilson said, “and looking at one of the most important questions that blacks confronted in that decade and writing a play about it.Put them all together, and you have a history” (qtd. in “August Wilson: A Profile…”).
Plays within the Cycle: Jitney, Ma Rainey’s Black Bottom, Fences (Pulitzer Prize), Joe Turner’s Come and Gone, The Piano Lesson (Pulitzer Prize), Two Trains Running, Seven Guitars, King Hedley II, Gem of the Ocean, Golf Radio.
In Sept. 2005, Wilson announced that he had been diagnosed with liver cancer and he died shortly thereafter, ironically, after the last play in the cycle, Golf Radio, had been staged.
Dramatic Concept for Fences and Themes as written by Wilson scholar, Yvonne Shafer, author of “Breaking Barriers:August Wilson”

Keep scrolling…
In the play, Fences, Wilson is dealing with the polarities of loving and dying. In Beyond the Pleasure Principal Freud noted Eros and the death wish as the elementary powers whose counterpoint governs all the puzzles of life. Wilson establishes these two forces as governing factors in the life of the protagonist. Fences deals with the failed dreams of Troy Maxson, a black ball player who played in the minority black leagues, but was barred from the major (all white) leagues because of his race. Set in the 1950s, Fences presents conflicts familiar to blacks in the audience–indeed, one critic wrote that he was moved to tears because he seemed to see his own life on stage [Brent Staples, “‘Fences’: No Barrier to Emotion,” New York Times, April 5, 1987].
ART ACTIVITY: PROCESS
The art in this chapter emphasizes the lived moment, or actions as they are happening, by focusing on the processes involved. Take this practice as an inspiration for making your own process art piece.
1. Begin by listing or documenting as many actions as you can for a three-hour period during your day. For example: Monday from 1-4pm – folded clothes, texted, cooked food, worked out, browsed the internet, did some reading, etc.
2. Now make an art piece, in any format, that seems to express that small segment of your life effectively. Feel free to utilize any medium: drawing, painting, sculpture, photography, etc. Keep in mind that artworks made using alternative media and processes draw our attention away from art that tells a story, or that seems to be a picture of something, and toward the acts of making, thinking, and experiencing. You can consider artworks in this chapter or elsewhere in the book for inspiration. There is no right or wrong way to approach this, and to alleviate the pressure of “getting it right” and to encourage “outside of the box” thinking, you will be given credit for your valiant attempt.
3. Photograph your newly created art piece. Any type of camera can be used, including a phone camera.
4. In the comments section of your submission, write a paragraph answering these questions: What do you notice when you reflect on your list? Which things reflect normal, mundane, parts of your daily routine? Which things are unusual? How can you effectively convey or communicate your experience for this time period? 

Locate a minimum of four research articles related to the topic and PICOT questions that you developed in Week (Located at the bottom).. …The articles must be published in the last five years (2014 to the present). Two articles must be quantitative, and two articles must be qualitative. Articles used for one assignment cannot be used for the other assignments. (Students should find new research articles for each assignment.)The selected articles should be original research articles. Review articles, meta-analysis, meta-synthesis, and systemic review should not be used.Mixed-methods studies should not be used. There are two parts to this assignment. Part 1: Complete a Rapid Critical Appraisal Checklistchart for each research article (4 total). Part II: Write a summary (2–3 pages)Compare and contrast the similarities and differences among the four research articles.Submit the 4 completed CHECKLISTS along with your summary. You should: Use current APA Style to format your paper and to cite your sources. Rapid Critical Appraisal Checklist and Summary Find a minimum of 4 research articles related to nursing or medicine. Part 1: Complete the chart for each article (4 total). Part II: Write a summary. See specific criteria below. Part I: Use this table to assist you when analyzing the research that is most relevant to the topic. Put the source citation in APA here along with a link to the source. Elements for Analysis Review Findings Why was the study done? What is the problem as it is presented in the research study article? Will the study solve a problem relevant to nursing? (Make sure that the study is directly relevant to your topic/ and or clinical question.) What is the study setting? (Include who, where and when.) What is the sample size? (Size can and should vary according to the nature of the study.) What was the process for randomization? Are instruments of the variables in the study clearly defined and reliable? What are the independent and dependent variables in this study? Are the operational definitions of the variables given? If so, are they concrete and measurable? Is the research question or the hypothesis stated? What is it? (Make sure the variables were consistently applied throughout the study and that they measured what the research said they were going to measure.) (Report reliability and validity statistics if noted.) How were the data analyzed? Were there any unusual events during the study? (If the sample size changed, do the reasons for the change have ramifications on its replicability?) Did participants drop from the research? Why? How do the results fit in with previous research in this area? (Compare to your other sources.) Do the studies build upon previous research? What are the implications of the research for clinical practice? Is the study relevant and important to the clinical question? Are the results applicable to your set or subset of patients or sample, identify the risks and benefits of a treatment recommendation or conform to patient preferences? What are the findings as reported by the researcher? …Week 2 PICOT questions belowFalls-related injury prevention among the elderly (age 65 or older) Brief Description of the Topic and Background Information Falls-related injury prevention is crucial as falls in senior citizen (aged 65 years and above) shows symptoms weakness, fragility, and chronic pain health problems. Falls can cause older people to have decrease functionality by causing injuries, activity restrictions, fear of stumbling, and flexibility loss. Fall prevention should tackle the number of problems caused by falls without jeopardizing the quality of life or functioning of the elderly population. In controlled research, intrinsic health issues related to falls were discovered, allowing for the designation of those at risk and the suggestion of potential preventive treatments (Berg & Cassells, 2021). The aged with many health problems are the most vulnerable, although many healthy older people fall each year. There is currently little knowledge about the etiology of functional impairment and falling, as well as the usefulness of therapies to avoid falls. A fall is an unintended event that causes a person to crash to the floor or to a reduced scale. 56 Three stages can be identified in a fall. The first stage is an initiating event in which the body’s centroid is displaced beyond the anchoring foundation. Extrinsic elements like environmental concerns, intrinsic factors like insecure ligaments, muscular weakness, and inconsistent postural responses, and recreational activities in process at the moment of the fall all have a role in incidents (Berg & Cassells, 2021). A failure of the mechanisms for sustaining an advantageous position to recognize and rectify this dislocation in time to avert a fall is the second phase of a fall. Personal characteristics such as impairment of vision and hearing, decreased cerebral processing, and muscle weakness are common causes of failure. The third phase involves the body colliding with surrounding surfaces, most commonly the floor or ground, causing forces to be transmitted to human tissue and organs. The amount and amount of the forces, as well as the sensitivity of tissues and organs to harm, determine the risk of injury. A fourth phase, while not directly related to a fall, is concerned with the medical, psychological, and health-care consequences of the accident and its associated injuries (Berg & Cassells, 2021). The severity of the harm and incapacity caused by the fall is influenced by these consequences. The factors connected to each of these phases should be the focus of strategies to reduce mortality and its effects. Significance to Nursing Practice Falls, which are a major safety issue for older patients in hospitals, lengthen their stay, impair their quality of life, and cost both patients and healthcare facilities money. Nursing practices in hospitals and home care environment can play a vital role in offering evidence-based interventions to prevent elderly patient from getting injuries related to fall (Chu et al., 2017). Patients in hospitals rely on the presence of nurses. Patients feel safer and less frightened when they are assessed every hour. Patients are engaged in treatment through hourly rounds to handle patient needs utilizing the “four Ps” (pain, potty, position, and possessions) (Chu et al., 2017). Fall prevention requires providing written communication to patients and their family, emphasizing the need to call for help, positioning the call light within grasp, and modifying the patient’s attitude. Nurses can be alerted to patients who are at high risk of falling by using a whiteboard in the nursing station. Nurses can help to prevent a fall in a rising number of older people with comorbidities who has the risk of falling. Elderly people frequently demand special attention and help (Chu et al., 2017). They also have devastating alterations in cognitive and emotional function, as well as vision and hearing loss and musculoskeletal weakening, and they frequently use many drugs. All of these things can lead to a fall. PICOT Questions In hospital elderly patients (P), what are the effects of nurse –led interventions on fall prevention (I) on a reduction in reported cases of falls (O) compared with no intervention (C) within a 1 year time frame (T)?Are patients 56 years age and above (P) who have fallen more than one (I) at increased risk of developing chronic health impairment (O) compared patients below 50 years (P) who have fallen more than one (C)? For senior citizens able 65 years (P), using polypharmacy (I) increases the risk of their risk fall (O) compared to younger people using polypharmacy (C)?

For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel Wright, 2018).As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies – especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.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. 

Explain the need and process to improve safety outcomes related to medication administration.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. 

List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.

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

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

Reference
Patel, S., Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic, Neonatal Nursing, 47(3), s16-s17.Professional Context
As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.Scenario
For this assessment it is suggested you take one of two approaches:

Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.
Instructions
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at ;an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.Be sure that your presentation 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.

List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain the need for and process to improve safety outcomes related to medication administration.
Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session below is just one example:
Part 1: Agenda and Outcomes.

Explain to your audience what they are going to learn or do, and what they are expected to take away.

Part 2: Safety Improvement Plan.

Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
Explain why it is important for the organization to address the current situation.

Part 3: Audience’s Role and Importance.

Discuss how the staff audience will be expected to help implement and drive the improvement plan.
Explain why they are critical to the success of the improvement plan focusing on medication administration.
Describe how their work could benefit from embracing their role in the plan.

Part 4: New Process and Skills Practice.

Explain new processes or skills.
Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.

Part 5: Soliciting Feedback.

Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
Explain how you might integrate this feedback for future improvements.

 

Consider the business (Home Health Care Staffing Agency for providing Physical Therapy) you’re creating for this class, and the types of people you need to make it successful.
Answer the following questions in your first post:
1. What 3 qualities would you would want in an employee for your healthcare facility, and why did you choose those?
2. What are 3 qualities that you would NOT want, and why?
3. Describe 3 strategies that you would use to retain your employees at your healthcare facility. Be creative—think beyond vacation time, pay, and health insurance.
Respond to at least two classmates with the following:

Find a classmate whose listed qualities you disagree with and explain why you disagree, and/or comment on the retention strategies chosen by your classmates.

Student 1:
Hi class,
1.What 3 qualities would you would want in an employee for your healthcare facility, and why did you choose those?

The three qualities that I would want in an employee within my business would be empathy, respect, and communication. I chose these qualities because in the type of setting of a home health facility my employee’s would be taking care of patients who are not able to fully take of themselves. That being said I would want my employees to posses the ability to be empathetic with each of the patients that they are helping take care of. Respecting the needs of the patients and additional staff as well is important and helps to keep everyone on the same page as well as builds great relationships with both the staff and patients. In any health care setting communication is one of the key elements to posses amongst the staff and patients. It helps everyone to know what is going on with each patient from staff member to staff member to ensure that the patients are getting the best care possible.

2. What are 3 qualities that you would NOT want, and why?

Three qualities that I would not want within my facility are poor bed side manner, negative/rude attitude, dishonesty. We all want to have the best employees in health care as we are constantly interacting with patients who are in fragile states based on their current conditions. In my heath care facility these are the qualities or traits that I want to steer away from with my employees. Poor bed side manner created negative experiences with patients and the quality of care is jeopardized and overlooked with employees who are not able to properly hand their encounters with patients. Negative attitudes or being rude creates a toxic work environment within other staff members and the patients. Lastly, dishonesty within any facility is detrimental to the relationships that are being built with other team members and the patients. In my facility I would want complete honesty across the board with patient care and interactions with staff members.

3. Describe 3 strategies that you would use to retain your employees at your healthcare facility. Be creative—think beyond vacation time, pay, and health insurance.

The strategies I would use to retain employees would be work-life-balance, providing a reliable support system, and employee development. In todays world working for a company that has the ability to provide a work life balance is crucial. Many people want to have the security to know that their employer cares more about them and their outside lives rather than just another worker. Having a reliable support system I think is important as it provides the security for employees to know that no matter what their goals are, issues they may have etc., their employer is there to support them during their time of need. Employee development is important as well as it can determine how long someone anticipates to be within the company. Development for employees I feel can be a winning point if you show that they have the ability to move up within the company.

https://aiht.edu/blog/best-qualities-of-healthcare…
https://1stmeridiancareservices.com/article/10-tra… 
Student 2:
Hello Class,
The first three qualities that I want in an employee are: Teachability, team player, and attention to detail. I chose those three qualities for the following reasons:
Teachability: No employee knows how to “do everything” on the job. To be the right hire, whether you are an entry-level employee or experienced, the prospective employee must be a good listener and show willingness to learn be employable. A teachable person is receptive to learning new things or willing to learn new ways of performing tasks, unlearn bad work habits and experiences, and relearn skills that might have been forgotten or need polishing.
Team player. This is the foundation of success in any workplace. The acronym TEAM says it all: Together Everyone Achieves More and the cliché teamwork makes the dreamwork produces excellence where more than one person works. To be considered for employment, the future employee must be willing to work well with others especially in today’s diverse workforce where every employee comes with some strengths and weakness.
Attention to Detail. There are lot of moving parts in the work center. Any missed step, blunders, oversights, and mistakes can be costly or deadly at any facility. That is why attention to detail cannot be priced nor substituted. Therefore, it is a must-have potential for employment. Employees must be observant and attentive to every aspects of their duties and responsibilities.
The three qualities that I do not want in an employee are: Carelessness, untrustworthiness, and poor communication.
Careless. I wouldn’t hire anyone with this quality because careless is results in errors, mistakes, missteps, inaccuracies, sloppy work, and rework. A careless employee can damage the reputation of the employer which can result in losses.
Poor Communication. Excellent communication is the way get the job done efficiently.
Poor communication creates conflicts, confusion, misinterpretation, misunderstandings, mistakes and missed opportunities.
Untrustworthiness. Trust is a framework and foundation another piece of the puzzle that should be required of all future employees of any enterprise. Trust establishes the groundwork for collaboration, teamwork, camaraderie, respect and enhance productivity in the workplace. Lack of trust in employees and leadership breeds toxic environment in the workplace.
The three strategies that I would use to retain employees at my workplace are as follows:
Provide growth opportunities. All employees will be properly mentored, cross-trained, and compete for growth opportunities. Those who are suitably-prepared could be promoted, transferred to different departments, or reassigned different roles including leadership.
Deliver effective leadership. Any business, company, or team is as good as the leadership. This equates to profitability and retention. Poor leadership create toxic work center and can be reason for attrition. Xanten (2018) wrote, “It is the responsibility of the team leader to ensure that the team members are contented with their work and share a good rapport amongst themselves.”
Being Flexible with employees. If you want to keep your employees, be flexible and treat them equally. Each employees have family, personal problems, values, religious beliefs, and culture. An employee must know others and accommodate their needs. Wexler found that Flexibility in the workplace means being able to quickly adapt to new circumstances as they arise. An employee who is flexible can navigate or overcome unanticipated obstacles.
Sources:
https://www.biospace.com/article/15-good-qualities-in-a-person-that-determine-a-great-employee/
https://www.tutorialspoint.com/employee_retention/employee_retention_role_of_leaders.htm#:~:text=It%20is%20the%20responsibility%20of,not%20satisfied%20with%20his%20work.