BACKGROUND: Take some time to research the Patient Safety and Quality Improvement Act of 2005. This landmark piece of legislation continues to be a critical law for health care managers to follow. While promoting patient safety and quality of care, this act also caused (and continues to cause) some tension between improving the quality of care provided with acknowledging and reporting responsibility for error in the health care settings.

ASSIGNMENT: Review the three types of patient safety events that are reportable under the Patient Safety and Quality Improvement Act, and locate an example of such an event that has occurred under one of the three reportable categories.

Then:

1. Clearly summarize the patient safety event. What (specifically) happened, what were the circumstances of the event, and what person(s)/position(s) was/were deemed to be at fault?

2. What stakeholders were involved? What was the role of each? Often, these events involve several stakeholders, so consider all parties carefully.

3. Articulate a specific plan for preventing this type of patient safety event from happening again. What (specifically) must change, be done differently, not be done, etc.?

4. On the last page of your assignment, draft an email to communicate the prevention plan to your employees. Be clear and concise in what your expectations are, and who is responsible for all parts of the plan’s implementation and monitoring.

The assignment (3–5 pages): Briefly describe the specific culture you selected, focusing on the gender roles of both males and the females. Compare (similarities and differences) the gender roles in the culture you selected with the gender roles in your own culture. Use clear, concrete examples to make your comparisons. Apply one of the following theories to explain the development of the male and the female role in each of the two cultures (your own and the culture you selected). Use clear, concrete examples to illustrate your points. Discuss development of gender roles in at least three different areas of life (e.g., family, work, community, etc.) Select your theory from the following: Social Learning Theory Cognitive Developmental Theory Gender Schema Theory Gender Script Theory Finally, summarize your thoughts about how well your selected gender development theory explains gender development and why.

Request is for two discussi0on questions to be answered.

1- If the United States government came to you today and solicited your consulting firm to select the next president, what competencies would you use to make your judgement, and why? Keeping in mind this is a “fit” challenge more than an ability challenge, how would you go about ensuring the next president is a good fit for the job? Now, take those same competencies and apply them (as they fit) to your own leadership. Which items apply, and why do they fit you?

2- Recent genetics research on leadership by Dr. Richard Avey suggests about 30% of leadership is born (genetic), 30% is made in the formative years (young in life), and about 30% of leadership is “made” throughout one’s life. A quote by Warren Bennis informs this discussion when he said “more leaders have been made by accident, circumstance, sheer grit, or will than have been made by all the leadership courses put together.” Do you agree or disagree with this statement, and why? If you agree, how would you design a leadership course differently?

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