Write a journal entry of 750-1,500 words on the subject of authority, including the following:

  Servant Leadership From a Christian Perspective: The Issue of Authority Practicum Activities Reflection: Provide observations and thoughts on the activities in your practicum setting during Topics 3-4. Application of Leadership: Explain your place of influence in your professional life. Practicum Project Preparation: Describe the goals you have set for your practicum project.  Leadership Video Reflection: Reflect on at least two things you learned from the “Servant Leadership – Issue of Authority” video.

Use the “Leadership Journal Template” to complete this assignment.

APA format is not required, but solid academic writing is expected. 

Additional Notes:

Topic 3 objectives was on: 

  Explain the purpose of conducting an organizational needs assessment. Identify tools used for conducting a needs assessment. Describe methods to perform a needs assessment.

 Topic 4 objectives was on: Compare power and authority from secular and biblical perspectives. Compare the issue of authority in the servant leadership paradigm to the secular view of power. Align project goals with organizational needs.

My practicum project is on:Concept-based and evidence based learning strategies in creating nurse leaders.   

 
I am mentoring with The Director of the Emergency room
The paper must be done on the attach template Please Identify each question being asked.
 

Please remember I am a nurse in the emergency room at a hospital.  I am working with the director of the emergency room

Annotated Bibliography

Provide a description of the case you will be researching. Then, find at least six scholarly sources that are connected with the ethical dilemma and/or case-related content that you will be using to complete your Final Paper. Provide an annotated bibliography of these six (or more) sources.

Your annotated bibliography must contain the following elements (and possibly more): APA-formatted citations A description of the article: What does it address? What were the outcomes or conclusions? How does this apply to your case study analysis? Does it provide insights into an ethical concept? Is it a similar case to the one you are analyzing? Does it offer suggestions from best practices in ethical decision making?

Your paper should be at least two pages in length, excluding title and reference pages, and formatted according to APA style as outlined in the Ashford Writing Center.  Visit the Ashford Writing Center and view this Sample Annotated Bibliography for an example of correct annotated bibliography form.].

BELOW IS THE SCENARIO:

Scenario No. 3: Institutional Code of Ethics
Project Assignment: Codes of ethics are standards that outline how individuals or groups of people are to act. The healthcare/medical community has its own code of ethics, which is outlined in the American Medical Association’s Code of Medical Ethics. Review the following: AMA’s Code of Medical Ethics here:American Medical Association. (2013). AMA’s code of medical ethics. Retrieved from http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics.page. Three local or regional hospitals’ codes of ethics. Various scholarly research on healthcare codes of ethics (at least seven additional sources).

Then, by analyzing the issues through these steps: Analyze the specific requirements of a code of ethics. Identify three critical elements of the AMA’s code that you believe are most important. Examine the differences and similarities between the AMA’s Code of Medical Ethics requirements and the code requirements of the three hospitals that you researched. Explain why certain individuals and/or groups (please name these) should follow a hospital’s code of ethics.

– be sure to provide a meaningful response to at least two of your peers’ posts by the end of the week. In your responses to your peers, you might offer how you would use these tools to develop a care plan for a patient.

– also include your discussion some citations to support your statements. It is good to have opinions, but always best to have some evidence-based information to back up your points.  

First peer :

In nursing, when looking at a patients family tree or hereditary purposes, the genogram is an effective tool used. With genogram, the families are graphed out to show the health problems for each individual to help determine what could possibly be genetically passed along and assist in getting a better understanding of what some risk factors for the patient may be based off of the findings. On the other hand, ecomaps are based more on the relationships that the patient has. Giving a better idea as the what their home and family/friends relationship is like. Ecomaps, although not based on genetics risk factors may still help the nurse establish some thoughts for about how the environmental factors may affect the patient’s health. 

Second peer:

The family genogram is a format for drawing a family tree that records information about family members and their relationships over at least three generations. A family ecomap provides information about systems outside of the immediate nuclear family that are sources of social support or that are stressors to the family.  These tools enable nurses to provide direct care, remove barriers to needed services, and assisting the family to act on their own behalf and take responsibility. Patients may have more than one risk they are facing health-wise and these tools assist in servicing our patients better with a clearer understanding of the care they may need. For example, if there is a family history of cardiovascular disease there is a variety of preventative services that can be provided to the current family member in order to maintain a healthy lifestyle.

  

Case Study Using the Deontological Decision-Making Process

Because finding affordable housing was difficult, 26-year-old Terry White lived with her 6-month-old son, Tommy, and his father, Billy Smith, in a one room of the landlord’s house. Ms. White was morbidly obese and was diagnosed with bipolar disease, Mr. Smith had served time for drug dealing and was out on parole and staying straight. Neither has finished high school. Mr. Smith’s past drug use had rendered him unable to do much manual labor because of heart damage, but on occasion, he would work in construction to support the family.

Public health nurse Jim Lewis had received a referral on Tommy when he was diagnosed with failure to thrive, (FTT) 2 months earlier, Ms. White (who had had two children removed from her custody by Child Protective Services (CPS) in the past) and Mr. Smith seemed to adore their baby so much so that Ms. White would hold the baby all day long. In the past 2 months, the nurse had taught Ms. White about infant nutrient and gotten her enrolled in the Women, Infants, and Children (WIC) nutrition program; as a result, Tommy had increased his rate of physical growth and was above the 5% level of his growth percentile. Yet he was not meeting his gross motor milestones per Denver Developmental Screening Test 11 (DDST111) testing. Mr. Lewis thought that Tommy was not allowed to play on the floor enough to progress in sitting, pushing his shoulders up, or crawling. Most of their small room was taken up with the bed and the boxes that stored their belongings. There wasn’t really space for “tummy time” or play. When not in the room, the family would take the bus to a discount store and spend the day walking around to get a change of scene. 

One week Ms. White told the nurse she was not taking her medications for bipolar disease anymore because they caused her to gain weight. The next week she confided that Mr. Smith had had a “dirty” urine specimen check and would have to return to prison in the near future. The following week Mr. Lewis found the family living in a run-down motel because they were evictee after a disagreement with the landlord. Ms. White was agitated, and she told the nurse that they had only $100, Mr. Smith was going to have to return to prison that week, and the motel bill was already $250. Ms. White knew she would be homeless soon without Mr. Smith’s support but refused to talk with her social worker about her needs. She asked the nurse not to tell anyone about her situation because she was afraid CPS would take Tommy from her. It was clear to Mr. Lewis that he might not know where Tommy was after they left this motel.

Directions

Using the ethical decision processes and the of code of ethics discussed in chapter 4 discuss and debate these questions. Considering the principle of      telling the truth, what are Mr. Lewis’s professional responsibilities to      Ms. White, to Tommy, and to the social worker assigned to this family? Using the generic ethical      decision-making framework discussed in chapter 4 and consider the      deontological ethical decision-making process:

a. How should Mr. Lewis respond to Ms. White’s request to not tell anyone about their situation?

b. What communication, if any should the nurse initiate with the social worker?

c. What communication, if any should the nurse initiate with others?  Using virtue ethics:

a. What actions would you take to resolve any moral dilemma you have about the safety of Tommy in this family situation?

b. If you do not tell anyone about the possible dangers to the child, what moral principles come into play?

c. If you do tell the social worker about the situation and the child is removed from the mother, what moral principles come into play for you? What ethical dilemmas may you      experience if you are the nurse in this case?  How can you deal effectively      with these potential dilemmas? 

 Analyzing Published ResearchCriteriaRatingsPts

Problem

30 to >27 pts
Includes  all elements in a manner that is clearly understood. • Problem  description provides focus of the group’s work. • Significance of the  problem is clearly stated and supported by current evidence. • Purpose  of paper is clearly stated.

27 to >25 pts
Missing  only one element OR One element is not presented clearly • Problem  description provides focus of the group’s work. • Significance of the  problem is clearly stated and supported by current evidence. • Purpose  of paper is clearly stated.

25 to >22 pts
Missing  two elements OR One element is not presented clearly • Problem  description provides focus of the group’s work. • Significance of the  problem is clearly stated and supported by current evidence. • Purpose  of paper is clearly stated.

22 to >0 pts
Missing  two or more elements AND/OR One or more elements are not presented  clearly • Problem description provides focus of the group’s work. •  Significance of the problem is clearly stated and supported by current  evidence. • Purpose of paper is clearly stated.

/ 30 pts

Description of Findings: Summary

60 to >55 pts
Summary omits no more than one required item from the Evidence Matrix Table.

55 to >50 pts
Summary omits two or three required items from the Evidence Matrix Table.

50 to >45 pts
Summary omits four required items from the Evidence Matrix Table.

45 to >0 pts
Summary omits five or more required items from the Evidence Matrix Table.

/ 60 pts

Description of Findings: Description

60 to >55 pts
Description  includes ALL elements. • What concepts have been studied? • What  methods have been used? • Who are the participants or members of the  samples? • What instruments have been used? Did the authors describe the  reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

55 to >50 pts
Description  missing no more than one element. • What concepts have been studied? •  What methods have been used? • Who are the participants or members of  the samples? • What instruments have been used? Did the authors describe  the reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

50 to >45 pts
Description  missing no more than two elements. • What concepts have been studied? •  What methods have been used? • Who are the participants or members of  the samples? • What instruments have been used? Did the authors describe  the reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

45 to >0 pts
Description  missing three or more elements. • What concepts have been studied? •  What methods have been used? • Who are the participants or members of  the samples? • What instruments have been used? Did the authors describe  the reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

/ 60 pts

Description of Findings: Conclusion

20 to >17 pts
Summary  paragraph includes ALL major findings from article. • Independently  extracts complex data from a variety of quantitative sources, presents  those data in summary form, makes appropriate connections and inferences  consistent with the data, and relates them to a larger context. •  Recognizes points of view and value assumptions in formulating  interpretation of data collected and articulates the point of view in a  given situation. • Identifies misrepresentations in the presentation of  quantitative data and the logical and empirical fallacies in inferences  drawn from data.

17 to >15 pts
Summary  paragraph omits ONE major finding from article. • Independently  extracts complex data from a variety of quantitative sources, presents  those data in summary form, makes appropriate connections and inferences  consistent with the data, and relates them to a larger context. •  Recognizes points of view and value assumptions in formulating  interpretation of data collected and articulates the point of view in a  given situation. • Identifies misrepresentations in the presentation of  quantitative data and the logical and empirical fallacies in inferences  drawn from data.

15 to >12 pts
Summary  paragraph omits TWO major findings from article. • Independently  extracts complex data from a variety of quantitative sources, presents  those data in summary form, makes appropriate connections and inferences  consistent with the data, and relates them to a larger context. •  Recognizes points of view and value assumptions in formulating  interpretation of data collected and articulates the point of view in a  given situation. • Identifies misrepresentations in the presentation of  quantitative data and the logical and empirical fallacies in inferences  drawn from data.

12 to >0 pts
Summary  paragraph omits THREE or MORE major findings from article. •  Independently extracts complex data from a variety of quantitative  sources, presents those data in summary form, makes appropriate  connections and inferences consistent with the data, and relates them to  a larger context. • Recognizes points of view and value assumptions in  formulating interpretation of data collected and articulates the point  of view in a given situation. • Identifies misrepresentations in the  presentation of quantitative data and the logical and empirical  fallacies in

/ 20 pts

Grammar, Spelling, Mechanics, and APA Format

30 to >27 pts
•  Length is three full pages. • Used appropriate APA format and is free  of errors. • Includes ALL headings and subheadings as instructed. •  Grammar, spelling, and mechanics are free of errors.

27 to >25 pts
•  Length is no more than one quarter page under or over. • Used  appropriate APA format, with one type of error. • Includes ALL headings  and subheadings as instructed. • Grammar, spelling, and mechanics have  one type of error.

25 to >22 pts
•  Length is no more than one half page under or over. • Used appropriate  APA format, with two types of errors. • Includes ALL headings and  subheadings as instructed. • Grammar, spelling, and mechanics have two  types of errors.

22 to >0 pts
•  Length is three quarters of a page or more under or over. • Attempts  made to use APA format; three or more types of errors are present. •  Includes ALL headings and subheadings as instructed. • Grammar,  spelling, and mechanics have three or more types of errors.

/ 30 ptsTotal Points: 0