MHA 570 TUI Health Care Leadership and Strategy Discussion

MHA 570 TUI Health Care Leadership and Strategy Discussion

MHA 570 TUI Health Care Leadership and Strategy Discussion

How will accomplishing these objectives support your success in management?

Accomplishing these course objectives will support my success in management

by providing a clear roadmap to subordinates as well as other employees of an

organizations. These course objectives will support my success in healthcare

management by accomplishing the establishment of organizational vision as well

as an organizational mission to achieve departmental goals. Accomplishing these

course objectives will support my success in healthcare management by providing

leadership strategies that directly impact my long-term performance. Also, the

accomplishment of these course objectives will help me to facilitate optimum

communication from organizational leaders to help to accomplish established

goals.

2. What risks or challenges might a healthcare manager encounter if he or she has not

mastered these objectives? Explain.

Healthcare managers may encounter various risks and challenges by not

accomplishing the mastery of these course objectives as well as lack of

knowledge of basic healthcare. Lack of empathy and caring can also have a

negative impact on employees as well as patients as a healthcare manager. The

combination of the lack of mastery of these course objectives, lack of basic

healthcare knowledge, lack of empathy and heart and the challenges faced by

anyone in a leadership role such as a healthcare manager. As mentioned in the

Unit 1 M.U.S.E., The Modern Care Leader, “Ethics in Health Leadership”,

healthcare leaders are continually challenged to practice ethically and morally

acceptable behavior while meeting all other health and professional standards of

care and organizational demands as well as the “Health Care Leadership

Theories”, leadership may be formal or informal. Formal leadership is when a

nurse has legitimate authority bestowed upon him or her by the organization, and

it is in his or her job description. Formal leadership may also depend on personal

skills and abilities, but it may be reinforced by organizational authority and

position. Formal leaders also recognize the importance of their own informal

leadership activities, skills, and the informal leadership of others who affect the

work in their areas of responsibility. A good provided example

of informal leadership would be a staff member who does not have a specified

management role, but who is often looked to as a leader. A healthcare manager

who is thoughtful and convincing may have ideas that influence the workflow and

ostensibly provide leadership. Informal leadership depends on healthcare

manager’s knowledge and status, as well as personal skills in persuading and

guiding others.

Resources:

Ethics in Health Leadership. (n.d.). Retrieved December 13, 2019, from

https://class.aiu-online.com/_layouts/MUSEViewer/Asset.aspx?

MID=16412198&aid=16412207.

Health Care Leadership Theories. (n.d.). Retrieved December 13, 2019, from

https://class.aiu-online.com/_layouts/MUSEViewer/Asset.aspx?

MID=16412198&aid=16412217

Accelerating levels of ambiguity and uncertainty: According to Han et al. (2011), in healthcare, a situation is uncertain when the pertinent information is not known or inaccessible, whereas a situation is ambiguous when the pertinent information is known but the central message is unknown. As a result of these challenges, clinicians and other health professionals may decide not to treat their patients because of anxiety, worry, and exhaustion if they believe their patients will respond negatively to the lack of clarity surrounding the results of their clinical checks or the efficacy of their treatments. In most cases, it becomes hard for healthcare professionals to diagnose an illness. As a health leader, the challenge of ambiguity and uncertainty in healthcare can be overcome by first identifying that there is an ambiguity or uncertainty in a specific area, letting the clinicians and other health professionals know, and offering practical training about their scope of work. Providing enough resources for research is also vital in avoiding and preparing healthcare professionals for any uncertainty ….

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

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

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.