The final presentation (5-page essay and accompanying power point) should be a description of an institutional change, and innovation, or entrepreneurial endeavor you wish to initiate.
You will analyze the setting, and describe the internal and external dynamics that will make the change more difficult, identify the assets (human, financial, technological, etc.) available or needed, and how to secure assets that are needed but not available. Briefly describe how you diagnosed the change, the leadership change theory(ies) that applied, your personal and organizational readiness for change, and set forth a strategy for getting the organization from where it is to where you believe it needs to be and how to sustain change. Use data to support your observations, claims, and recommendations.

• How do you know when your organization has institutionalized innovation?
• How can you facilitate (your) organizational movement toward innovation sustainability?  Include ethical considerations.
• The process you describe should reflect the principles you have learned in the class.

Use a minimum of five sources of evidence taken from the course readings. You may also bring in outside, relevant scholarly sources, and weave citation(s) throughout the essay, using 7th edition form and style. The primary textbook should be one source. Prepare 10 slides of content- power point that serves as your presentation of this paper. You are the Agent of Change in your organization. You have an opportunity to present the findings to your organization’s members.  Notes on the slides are not required. Outline of Presentation: 

1. Title Slide
2. Introduction Paragraph Slide
3. Content Slides 10 slides-Use Graphics. Do not place heavy text on the slides. Place citations on the slides.  The accompanying essay will cover the content in more detail. There is no need to add notes (please do not do so).  
4. Conclusion Slide
5. References Slide
6. Academic Integrity Statement Slide-take verbiage from the Academic Integrity Page.

 The first step of the evidence-based practice process is to evaluate a nursing practice environment to identify a nursing problem in the clinical area. When a nursing problem is discovered, the nurse researcher develops a clinical guiding question to address that nursing practice problem.

For this assignment, you will create a clinical guiding question know as a PICOT question. The PICOT question must be relevant to a nursing practice problem. To support your PICOT question, identify six supporting peer-reviewed research articles, as indicated below. The PICOT question and six peer-reviewed research articles you choose will be utilized for subsequent assignments.

Use the “Literature Evaluation Table” to complete this assignment.

1. Select a nursing practice problem of interest to use as the focus of your research. Start with the patient population and identify a clinical problem or issue that arises from the patient population. In 200–250 words, provide a summary of the clinical issue.
2. Following the PICOT format, write a PICOT question in your selected nursing practice problem area of interest. The PICOT question should be applicable to your proposed capstone project (the project students must complete during their final course in the RN-BSN program of study).
3. The PICOT question will provide a framework for your capstone project.
4. Conduct a literature search to locate six research articles focused on your selected nursing practice problem of interest. This literature search should include three quantitative and three qualitative peer-reviewed research articles to support your nursing practice problem.

Note: To assist in your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic Reviews, Literature Reviews, and Metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles.  Therefore, they should not be included in this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

 

Directions: Copy and paste this exam into a word document. Place name at top and section. You are not allowed to discuss, gain assistance from others, share responses, or share this exam with other students at any time. Evidence of similarity will be evaluated, and integrity is expected for this exam – do not use quotes from research articles as your answer. It must be in your own words.

Please follow directions specifically. If it states one paragraph max, that means that nothing beyond 8 sentences will be used to evaluate response. Paragraphs are 5-8 sentences. Typically, each question has several parts. Make sure you reread the question, and then your response to ensure that you responded to everything. APA in-text and references will also have assigned points. Use course and outside resources.

________________

1. Is there a safe limit of drinking while driving? Describe how alcohol impairs the individual based on range of blood alcohol levels from .06 to .40. Name and cite two science-based resources that you used to answer this question. (10 points, 2 paragraphs minimum).

2. Explain 5 reasons why alcohol prohibition was not successful. Prohibition was meant to disenfranchised specific populations. Who? How was alcohol prohibition similar to the current approach — “War on drugs?’  (min. two paragraph (10 points)

3. What are common stereotypes of those with alcohol dependency? What are the long-term consequences of stigmatizing those with alcohol dependency. What are common words that are often used to stigmatize an individual who misuse alcohol or is dependent on it. Cite references correctly with APA reference. (15 points; 3 paragraphs max)

4. Only using an appropriate federal website, what is considered heavy drinking for men and women. Provide the amounts and frequency for both. (5 points)

5. Why is it so dangerous to mix energy drinks with alcohol? Explain the rationale for your answer, and only use research or federal resources (outside resources) to support your response (5 points). Use at least two in-text citations (3 points), a complete APA citation list (2 points). Max length – 2 paragraphs. (10 points).

6. Summarize Vance’s story. Describe three events surrounding his path to recovery  (one paragraph 5-8 sentences; 10 points)

7. In this course, we covered the ICR ruler. What theory uses this strategy and what are three specific theoretical beliefs of this approach? You can go outside this course but use scientific resources. (1 paragraph, max 8 sentences; 10 points)

8. Using only specific research studies (remember do not use articles that report on someone else’s study) or federal sites, define binge drinking (2 sentences only). Why is binge drinking so detrimental to the body? Walk through  step-by step what happens in the body with excessive exposure of alcohol. (References needed, min. 2 paragraphs,15 points)

9. Explain why AA is not considered a religious program, though people who don’t understand the program assume that it is? (4 sentences min., 5 points)

10. Here is a 10′ video of Allen’s story. He walks you through his pattern of use, the consequences, and his recovery path. While his story involves alcohol and other drugs, it is a common, but powerful, story of those who are in recovery. He touches on all of the stages of change several times throughout his journey. Provide three examples (be descriptive, give the examples that he used) of contemplation — he was at this stage a few times. You must show effort and accuracy in your response based on this story.  (1 paragraph, 10 points)

Here is the link: 

https://www.bing.com/videos/search?q=story+of+alcohol+recovery+african+american&&view=detail&mid=39148A545A67A1FAAEA339148A545A67A1FAAEA3&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dstory%2520of%2520alcohol%2520recovery%2520african%2520american%26qs%3Dn%26form%3DQBVR%26sp%3D-1%26pq%3Dstory%2520of%2520alcohol%2520recovery%2520african%2520american%26sc%3D0-42%26sk%3D%26cvid%3D6F32511BC4314A699427CADEF48C39FE

*Please see textbook page 626: “The Country Notebook—A Guide for Developing a Marketing Plan” for more detailed discussion of each of the parts of this project.

PROJECT COMPONENTS

The Country Project is designed to provide the students with experience in analyzing a country’s cultural and economic environment and experience in developing a marketing program for a specific product. The project requires that the student select a country and submit a series of five reports. The first report is determining the country and the product/service to be exported. The second report is a general survey of the country’s culture. The third report covers the economy of the country including a thorough analysis of the distribution and marketing systems. The fourth report is a market audit and competitive analysis of a country market for a specific product. The fifth report students develop a preliminary marketing plan for a product under consideration for marketing in the country they have selected.

Students should view the project from the perspective as if they represent a large multinational company planning to expand operations to a new country. The task is to analyze and tentatively propose a marketing program for the company’s product in a foreign country. After a complete analysis the student will determine to market the product or not to market the product. Under these circumstances, the value of a decision not to market the product in the country is as important as a decision to market. Normally 20 percent of students elect not to market their products. The only word of caution given to students who might elect not to market the product is to be certain that their market analysis is adequate and that they can justify their decision based on the data collected.

The reports include a heading on each page (i.e. date, student name, name of report), page numbers (bottom middle) single spaced paragraphs and double spaced between paragraphs written in style Times Roman 12” pitch. Citations and References are APA guidelines. The length of the reports are as follows:  Part 1 is one page; Parts 2-5 are between three to four papers. Reports have a page limit since most students find enough information to write substantially more than 15 pages. This forces the student to organize, analyze and then present only the most important material from a marketing perspective.

NOTE:  The outline is a checklist of what you could include in your report. If you want you may use bullet points. However, you must write in complete sentences.  Section headings are encouraged as this helps me easily identify the focus of individual sections of your report. At the conclusion of this outline you are asked to write an executive summary.  The length of the report is as follows:  Answers to Outline Questions (found in your textbook p. 625 see “The Country Notebook):  3-4 pages not including references; followed by a executive summary of 1 page; conclude with references. While researching your country project you will obtain a large amount of information from a variety of sources. Your job is to condense and only keep what is important as I stop reading after 4 pages!

How does your instructor grade the reports?

Grades will be determined in terms of the report analysis adequacy and coverage. Of major importance is how well information gathered in the cultural and economic reports are applied in developing a marketing program. In addition, the application of marketing concepts through instructor lectures and text assignments as well as concepts learned in other marketing and business courses is considered in grading. See grading rubric.

Guideline for a Market Audit and Competitive Analysis and Marketing Plan – Part 4

Of the guidelines presented, this is the most product or brand specific. Information in the other guidelines is general in nature focusing on product categories, whereas the data in this one is brand specific and are used to determine competitive market conditions and market potential.

Two different components of the planning process are reflected in this guideline. Information in earlier researched parts serves as the basis for an evaluation of the product/brand in a specific market country. Information in this guideline provides an estimate of market potential and an evaluation of the strengths and weaknesses of competitive marketing effort. The data generated in this step are used to determine the extent of adaptation of the company’s marketing mix necessary for successful market entry and to develop the final step, the action plan.

The detailed information needed to complete this guideline will not necessarily be available without conducting a thorough marketing research investigation. Thus, another purpose of this part of the country notebook is to identify the correct questions to ask in a formal market study.

After completing the culture, economics and market audit papers, the emphasis of the project shifts to the second learning objective, that of preparing a marketing feasibility study or marketing plan for a specific product.

In any study of the domestic market, it is essential that a thorough understanding of the situation confronting the firm be developed. The situation analysis usually is defined as consisting of the following topics: general information about the industry, competition and governmental controls along with information about the firm and the market. The information required varies in the amount of detail depending on the time and resources available for the situation analysis.

Marketing managers and researchers involved in the collection of information for situation analyses are well aware of the problems associated with identifying needed information. The availability of needed information is a substantial problem in the domestic market, and the problems intensify when trying to identify needed information for a foreign market. Since the sources of information available to students are primarily secondary, it is typically necessary to modify the requirements of the situation analysis for students trying to identify such information about a foreign market.

The structure of the project is such that the students are asked to prepare an analysis of the feasibility of marketing a product in the country they have selected and determine if it is a profitable opportunity to market the product in a foreign country. Second, the students are asked to specify an organizational form consistent with the countries’ laws, but further background information about the firm is kept to a minimum so that the students can focus their attention on the marketing opportunity and problems associated with marketing the product in the country they have selected.

Unit 5 Assignment 1 – Riverbend City Project Assessment Case Study Analysis

In this unit, you were introduced to two Riverbend City simulations for you to assess the project as a stand-alone assignment, not as part of the final paper you are developing.

Using the Riverbend City as the case study analysis and peer-reviewed sources you have identified to shape the theoretical and conceptual framework, analyze the effectiveness of the process they are using to solve their problem.

1. How would you define the problem concept and its measurement level?

2. Are the right people represented on the NAC?

3. Is the right data being gathered?

4. How relevant are the data that structure the SAF of the Riverbend City project’s needs-based issues?

5. Does it appear that the SAF data is being analyzed in the proper way to get at the results needed to develop a realistic list of needs to prioritize?

6. In what ways does the interactive exercise in the Riverbend City simulation contribute to developing a realistic list of the needs-based issues to prioritize?

7. By using any of the variations or combined needs-based analytic tools, assess any potential systemic forces facing the Riverbend City project scenarios to aid in developing a balanced SAF of the Riverbend City’s needs assessment and

planning process.

When you are preparing this analysis, think like a consultant who has been asked into the process by one of the NAC stakeholders, either public or private.

You want to be objective, constructive, and substantive in your comments.

What are they doing well (confirmation and affirmation for them),

What areas could use more attention or enhancement (things that could be done better), and

What recommendations do you have (fixing things)?

Provide a rationale based on the literature for your analysis and ecommendations.

Other Requirements

Your paper should meet the following requirements:

• Written communication: Written communication should demonstrate effective academic analysis.

• Resources: At least six peer-reviewed resources to support your analysis.

• APA format: Be sure to format your paper using current APA style and formatting guidelines.

• Length of paper: 5–7 pages, excluding the cover page and references list.

• Submit your paper as a Word document to the assignment area.

Unit 5 – Theoretical and Conceptual Framework of Needs Assessment Planning Tools

INTRODUCTION

In the Unit 3 introduction, you explored the systemic forces that can impede the change efforts for developing and tackling the problem concept using force field analysis and SWOT analysis. However, the complexity of the needs-based issues and planning requires the development of a balanced SAF.

To develop such a balanced SAF, it must be informed by the theoretical and conceptual framework of needs assessment planning tools and data gathering. While the theoretical framework reflects the broader aspects of the needs-based issues as informed by the literature reviewed or sources of community data gathered during the previous unit, the conceptual framework focuses on the narrow aspect of the needs-based issues that define the problem concept.

The framework for theorizing and conceptualizing the needs assessment planning will thus require a combined analytic efforts if a balanced SAF can be established to better shape the problem concept. Such combined analytic efforts may not only use force field analysis and SWOT analysis, but also can determine the needs-based factors using fishbone analytic charts and PEST analysis.

The fishbone analytic chart depicting the skeleton of a fish is a diagram used to identify and categorize the probable causes of the problem concept. The PEST analysis, which is used to identify the macro-environmental factors outside an organization but inherent in the community, can thus implicate the problem concept of the service delivery systems of the organization, representing political, economic, social, and technological issues.

The PEST is, however, also known by other families of analytic acronyms such as PESTLE, STEP, or SLEPT analysis. PESTLE represents analysis for political, economic, social, technological, legal, and environmental aspects of a needs-based situation.

STEP is basically a rearrangement of the PEST, and so is SLEPT a rearrangement of PESTLE analysis but with the exception of its environmental aspect.

Thus, there are other variations of the PEST analytic tool but their underlying premises are quite similar. However, the Lovebug analytic diagrammatic framework can prove to be more suitable in the facilitation of the combined analytic efforts for establishing the balanced SAF. For instance, the Lovebug diagram is a systemic-focused approach that combines force field analysis and fishbone analytic chart coupled with some aspects of the PEST or PESTLE with implied implications of the SWOT analysis.

Therefore, by using the variations or combined needs-based analytic tools can aid in assessing and gathering relevant data that structure the SAF of public or community needs assessment and planning. Note that the relevant data can be qualitative or quantitative or both, and hence, other data gathering tools such as survey, interviews with focus group, and success and concept mapping might be required. These topics will be explored in the next unit.

OBJECTIVES

To successfully complete this learning unit, you will be expected to:

1. Explore needs-based theorization and conceptualization for developing a balanced situational analysis framework.

2. Examine methods of predictive database use to inform public needs assessment projects.

3. Explore various situational analysis framework analytic tools used for needs-based prioritization that incorporate community input for needs assessment projects.

4. Assess methods of needs definition and prioritization that reflect diverse public values in public needs assessments.

5. Identify appropriate roles for the public and government in public needs assessment and planning.

Readings

Note: Be certain to read the unit introduction, as it may contain important information and references pertaining to this unit’s content and activities.

Use your Conducting Needs Assessments text to complete the following:

Read Chapter 1, “Conceptual, Theoretical, and Practical Considerations When Undertaking Needs Assessments,” pages 3–18.

Read Chapter 2, “Sociopolitical and Economic Considerations,” pages 19–34.

Read Chapter 3, “Social, Gender, and Cultural Considerations,” pages 35–56.

Use the library to complete the following:

Read Card’s 2013 article, “A New Tool for Hazard Analysis and Force-Field Analysis: The Lovebug Diagram,” from Clinical Risk , volume 19, issue 4/5, pages 87–92.

Read Clary and Wandersee’s 2010 article, “Fishbone Diagrams: Organize Reading Content With a ‘Bare Bones’ Strategy,” from Science Scope , volume 33, issue 9, pages 31–37.

Read Halik’s 2012 article, “The Application of PEST Analysis Based on EBRD and IBRD Methodology,” from Central European Business Review , volume 1, issue 3, pages 14–21.

Riverbend City Media

Riverbend City: Needs Assessment Interviews and Proposals ????Transcript

Riverbend City: Needs Assessment and Prioritization ????Transcript

In this unit, you will be utilizing the Riverbend City simulation for a public needs assessment prioritization and case study analysis project. The simulation case analysis for this course is focused on a specific neighborhood in Riverbend City. A

public needs assessment and related planning for this part of the community had been performed 10 years ago, but the plan has not been reviewed since then. As a result of the recent disaster, it is obvious that the area has undergone some

major changes, and a new needs assessment and plan should be completed. You will be using the two Riverbend City project scenario simulations in the discussion and assignment in this unit.

Complete the following:

Read Riverbend City: Needs Assessment and Prioritization to complete the multimedia presentation. In this simulation, you will complete an interactive exercise to aid in the needs prioritization process.

Read Riverbend City Needs Assessment Interviews and Proposals to complete the multimedia presentation. In this simulation, you will interact with Ruby Lake’s NAC, interview them about the survey results, and complete an interactive activity to aid in the Riverbend City project assessment.

Resources

Riverbend City Project Assessment Case Study Analysis Scoring Guide.

1. Analyzes key components of the effectiveness of problem solving process of the two Riverbend City project simulations as a needs assessment case study,  providing support for the arguments.

2.  Uses interactive exercise to predict and analyze the Riverbend City project’s needs-based issues prioritization, providing support for the arguments.

3.  Analyzes and synthesizes scholarly literature-based data sources as components of theoretical and conceptual framework shaping public needs

assessment of the Riverbend City project. 

4.  Describes situational analysis framework of the Riverbend City project’s needs-based issues, providing support for the arguments.

5.  Uses effective combined variations of needsbased analytic tools to

assess potential systemic forces of the Riverbend City project, providing support for the arguments.

6.  Synthesizes data analysis processes of the Riverbend City project that enhance public values to support public needs assessment projects.

7.  Identifies stakeholder roles, defines problem concept and measurement levels,

provides effective problem-resolution recommendations, and justifiable rationales to support public needs assessment of the Riverbend City project.

8.  Demonstrates effective academic analysis through writing with one or fewer grammatical or APA style errors on each page.