Record a slide presentation with audio voiceover, supported by 8-12-slides, for one of the stakeholder groups identified in your Assessment 2 Policy Proposal, which addresses current performance shortfalls, the reasons why new policy and practice guidelines are needed to eliminate those shortfalls, and how the group’s work will benefit from the changes.

Introduction

It is important that health care leaders be able to clearly articulate policy positions and recommendations and garner buy-in and support from stakeholder groups for policy and practice changes in their organizations. Unfortunately, effective communication is often lacking. Consequently, it is important for health care leaders, when leading change, to ensure that clear and open communication is ongoing and informative.

An important aspect of change leadership is the ability to address diverse groups of stakeholders and create buy-in and support for your ideas and proposals for change. This assessment provides you with an opportunity to demonstrate and hone these skills.

Record a slide presentation, with audio voiceover, for one of the stakeholder groups you identified in your Assessment 2 Policy Proposal. Inform the group of current performance shortfalls, introduce the proposed policy, explain why the policy is needed, and present policy-driven practice guidelines to resolve the performance issue. You must also obtain buy-in from the group by explaining the positive effects of the policy and practice guidelines on their work.

Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Requirements

The presentation requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for presentation format and length and for supporting evidence.

• Summarize your proposed organizational policy and practice guidelines.
  • Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses.
  • Keep your audience in mind when creating this summary.
• Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for the proposed policy and practice guidelines.
  • Make sure this is a brief review of the evaluation you completed in your Assessment 1 Dashboard Benchmark Evaluation.
  • Make sure you are interpreting the dashboard metrics in a way that is understandable and meaningful to the stakeholders to whom you are presenting.
• Explain how your proposed policy and practice guidelines will affect how the stakeholder group does its work.
  • How might your proposal alter certain tasks or how the stakeholder group performs them?
  • How might your proposal affect the stakeholder group’s workload?
  • How might your proposal alter the responsibilities of the stakeholder group?
  • How might your proposal improve working conditions for the stakeholder group?
• Explain how your proposed policy and practice guidelines will improve quality and outcomes for the stakeholder group.
  • How are your proposed changes going to improve the quality of the stakeholder group’s work?
  • How will these improvements enable the stakeholder group to be more successful?
  • What evidence supports your conclusions or presents alternative perspectives?
• Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines.
  • What role will the stakeholder group play in implementing your proposal?
  • Why is the stakeholder group and their collaboration important for successful implementation?
• Deliver a persuasive, coherent, and effective audiovisual presentation.
  • Address the anticipated needs and concerns of your audience.
  • Stay focused on key policy provisions and the impact of practice guidelines on the group.
  • Adhere to presentation best practices.
  • Proofread your presentation slides to minimize errors that could distract the audience and make it more difficult for them to focus on the substance of your proposed policy and practice guidelines.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 3 Example [PDF].

Presentation Format and Length

You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

If using PowerPoint to create your presentation slides, you may use the following presentation as a template.

• SoNHS Professional Presentation Guidelines [PPTX].

Be sure your slide deck includes the following slides:

• Title slide.
  • Presentation title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation). Apply current APA formatting to all citations and references.

Your slide deck should consist of 8–12 slides, not including a title and references slide.

Note: If you have technical difficulties in recording your audio, you may, in place of the audio, provide a complete script of what you intended to say in the notes section of each slide. If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations.

Supporting Evidence

Cite 3–5 sources of scholarly, professional, or policy evidence to support your analysis and recommendations.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
  • Explain how a proposed policy and practice guidelines will affect how a stakeholder group does its work.
• Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
  • Summarize a proposed organizational policy and practice guidelines.
  • Explain how a proposed policy and practice guidelines will improve quality and outcomes for a stakeholder group.
• Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.
  • Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for a proposed policy and practice guidelines.
• Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
  • Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines.
  • Deliver a persuasive, coherent, and effective audiovisual presentation.

Hello everyone, I have an Assignment for you today. This assignment must be DONE by Tuesday, June 15, 2021, no later than 10 pm. By the way, I need this assignment to be PLAGIARISM FREE & a Spell Check when completed. Make sure you READ the instructions CAREFULLY. Now without further ado, the instructions to the assignments are below:  

 

Instructions

You are a new union representative. Draft a memo requesting copies of documents, policies, and procedures the union has in place so you can begin your job effectively. Be sure to indicate the importance of these documents on your position.

Your memo should be at least one full page. Below is a suggested format for the memo:

To: (Include the name of the supervisor and any others to whom the memo needs to be sent)

From: (Your name and role in the organization/union)

Date:

Re.: Specify the Topic (In this case—Requesting specific documents, policies, and procedures pertaining to your role as the new union representative)

Request: Include paragraph explaining your request (For example: “I am compelled to express concern about how we at ____ Company handle issues related to equal employment opportunity and sexual harassment prevention laws. In an attempt to do my job efficiently and effectively, I respectfully request the following documents, policies, and procedures that reflect our organization’s efforts to affirm equal employment opportunity and those documents that reflect the organization’s sexual harassment prevention efforts:”)

Name of document
Name of document
Name of document

Requested date: (when would you like to meet with the company leadership to discuss the documents?)

Be sure close the memo with a sincere thank you for the cooperation of the person(s) to whom the memo is addressed and a desire to work together often in the future. References and citations are not necessary for this assignment.  

By the way, I have an attachment below, which is a study guide is overview of the unit. Remember NO PLAGIARISM & I need will need a PLAGIARISM REPORT upon completion. 
 

After reading “Reflection Writing and the Revision Process: What Were You Thinking? (Links to an external site.)” respond to the following questions. You will upload your responses as a Microsoft Word doc or docx file.

1. Giles explains the ways in which her understanding of reflective writing shifted as a result of having “to write those darned process notes” (193). In 3-4 sentences, describe her original approach to reflective writing and the specific ways in which her perspective and actions changed.
2. According to the section of the reading titled “How It Works,” what are 2 specific benefits of engaging in reflective writing? How can reflection help us become stronger and more effective writers and communicators?
3. Consider which of the benefits from your response to question 2 connects the most to you and your experiences as a writer. In 4-5 sentences, explain which one(s) you feel like you’ve experienced in your own writing journey or which one(s) you feel like you could benefit the most from and why.
4. On page 200, Giles writes, “My students often resist writing about their composing processes, but it’s good for them to see and analyze how they did what they did, and it also helps me know what they were thinking when they made composing decisions.” She then goes on to explain the specific ways in which reflective writing can help not only the student, but also the instructor. According to Giles, what are at least 3 specific ways in which reflective writing can help the instructor more effectively respond to and understand student writing?
5. Relatedly, is this recognition that reflective writing can help the instructor more effectively respond to their students a new idea for you, or is this an idea you had previously considered/experienced? Explain your response.
6. On page 202, Giles writes, “Teachers don’t want you to say certain things, we want you to think in certain ways.” How do you understand what she means here, and what are some specific ways that reflective writing can help us to get into the productive “habit of thinking reflectively?” (202)
7. Think about your own experiences with reflective writing. These might be experiences you’ve had in school on an assignment, writing in a personal journal/diary, at your job, or somewhere else. In 5-7 sentences, describe one specific experience you’ve had with reflective writing and make at least one specific connection to something Giles writes in this article. Here, you might respond to one of the following questions:
   • Do your personal experiences with reflective writing agree with something Giles says? If so, what is the agreement?
   • Do your personal experiences with reflective writing contradict something Giles says? If so, what is the contradiction?
   • Do your personal experiences add to something Giles says, perhaps presents an additional perspective or an idea that she did not discuss? If so, what is this addition?

400 words 

In every paragraph we write, we make choices about sentence boundaries: Where will we place a period and start a new sentence? Where might we consider using semicolons to connect related independent clauses? Where will we join ideas together in a compound sentence? In this week’s grammar discussion, along with your peers, you will think about these questions in relation to your own writing. Before you complete this discussion, make sure you have reviewed Grammar Lab: Run-on Sentences and Sentence Fragments.

Initial post 

Post a paragraph of writing you have done recently. This could be a draft of a paragraph from your Issue Exploration assignment, writing you did for another discussion post, or something else. Identify at least one sentence boundary choice you made, and comment on the reasons for that choice and possible alternatives.

Example of an initial post:

This article is about proposed changes to school start times. Currently, high school students start earliest; under the proposed changes, elementary school students would start earliest and high school students would start latest. The reason the school board has for proposing this change is that a later school schedule is more consistent with teens’  natural sleep patterns, however starting later means that they would be in school later, which could be problematic for sports and after-school jobs.

I made a choice to use a semicolon after “Currently, high school students start earliest.” I did that because the next sentence provides a direct contrast by stating what would happen under the proposed changes. The semicolon shows that the two independent clauses are closely related. I could have used a period instead, which would look like this: “Currently, high school students start earliest. Under the proposed changes, elementary school students would start earliest and high school students would start latest.” I think this alternative is okay, but I prefer keeping the two related ideas more closely connected.