Identify at least two stakeholders and explain their relevance to the issue described in the case study.

TOPIC & GUILDELINES

As a leader in education, you will need to be aware of issues that impact the work in your specialization. You will need to be well-informed about the issues and understand their potential impact in your field. As a leader, the position you take on an issue may be influential, so your position should be carefully considered and supported. The critical analysis skills you practice in this Assignment as you carefully examine a case study reflect the types of skills you will use as a leader in your field.

In Module 1, you identified three topics of interest in fields related to education. You also read case studies and selected one that was particularly relevant to you and your interests.

Review the case study that you selected as well as the resources related to analyzing issues and developing and defending positions related to those issues. Examine the information in the case study to identify stakeholders and problems related to the issue. Consider the information you need to obtain to develop a better understanding of the issue and consider how you might locate this information.

By Day 4 of Week 2

Submit a 2- to 3-page analysis of the case study in which you:

• Identify at least two stakeholders and explain their relevance to the issue described in the case study.
• Explain at least two problems associated with the issue.
• Pose at least three questions that will help you gain a better understanding of the issue.
• Explain how you would proceed to obtain the answers to your questions.

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My Case Study: Issues in Higher Education See issues on paper below (Inadequate School facilities, cost, campus violence and graduation rate)

Documents:

• Case study outline.
• Case study scenario.
• Work force economy

I have attached the documents in question

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EARLIER SUNMITTED (COULD PROVIDE SOME INSIGHT TO PAPER)

According to William G. Brown (2015), Higher education most essential purpose is to provide education to the students. Brown added that education leads to productive lives in the community and creation of new knowledge that facilitates access to the workforce and over all productivity of the nation.

Not-withstanding the above assertion which come with education, higher education has experienced several issues in the past decades to include but not limited to cost, graduation rate, campus violence and inadequate school facilities.

The cost of education has risen so high and has had a negative impact on college access especially to the minority or poor students. College cost include tuition, housing, transportation, school supplies and food. Apart from the high cost discussed above, the graduation rate of students are falling because of students unreadiness for college and the cost of higher education. Campus violence in the form of shootings and sexual harassment are top issues that are affecting students in higher education. As we move forward on this course, the issue I will be looking critically into will be investigation the relationship of school learning facilities and students’ academic achievement.

There are several studies that have been carried out on the impact or on the relationship of school learning facilities and students’ academic experiences. More of these studies have been qualitative and the focus on 4-year universities. My study would be quantitative or mixed and the focus would be on community colleges in Contra Costa County in California.

In today’s fast-changing world, the necessity of high-quality college education is paramount. College education is vital to the accumulation of human capital, hence, the improvement of the educational outcomes within the U.S. continues to remain a focus of ongoing research (US Dept of Edu 2019). According to Han, Kakawin, Kim and Hong (2018), the classroom physical learning environment attributes have been identified by diverse authors in education as playing a vital role in the college students’ satisfactory assessment with courses. Similarly, Demir-Yilin and Tarik (2019) emphasized the impact of the physical environment of the classroom on student achievement.

The authors explained several details such as the structure, resources and/or color can play a role in determining whether that classroom is suitable for learning. Each attribute can play a major role in impacting student achievement; however, all three together can be effective in strengthening student’s ability to learn. Also, Han, Lee and Moon (2019) indicated university staff should not only enhance the quality of education, but also the physical settings that are directly or indirectly related to education.

The major elements of these physical settings according to the authors include (a) ambient conditions such as temperature, air quality, noise, music, odor: (b) spatial layout and functionality and (c) signs, symbols and artifacts. Similarly, Shalaway (2016) described the attributes of the physical environment in the classroom as color, layout, furniture/desk arrangement, space arrangement, floor, photographs/painting, temperature, quite study area), and that significantly influence students’ cognitive evaluation of the relationship between their course and satisfaction with it.

References

Demir-Yildiz & Tatik (2019). Impact of flexible and non-flexible classroom environments on

learning of undergraduate students’. European journal of educational research, 8, (4), 1159-1173.

Han, H., Kakawin., Kim., & Hong, J. H. (2018). Physical classroom environment and student

satisfaction with courses. Assessment and evaluation in higher education, 43, (1),

110-125.

Han, H., Moon, H., & Lee, H. (2019). Physical classroom environment affects students’

satisfaction: Attitude and quality as mediators. Social Behavior and Personality: An International Journal, 47(5), e7961.

U.S. Department of Education, National Center for Education Statistics. (2019). The Condition

of Education 2019 (NCES 2019-144), Undergraduate Retention and Graduation Rates

William G Bowen (2015, Educational transformation, Higher education cost, student learning and           outcomes.

How effective are hydration initiatives in reducing the risk of developing delirium in geriatric inpatients?

Oral Rehydration to Reduce Delirium in the Elderly.

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Introduction

Hydration is essential to human life and adequate fluid intake is fundamental to metabolism, digestion, temperature regulation and other aspects of bodily functioning (Bunn et al., 2015). In a normal and healthy individual, dips in hydration are detected by membrane osmoreceptors, via reduced arterial circulating volume or risen plasma osmolarity, which triggers vasopressin, thirst, incentivised fluid intake and antidiuresis (Hooper et al., 2014). However, in the geriatric patient, this normal process can be compromised due to a reduction in thirst sensation and urinary concentrating ability, which can contribute to delirium (Hooper et al., 2014). The geriatric, or older person, is defined as an individual who is aged 65 years or older, but frailty is thought to play a bigger role than a strict age band in practice (NHS, n.d.). The result is an increased risk of dehydration in the older patient.

An exploration of the potential use and application of hydration initiatives in geriatric patients is required to prevent avoidable causes of dehydration. This is particularly relevant given that more than one in five of the United Kingdom (UK) population is over the age of 60 and this is expected to rise from 14.9 million in 2014 to 18.5 million in 2025 (Office for National Statistics, 2015). Likewise, between 2007 and 2017, the number of A&E attendances by patients over 60 years old increased by two-thirds, a greater rise than was expected in reflection of demographic changes alone (NHS, 2017). Thus, maintaining safety and preventing delirium in geriatrics represents a growing concern among hospital wards.

Research Question

A research question has been developed to help direct the search. The research question is: How effective are hydration initiatives in reducing the risk of developing delirium in geriatric inpatients? The PEO (Population, Exposure, Outcome) framework was used to structure the research question; a breakdown of the research question in PEO format is shown in Table 1. This framework was selected to improve the specificity and conceptual clarity of the clinical issue presented (Booth et al., 2006).

Aim

The aim of this project is to introduce earl oral rehydration as a measure to prevent the onset of delirium in geriatric patients.

Which change management model will you use and what stages of the model apply here at this point of the project implementation (e.g., Lewin’s Freeze)

Aim and objectives: 150 words maximum

• The project aim should inform the reader about the main intention of the project.
• The objectives should be ‘SMART’ and provide the reader with a clear insight into what you are hoping to achieve. (Think ahead about how you may evaluate the objectives.) Please state the objectives as bullet points.

Discussion of Project Implementation

I have suggested the PDSA cycle as a means of structuring your project implementation, but you may use any other structure that you have researched and prefer. Whatever structure you use, offer your rationale for its use (not because I suggested it).

Plan: 500 words maximum

Here you will need to state how you plan to introduce the project so, consider the following points (these are listed in no specific order, so you must plan and organise your ideas and writing to flow logically):

• Identify the Stakeholders and their importance to the project – see national UK policies on patient and public involvement and other relevant literature that supports the engagement of stakeholders
• You may wish to use a SWOT analysis grid – keep it simple and concise as the words here are included in the total word count. Consider how you plan to mitigate any threats in the SWOT analysis / Forcefield analysis if used.
• State how you will communicate your plan to the relevant parties
• Offer an indication of timeline of implementation of the stages of your project and when it will end? Do not give a description, instead use a Gannt chart or any other type of project timeline and place that in the appendix, correctly labelled.
• Which change management model will you use and what stages of the model apply here at this point of the project implementation (e.g., Lewin’s Freeze)
• Which leadership / management style you adopt at this point of the implementation (e.g., autocratic)

state if you are going to roll the change out gradually or have a ‘day zero’ where the change happens all at once.

Change management

Firstly don’t use any of the links in here as references – they’re not academic.

Secondly this is only a suggestion – the final decision is yours (in conjunction with your facilitator).

This example uses Lewin’s three stage model as the overall structure:

Part 1 Unfreeze

This is the biggest section and is where you ready the area for the change.

First do a stakeholder analysis:

I would suggest doing this as a diagram and then adding a brief explanation afterwards thus saving a lot of words but giving lots of information. For instance the Director of Nursing will be high power and high interest (as patient safety is part of their corporate role) and thus you should see them as a key player. Staff nurses have less power but high interest and should still be a key player. The Chief Exec has a lot of power but little interest and thus go in the yellow section.

Next look at the drivers and resistors to change – again use the following diagram. It is Lewin’s force field model. Label each arrow with a driver or resistor and then alter the size of the arrow to show how big the force is.

Lewin states that it is better to reduce resistance than increase drivers.

You may wish to have a change champion on board but it Is not absolutely necessary. NOTE: you are the change agent.

Change champions, a definition: http://involve.co.uk/what-does-a-change-champion-look-like/

This is a bit simplistic as I reckon there are three types of change champion:

1. Authority based change champions. It’s always good to have power on your side even if they are not actively involved. This could be the Director of Nursing, matron or senior medical staff. Anyone with a bit of power you can say are supporting the change.
2. Expertise based change champions: those who have respect in the field of your change due to their expertise (for instance a wound management nurse, critical care outreach team). This gives the project credibility.

• Peer change champions: as change agent you cannot be there all the time and you need people ‘on the shop floor’ who can promote the change and problem solve when you aren’t there and there is (for instance) a problem with your innovation or people are backsliding.

Needless to say the peer based change champions are going to need a lot of support and training.

Finally plan how you are going to overcome the barriers and promote the drivers for change:

1. Adults don’t do things because they are told to, they need education to persuade them to do it. Why is the change good? Why is no change bad? I don’t need a teaching session planned, just the fact you would do it. Don’t forget, for most of you, the change is on a ward and will need repeating several times. This needs to be face to face and allow for questions. Education increases drivers and reduces resistance.
2. Reminders such as emails, posters etc.

• Possibly a ‘league table’ pitting ward against ward for compliance – but this can be divisive.

Part 2 Change

A very small section. Basically, state if you are going to roll the change out gradually or have a ‘day zero’ where the change happens all at once.

Keep up the education/reminders to keep the message in people’s minds. Use the peer change champions.

Part 3 Refreeze

Hopefully the change is bedded-in and you can stop the active change management.

critically evaluate the concept based on the articles or other research.

Description

You will summarize and evaluate, and judge the articles (and research it describes ie. Is it appropriate? Interesting?) attached Ultimately, you will make a judgement on the article quality based on your interrogation of the research. You will critically evaluate the concept based on the articles or other research. Following is not exhaustive but a guide only. Consider the purpose of the article and research. What is the article trying to accomplish? Consider the sample. Who? Size etc. You will critically evaluate the articles (e.g. what and who is the sample?, methods used? Quality of journal? Is the method and sample appropriate for the purpose of the article? FOR ALL POINTS ALWAYS PROVIDE DETAIL/EVIDENCE. Can you suggest ways to improve the research? What can the ideas discussed contribute to your emerging thesis proposal? (Keep an open mind. Think laterally or cross-application. Maybe the research used a unique method.) Can you identify a possible gap? attached are the articles Each Article should be critically evaluated separately. Important to refer to the leadership style mentioned in each article. Very important to evaluate Jouranl quality including impact factor.

comment on your experiences in doing breathing meditation, autogenic training, and guided imagery. Is it difficult to focus on breathing? Did your attention go back to breathing once distracted?

Description

**I will attach all readings Instructions: Must be at least 200 words** Make sure that you make, at least, one reference to the readings you have done regarding these relaxation techniques by citing a page number. This forum consists of four parts: 1. watch the narrated Chapter 8 slide show and read pages 215-230 in the text (i.e., topics ranging from guided imagery to mindfulness meditation); 2. practice breathing meditation; 3. practice autogenic training, 4. practice guided imagery Prompt: Please comment on your experiences in doing breathing meditation, autogenic training, and guided imagery. Is it difficult to focus on breathing? Did your attention go back to breathing once distracted? Compare and contrast the three techniques. Comment on any differences and similarities of the three techniques in influencing the state of your mind and body. Finally, relating to your reading, do you agree with the benefits of doing these exercises according to our textbook? Cite page numbers wherever applicable.

Describe distribution programming as a comprehensive strategy for motivating intermediaries.

Description

SCENARIO

Company S is a new manufacturer entering the motor scooter market with a higher-cost scooter with better fuel economy than that of leading competitors. Its executives, seasoned professionals in the motor scooter industry, intend to distribute their products using existing scooter dealerships as intermediaries. These dealerships have strong loyalties to the competitors’ products that they already carry. Company S executives want to use a distribution programming model to successfully introduce the product to and create strong relationships with the dealerships. You have been assigned to recommend innovative strategies to motivate intermediaries as part of the distribution programming plan. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Write an essay (2-3 pages) addressing the following: A. Identify and list at least 5 strategies for motivating the dealerships as intermediaries. 1. Identify and briefly describe each strategy. 2. Explain the advantages and disadvantages of each strategy. 3. Explain how you will evaluate the effectiveness of each strategy. B. Describe distribution programming as a comprehensive strategy for motivating intermediaries.

identify an appropriate practice or issue that has infection control implications and provide a critical and creative discussion, evaluating the evidence base, and implications for their practice including innovative solutions to practice problems.

Students should identify an appropriate practice or issue that has infection control implications and provide a critical and creative discussion, evaluating the evidence base, and implications for their practice including innovative solutions to practice problems.

Identify issue/question

Ask colleagues – consider RCA, problem areas, local issues, potential for improvement, an area of interest………– ask are we engaging in best practice?

Do some general reading and research: https://www.nric.org.uk/resources

https://www.ips.uk.net/national-resources-available-from-

Find the best available evidence to answer your question

2. Appraise the evidence found, to determine whether its findings are reliable – and relevant to your question/topic
3. Summarise the findings – looking at 2 things:

The quality of the evidence

The findings within the papers

4. Act on the findings…….ie.make recommendations

Assess where you are! Do you need to make changes? If so, how might you do this?

i.e.

Dubious practice – ‘we’ve always done it this way and we don’t think about it.’

Good practice – ‘we’ve done it, we like it, and it feels like we make an impact’

Promising approaches – some positive findings but the evaluations are not consistent or rigorous enough to be sure;

Research-based – the practice is based on sound theory informed by a growing body of empirical research

Evidence-based – the practice has been rigorously evaluated and has consistently been shown to work

Adapted from Perkins D (2010) ‘Fidelity-Adaptation & Sustainability’, Presentation to seminar series on Developing evidence informed practice for children and young people: the ‘why and the what’, organised by the Centre for Effective

Do computer keyboards pose a contamination risk in an Antenatal Day Unit?

Infection Prevention and Control Assignment

Do computer keyboards pose a contamination risk in an Antenatal Day Unit?

BACKGROUND and RATONALE:

Within the Antenatal Day Unit (ANDU) of a large northern hospital a new paper-less system of medical notes has meant that at each hospital bedside there is a laptop on wheels known as a ‘wizard on wheels’ (‘WOW’). The day unit will see on average between 20-30 women each day in an open ward of 4 beds so each WOW will be used by up to 3 midwives daily to obtain and retain the medical information of between five and eight women. The use of computers within the healthcare system is ever increasing and recent studies have looked at the role of contaminated keyboards as a source for transporting hospital infections (Codish 2015, Ide 2019, Messina 2011). The women seen on the ANDU are largely healthy and well and are in hospital for chronic pregnancy related conditions. This evidence review is to discern whether the laptop computers pose an infection control risk to the women being seen in the unit.

SEARCH STRATEGY

The search terms used in the literature search were “infection prevention” OR

“infection control” AND “computer equipment” OR “keyboard”. Limits were set to the last 10 years so only the most recent research was included to reflect contemporary practice, and only peer reviewed journals were reviewed to ensure higher quality evidence was included. Publication type included academic journals, and limits also included English language for ease of reading . The search was not limited to the maternity setting as it was felt this would narrow the search, as keyboard contamination is relevant throughout different healthcare setting. An initial search was conducted using the Discover search engine to access main university databases, and then further searches were conducted using the health literature data bases – CINAHL complete and MEDLINE . The local NHS Trust guidelines and NICE guidelines were also searched.

Further inclusion and exclusion criteria were applied to include papers to include only those papers whose sole purpose was to study keyboard contamination to focus the search but also to limit the number of results due to time constraints.

Abstracts were reviewed, and studies of interest found in the reference list of the articles were also read even if they fell outside the limits of the initial strategy. The search resulted in 15 relevant studies and these ranged in quality from a systematic review and a randomised controlled trial to lower quality case-controlled and cross-sectional studies.

FINDINGS:

Leander et al (2009) in their prospective, observational, time-interrupted study

found that keyboards have been shown to serve as reservoirs for multidrug-resistant microorganisms and Hayden (2008) states that healthcare workers play a significant role in the transference of these pathogens, which can survive for days to months, from clinical surfaces to the immediate patient environment.

Evaluate how the different stages of the procurement process can help the organisation to achieve competitive advantage

Assessment task details and instructions

Procurement involves the management of an organisation’s external resources to ensure that the goods, services, capabilities, and knowledge that are necessary for an organisation to achieve its aims and objectives are supplied in an effective and efficient manner. In moving from a tactical to strategic perspective, many organisations have adopted a process approach to procurement, in which a number of different stages can be followed to ensure that an organisation can meet its own customer requirements and generate competitive advantage. Despite the safety precautions utilised, organisations must remain on guard when engaging in procurement activities. There are several risks associated with procurement, such as the risk of not meeting deadlines or the risk of choosing the wrong supplier. These risks can be mitigated by careful planning and by using a rigorous procurement process.

For an organisation of your choice, you are asked to:

(a) Evaluate how the different stages of the procurement process can help the organisation to achieve competitive advantage (50%).

(b) Analyse the key risks that the organisation faces at the different stages that you have identified in part (a) (50%).