Uncategorized
Organizational Culture and Values
Prepare a 10-15 slide PowerPoint presentation, with speaker notes, that examines the significance of an organization’s culture and values. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the Topic Materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning, and an additional slide for References at the end.
- Outline the purpose of an organization’s mission, vision, and values.
- Explain why an organization’s mission, vision, and values are significant to nurse engagement and patient outcomes.
- Explain what factors lead to conflict in a professional practice. Describe how organizational values and culture can influence the way conflict is addressed.
- Discuss effective strategies for resolving workplace conflict and encouraging interprofessional collaboration.
- Discuss how organizational needs and the culture of health care influence organizational outcomes. Describe how these relate to health promotion and disease prevention from a community health perspective.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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.
urgent please
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||||||||||
| NRS-451VN | NRS-451VN-O504 | Executive Summary | 140.0 | ||||||||||||||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) | Comments | Points Earned | |||||||||||||
| Content | 80.0% | ||||||||||||||||||||
| Purpose of the Quality Improvement Initiative | 1 | 5.0% | The purpose of the quality improvement initiative is not provided. | The purpose of the quality improvement initiative is incomplete, missing relevant information. | The purpose of the quality improvement initiative is provided and meets the basic criteria for the assignment as indicated in the assignment instructions. | The purpose of the quality improvement initiative meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The purpose of the quality improvement initiative meets all criteria for the assignment, as indicated in the assignment instructions, is provided in detail, and demonstrates higher level thinking by incorporating prior learning or reflective thought. | 0.00/0.00 | |||||||||||||
| Target Population or Audience | 1 | 3.0% | The target population or audience is not addressed. | The target population or audience is incomplete, missing relevant information. | The target population or audience is provided and meet the basic criteria for the assignment as indicated in the assignment instructions. | The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | ||||||||||||||
| Benefits of Quality Improvement Initiative | The benefits of the quality improvement initiative are not provided. | The benefits of the quality improvement initiative are incomplete, missing relevant information. | The benefits of the quality improvement initiative are provided and meet the basic criteria for the assignment as indicated in the assignment instructions. | The benefit of the quality improvement initiative meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The benefit of the quality improvement initiative meet all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | ||||||||||||||||
| Interprofessional Collaboration Required to Implement the Quality Improvement Initiative | The interprofessional collaboration that would be required to implement the quality improvement initiative is not discussed. | The interprofessional collaboration that would be required to implement the quality improvement initiative is incomplete, missing relevant information. | The interprofessional collaboration that would be required to implement the quality improvement is discussed and meets the basic criteria for the assignment as indicated in the assignment instructions | The interprofessional collaboration that would be required to implement the quality improvement is discussed and meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The interprofessional collaboration that would be required to implement the quality improvement initiative is clearly discussed and meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | ||||||||||||||||
| Cost or Budget Justification | The cost or budget justification is not provided. | The cost or budget justification is incomplete, missing relevant information. | The cost or budget justification is provided and meets the basic criteria for the assignment as indicated in the assignment instructions. | The cost or budget justification issue meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The cost or budget justification issue meets all criteria for the assignment, as indicated by the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | ||||||||||||||||
| Basis Upon Which the Program or Project Will Be Evaluated | The basis upon which the quality improvement initiative will be evaluated is not provided. | The basis upon which the quality improvement initiative will be evaluated is incomplete, missing relevant information. | The basis upon which the quality improvement initiative will be evaluated meets the basic criteria for the assignment as indicated in the assignment instructions. | The basis upon which the quality improvement initiative will be evaluated is provided in detail. | The basis, upon which the quality improvement initiative will be evaluated as indicated by the assignment instructions, is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | ||||||||||||||||
| Organization, Effectiveness, and Format | 20.0% | ||||||||||||||||||||
| Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||||||||||||||||
| Paragraph Development and Transitions | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. | ||||||||||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||||||||||||||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |||||||||||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||||||||||||||||
| Total Weightage | 100% | 0.00/140.0 |