leadership

• How do others define leadership?
• What characteristics do they attribute to effective leaders?
• How do the views expressed above align with Covey’s eight characteristics of a Principle-Centered Leader?

Brainstorming

Trevecca LibraryThis course is highly focused on current research.  Therefore, it will be important for you to have a firm grasp on the resources available to you through Trevecca’s Waggoner Library.  For this reason, we’ve created a DBA Research Guide. The DBA Research Guide has information about library resources (databases, books, eBooks, and streaming video), APA formatting, Dissertations, Google Scholar, and course-related topics such as current business trends. There are also special ‘How to” guides for citation styles, tutorials, and more. One of your first assignments in this course requires you to use library resources. You may already be familiar with these resources or they may be new to you.   Watch the video on the Business Trends Research page to learn more about library resources and find current issues and trends in business.DBA Library Research Guide

Wk1: Current Topics Brainstorming

Wk1: Current Topics BrainstormingIn weeks 2-7 of this course, we will examine one current issue each week. The first week involves brainstorming what those topics will be.  And while brainstorming is, theoretically, supposed to be free form, the nature of the course requires that there be some constraints:

• The topics you propose should be current issues. In other words, they should not be recurring issues or ones that could have just as easily been discussed ten years ago.  For example, “conflict in the workplace” would not be an appropriate topic because there has been conflict in the workplace for eons.  But something like “leading a Christian university in an increasingly hostile societal environment” could be.
• The issues you propose should be related to management or leadership in the workplace. So, while “entire versus progressive sanctification” could make for an interesting discussion, it is not an issue related to management or leadership in the workplace, at least not for most people.
• The issues you propose should have some literature available on them. Because these are recent issues, the availability of peer-reviewed journal (PRJ) articles may be limited, but there should be some high-quality literature available.  Please do a search – preferably using the library databases – to ensure that some good literature is available on each topic you propose.
• The issues you propose should potentially be of interest to your colleagues; you will be voting on which of the submitted topics become the weekly topics for weeks 2-7.

Note

Your assignment is to submit a list of six topics for consideration by the class.  Each topic should have a name and a brief (no more than 50 words) description.  You will submit your topics to the discussion board so that everyone can see them.

stage of continuum case study

Read the following case study:

Sue is an RN who has been practicing for 3 years and typically works in labor and delivery, and she volunteers at a clinic that serves diabetic OB patients. She encounters two patients, one who has developed gestational diabetes and the other who has been diabetic her entire life.

While working on her normal shift in labor and delivery, Sue is in charge of a student nurse who will be graduating in 2 weeks and assigns this nurse to the newly admitted patient with gestational diabetes. The patient started having contractions about 2 hours ago that are now 2–3 minutes apart, lasting approximately 10–15 seconds.

Assignment

Create a concept map showing Benner’s stages from novice to expert and its alignment to the nursing process for an improved nursing care plan.

Write a 525- to 700-word summary explaining the concept map and how the concepts in Benner’s theory relate to the nursing process, including alignment with critical thinking and clinical decision-making for an improved nursing care plan. In addition, address the following:

• Define each stage on the continuum and describe the characteristics associated with each stage. Include setting, patient needs, level of understanding, and complexities that may contribute to increased risks.
• Explain where you fall on the continuum. Where do Sue and the student nurse fall?
• Include an explanation to why you placed each stage in the specific area.
• Use this information to develop a personalized nursing theory or model for the above scenario to address the care needed for each patient.

Use visual presentation software from the College of Education Technology Resource Library to create your concept map. To review your options, do the following:

• Select Web Tools in the Table of Contents.
• Select Collaboration & Productivity from the list of tools.

Include at least 2 scholarly resources from the University Library to support you work.

Risk Identification and Assessment

Is there a difference in how risks are identified and assessed in projects versus programs or portfolios?

• Describe the differences and how they might influence the competitive position of the organization.
• Discuss objectively the reason or reasons for these differences and how the differences may contribute to the enhancement or development of new capabilities for the organization.

Required Readings

In Project Portfolio Management Strategies for Effective Organizational Operations:

• Read Chapter 4, “Are You Pondering What I Am Pondering? Eccentric Consideration on Strategic Management,” pages 81–118.
• Read Padovani, M., & Carvalho, M. M. (2016). Integrated PPM process: Scale development and validation. International Journal of Project Management, 34(4), 627–642.
• Read Close-Up Media, Inc. (2018, February 22). Research and markets offers report; Global cloud-based project portfolio management market 2018–2022. Entertainment Close-Up.
• In Project Management Institute. (2013). The standard for program management (3rd ed.). Newtown Square, PA: Author.
  • Read Chapter 8, section 8.7, “Program Risk Management,” pages 95–100.
• In Project Management Institute. (2013). The standard for portfolio management (3rd ed.). Newtown Square, PA: Author.
  • Read Chapter 8, “Portfolio Risk Management,” pages 119–135.

Use the Internet to complete the following:

• Read Hofman, M., Spalek, S., & Grela, G. (2017). Shedding new light on project portfolio risk management. Sustainability, 9(10), 1798.

Optional Reading

Read Noor, I., Martin, R., & Bowman, D. (2005). Implementation of successful risk-based portfolio management. AACE International Transactions, R21–R26.

 pressure ulcer rate

Assignment Instructions

QUANTITATIVE RESEARCH QUESTIONS AND METHODS

Introduction

The quantitative method is the original scientific method. Quantitative research methods can be subdivided by various designs that researchers use to answer their research questions. In fact, the wording of the research question must match the methodology and may contain words that indicate the design. Quantitative research identifies what happened, but not why it happened. It identifies causation or relationships.

The relationships in a quantitative research study are similar to those used for a qualitative design. There is still a relationship between the theory, problem, purpose, and the research questions, hypotheses, and design. This week you will continue to expand your understanding of this framework by analyzing and evaluating research questions and hypotheses in quantitative studies. You will also learn about various quantitative research designs that researchers use to answer their research questions.

In addition, you will continue to analyze the interrelated elements of a research study, making the connection among theory, problem, and purpose, and research questions, hypotheses, and design.

Summary

For this assignment, you will craft a quantitative research question based on the HAC you selected for the Research Problem and Purpose Statements assignment, as well as examine quantitative methodologies and data collection strategies that would enable you to answer your research question.

There is no length requirement for this assignment. Most submissions that fully address all scoring guide criteria will be 2–5 pages long.

Instructions

For this assignment build on the work that you did in the Research Problem and Purpose Statements assignment.

The assignment has two distinct parts.

Part 1: Quantitative Research Question

For this first part of the assignment, you will formulate a research question that is appropriate for a research project that will use quantitative methodologies. Remember the HAC that you used in your Research Problem and Purpose Statements assignment. Additionally, your research question should align with the problem and purpose statements that you developed at that time.

Keep in mind that a well-written research question should be a single statement.

When examining or creating qualitative research questions, the following checklist may be useful.

Quantitative Research Question Checklist

• Does the purpose statement fit logically with the problem statement? Does the purpose statement use similar words to the problem statement, or does it seem to address a different topic?
• Based on the problem statement, do the research questions align with the method and design of the study? For instance, are words like perception used that would automatically reject a quantitative study? Reference the research methodology publication to ensure alignment.
• Do questions seek to describe responses to the variables described in the study?
• Do the questions include words like compare or correlate that indicate a quantitative study?
• Do the questions include identification of the independent and dependent variables?
• Does the hypothesis fit with the research questions?
• Do the questions and hypothesis identify the participants for the research study?
• Do the questions and hypothesis specify the participants and the research site?

Relevant Scoring Guide Criteria

• Formulate a quantitative research question and associated hypothesis.
• Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

Part 2: Quantitative Methods and Data Collection

For this second part of the assignment, you will draw on your readings about qualitative methods and data collection to first identify specific quantitative methodologies that will enable you to answer your research questions. Second, you will discuss specific qualitative data collection tools or strategies that are appropriate for this purpose. Questions to consider when looking for strategies and tools include the following:

• What is your research question specifically trying to answer?
• How does the specific HAC affect the types of tools and strategies that would work best?
• How does the health care setting where the research project will occur affect the types of tools and strategies that would work best?

This part should also include a review of why it is important to a potential research plan as a whole to ensure that your data collection plan is relevant to your chosen methodology.

This section should be 2–5 pages long, depending on the level of detail required to fully present your methodologies and data collection tools and strategies.

Relevant Scoring Guide Criteria

• Identify relevant quantitative methodologies that will support answering a research question.
• Describe quantitative data collection tools or strategies that are appropriate for answering a research question.
• Explain the importance of methodologically relevant data collection to a research plan as a whole.
• Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

Additional Submission Requirements

• Structure: Include a title page, table of contents, and reference page.
• Length: There is no length requirement for this assignment. Most submissions that fully address all scoring guide criteria will be 2–5 pages long.
• References: Cite at least five current scholarly or professional resources.
• Format: Use APA style for references and citations.
  • You may wish to refer to the following APA resources to help with your structure, formatting, and style:
    • Evidence and APA.

Competencies Measured (Scoring guideline)

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

• Competency 1: Explain the different types of health care research methodologies.
  • Identify relevant quantitative methodologies that will support answering a research question.
  • Describe quantitative data collection tools or strategies that are appropriate for answering a research question.
  • Explain the importance of methodologically relevant data collection to a research plan as a whole.
• Competency 2: Develop a research question based on a hospital-acquired condition.
  • Formulate a quantitative research question and associated hypothesis.
• Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations of health care professionals.
  • Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.