WorkShop Plan (Facilitation)

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* Prepare your session on the chosen theme according the template Workshop
* Also provide an accompanying word document and write about the following  (up to 400 words) and include references.

1.    Rationale (Reasons) for choosing this issue
2.    Demonstrate how your workshop plan links to the key elements of facilitation covered in lectures, task and process etc
3.    The group (numbers, age profile, gender etc.) for whom you are preparing the session
4.    The materials you will need for your session e.g. flipchart, poster pages, markers etc,
5.    Describe the setting for your workshop, the room set-up

Improvement Plan

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For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.
As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audiences attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competenciesespecially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative.
Explain the need for and process to improve safety outcomes related to a specific organizational issue.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
Competency 4: Explain the nurses role in coordinating care to enhance quality and reduce costs.
List the purpose and goals of an in-service session for nurses.
Explain to the audience their role and importance of making the improvement plan successful.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
Reference
Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16s17.
Professional Context
As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.
Scenario
For this assessment it is suggested you take one of two approaches:
Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan, or
Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals presented in your chosen context.
Instructions
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.
Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
List the purpose and goals of an in-service session for nurses.
Explain the need for and process to improve safety outcomes related to a specific organizational issue.
Explain to the audience their role and importance of making the improvement plan successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session; below is just one example:
Part 1: Agenda and Outcomes.
Explain to your audience what they are going to learn or do, and what they are expected to take away.
Part 2: Safety Improvement Plan.
Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.
Explain why it is important for the organization to address the current situation.
Part 3: Audiences Role and Importance.
Discuss how the staff audience will be expected to help implement and drive the improvement plan.
Explain why they are critical to the success of the improvement plan.
Describe how their work could benefit from embracing their role in the plan.
Part 4: New Process and Skills Practice.
Explain new processes or skills.
Develop an activity that allows the staff audience to practice and ask questions about these.
In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
Part 5: Soliciting Feedback.
Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
Explain how you might integrate this feedback for future improvements.
Remember to account for activity and discussion time.
For tips on developing PowerPoint presentations, refer to:
Capella University Library: PowerPoint Presentations.
Guidelines for Effective PowerPoint Presentations [PPTX].
Additional Requirements
Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 1015 slides.
Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes.
APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Interview with a teacher

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Interview of a teacher  100 points
In this assignment, you will interview a teacher and write a summary of what you learned from him or her. Your purpose is to render a sketch so that your reader may be able to envision the teacher as a person with a distinct philosophy and experience.

Gathering information:
Interview a current or retired teacher who has had at least 3 years of fulltime experience in elementary, middle, or secondary school classrooms.

Analysis:
After collecting your information, think about what you have learned about this teacher. Focus on a few themes that best characterize what you have heard. Do not try to be all-inclusive. Protect your teacher’s confidentiality by using a pseudonym (e.g., Mr. Sunshine or Ms. Biology or Mr. Standards) and masking identifying details (e.g., taught fifth grade in a suburban school district in southern California or moved from Suburban Middle School to Central City Elementary School).

In your analysis, incorporate what you have been learning about becoming and being a teacher. How does your teacher fit within the material addressed in your readings and in class? What issues are raised through your interview? What are the implications of your interview as you think about becoming a teacher? Be sure you include multiple references to the readings/discussions we have in class.

Criteria for evaluation:
Exemplary papers are characterized by:
Clarity of description of the teacher’s experiences and views
Explanation of how the teacher interview relates to your thinking about teaching Integration of coursework (readings + discussions) into the analysis

I can incorporate some classroom powerpoint notes so that you can relate the interview questions back to the reading material. Below is the list of interview questions and answers that I asked a retired elementary school teacher:

1. Why did the teacher choose to enter teaching? How attractive was the profession to prospective teachers at that time? What were the other career paths available; were any others seriously considered? Does the teacher have any regrets about becoming a teacher? 

I entered teaching because there were few opportunities for college educated women in those days, the campus was nearby and it was affordable then.(1960) Other career paths in my academic strengths werent known to me. I have no regrets.

2. What professional education did the teacher have? How helpful was it in learning to teach? At what point did the teacher feel comfortable as a teacher?

I had 4 years of training at UCLA, majoring in elementary education, had student supervised opportunities several classes during the training and a semester of student teaching at two different grade levels.  I was very confident afterwards.

3. What were/are the teachers goals for the education of students? Have these goals changed over the years?

My goals were to develop the childrens skills at their appropriate levels, academic and social. Those didnt change.

4. What career moves (school buildings, grade level, special students, subject matter, etc.) has the teacher made? To what extent were those moves voluntary? For current teachers, are further moves desired? If so, what are they, and why?

I worked full time for 5 years  before raising a family, substituting afterwards for 12 years. I worked as a college academic counselor for one year and found that I much preferred teaching. I did change grade levels not voluntary once but  was able to change back a few years later.

5. What have been the major joys and frustrations of teaching? What would help increase the joys and minimize the frustrations? On what issues does the teacher feel strongly about making changes in the way that schooling occurs now?

The joys are seeing how the students learn and know you are responsible for their  improvements. More                                                                                                                                                                                            programs in the arts and music by specialists, or those who can demonstrate in the classroom how to teach these subjects would be very valuable. Learning can be and should be fun. Teachers need more techniques and less paperwork.

6. How did/does the teacher learn about his/her students lives and needs? How similar are the backgrounds of the teacher and his/her students? What have been the teachers experiences with culture shock in working with students from different backgrounds?

In my classes as a full-time teacher, the children were from a similar background to mine. I met their parents at teacher conferences and at Back to School Nights. As a substitute teacher I had the opportunity to work throughout the city of Los Angeles and with children from many different backgrounds. In one instance the school had  security guards in the halls. I always came prepared with materials to keep the class busy and learning.. I  generally found they were responsive.                                                   

7. What are some favorite memories from the teacher’s classroom? Does the teacher tend to remember individual students or activities, or are the memories more general?

I once substituted in a bilingual kindergarten class for three weeks. On the last day we had a party with refreshments. The children did all the cleaning up5 year olds! I also had my regular students once write about what they wanted to be when they grew up. One student said he wanted to become a doctor and find the cure for the cancer that killed his father. (He was 8 years old.)

8. What does the teacher think of current hot issues in education such as the California High School Exit Exam, the No Child Left Behind Act, and merit pay for teachers? How does the teacher take action to address new reforms that impact his/her classroom?

I do believe in merit pay and as a retiree, however, I am out of the loop. Preschool is vital for all children as well.

9. What is the teacher’s metaphor for “teaching” or “teacher”? What are the main features of the teacher’s approach toward teaching? What has the teacher learned from being a teacher?

Teaching is learning as well  as introducing knowledge. My main approach was to make learning fun whenever possible and to present material  with enthusiasm.  I have also found that children can be very helpful with routine things in a classroom and that they respond eagerly when given the class. (using monitors, for example, whenever possible.) This makes the job less physically strenuous.I also learned that its not a 9-5 job.

Teachers name

Submit a 2,500 word report based on the application of DMAIC to the hospital case study provided on-line in Canvas.

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Submit a 2,500 word report based on the application of DMAIC to the hospital case study provided on-line in Canvas.
You will assume the role of a Yellow Belt assigned to the (fictitious) Riverside Hospital to help its Lean Six Sigma team address the hospitals problems. You are required to write a report for the Green and Black Belts (Module Tutors) detailing each stage of the project you select for improvement. You must focus on the problem of food. the delivery reheating, wastage etc…

You must write your assignment in a business report format that addresses the following five phases of DMAIC:
1. Define:
The business case for your selected project;
A project problem statement and an objective statement;
SIPOC map;
Pareto analysis
Application of Y = F (X) + E to the problem (identify your desired output and independent
variables).
Critical to quality variables for the customer;
Critical to quality variables for the hospital department.
A detailed House of Quality
2. Measure:
Value stream map for the selected problem;
DPMO and Sigma level calculations;
Process control charts;
3. Analyse:
Value, Business value and non-value added process steps;
A cause and effect diagram that identifies potential causes to the problem.
Why-Why and How-How analysis of the main cause of the problem;
Using appropriate data construct a Scatter Diagram and investigate any possible
correlations;
Provide Analysis on the control chart.
Conduct an FMEA.
4. Improve:
Redraw the improved value-stream for the food delivery process;
Calculate the new cycle time and savings;
  Liverpool John Moores University
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Suggest further improvements to the processes that could help improve the problem situation even more.
5. Control: Identify measures that you can take to ensure that the potential improvements recognised are achieved in reality and those improvements maintained.
Your report should also include an Executive Summary, Introduction and a Recommendation section. The remaining marks are awarded for the overall quality of communication and use of sources (References and Bibliography). Use Harvard Referencing.

Advice on the Structure
The structure and indicative content of the report is to use the following main sections:
– Title Page – ID number, title of the report, date and word count.
– Table of Contents – List of main section headings, sub-headings and page numbers.
– Introduction Give an outline profile of the case study organisation.
– DMAIC. Each phase to be discussed within the report. Refer to checklist above.
– Recommendation The final section of the report is to bring a focus to the broad analysis that you have conducted and make one specific strategic recommendation to the specific department that you feel would make a significant difference to its performance. Your discussion in this section should define what the recommendation is, and then evaluate its potential impact, specific benefits, risks and implications for the department. This will be based on the FMEA conducted in the Analysis phase.
– References – A full listing of all academic citations and other sources of information, presented in the Harvard system of referencing.
– Bibliography A full listing of all materials read during the course of this project (exclude those you have referenced).
– Appendices – Additional pages in support of information detailed within the main text of the report.
Your report MUST make use of the recommended reading of the subject (both textbooks and academic journals).
Full reference details must be included in respect to the academic literature and all other sources of information used (reference to and use of material from such sites as Wikipedia are NOT acceptable).
This business management report should use an appropriate and professional style with a coherent structure, logic and connected line of analysis, evaluation and reasoning.