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how can i assess the effect of the patient, family, or population problem you’ve previously defined on the quality of care, patient safety, and costs to the system and individual.

how can i assess the effect of the patient, family, or population problem you've previously defined on the quality of care, patient safety, and costs to the system and individual.

Practicum Focus Sheet, Assessment 2

Practicum Focus Sheet Assessment 2

Note: Expect to spend at least 2 hours with the patient, family, or group you’ll be working with during this portion of your practicum, exploring issues of patient safety, quality, and costs associated with the health problem you’ve defined. This includes time spent in consultation with subject matter or industry experts. You’ll report on the results of this work as part of your next assessment. For this portion of your practicum, discuss, in depth, how the problem will affect patient safety, quality of care, and costs. Consider the following questions to help guide your exploration of quality, safety, and costs and to make the most of your time:

• Has the patient, family or group experienced any serious safety events because of the problem?

• How many times have they gone to the emergency department (ED)?

• How many times have they been hospitalized?

• What is the frequency of ED visits or hospitalizations?

• How many medications are needed to manage the problem?

• Does insurance pay for these medications?

• Have the medications caused any side effects?

• How often are doctors’ visits or other therapies needed?

• Does insurance pay for these visits or treatments?

Practicum Focus Sheet

Assessment 2

In a 5–7 page written assessment, assess the effect of the patient, family, or population problem you've previously defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you've chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Report on your experiences during your first two practicum hours.

Complete this assessment in two parts.

Part 1

Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 2 [PDF] Download Practicum Focus Sheet: Assessment 2 [PDF] provided for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.

· Whom did you meet with?

· What did you learn from them?

· Comment on the evidence-based practice (EBP) documents or websites you reviewed.

· What did you learn from that review?

· Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.

· What barriers, if any, did you encounter when presenting the problem to the patient, family, or group?

· Did the patient, family, or group agree with you about the presence of the problem and its significance and relevance?

· What leadership, communication, collaboration, or change management skills did you employ during your interactions to overcome these barriers or change the patient's, family's, or group's thinking about the problem (for example, creating a sense of urgency based on data or policy requirements)?

· What changes, if any, did you make to your definition of the problem, based on your discussions?

· What might you have done differently?

The assessment 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, note the additional requirements for document format and length and for supporting evidence.

· Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.

· Cite evidence that supports the stated impact.

· Note whether the supporting evidence is consistent with what you see in your nursing practice.

· Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem's impact on the quality of care, patient safety, and costs to the system and individual.

· Describe research that has tested the effectiveness of these standards and/or policies in addressing care quality, patient safety, and costs to the system and individual.

· Explain how these standards and/or policies will guide your actions in addressing care quality, patient safety, and costs to the system and individual.

· Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of care quality, patient safety, and cost to the system and individual.

· Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual.

· Discuss research on the effectiveness of these strategies in addressing care quality, patient safety, and costs to the system and individual.

· Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.

· Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

· Use paraphrasing and summarization to represent ideas from external sources.

· Apply APA style and formatting to scholarly writing.

how can i define the patient, family, or population health problem that will be the focus of your capstone project.

how to define the patient, family, or population health problem that will be the focus of your capstone project.

Practicum Focus Sheet, Assessment 1

Practicum Focus Sheet Assessment 1

Note: Expect to spend at least 2 hours with the patient, family, or group you’ll be working with during this portion of your practicum, assessing the health problem you’ve defined from a leadership, collaboration, communication, change management, and policy perspective. This includes time you may elect to spend in consultation with subject matter or industry experts. You’ll report on the results of this work as part of your next assessment. For this portion of your practicum, consider the following:

• Identify the patient, family, or group you intend to work with.

• Think about what you hope to learn. o What’s your rationale for choosing this particular patient, family, or group?

• Consider how you’ll present your ideas about the problem to the patient, family, or group and convince them of its significance.

• Which leadership, collaboration, communication, and change management skills will you need to apply in order to work successfully with your chosen patient, family, or group?

• Which potential barriers do you foresee in presenting the problem to this patient, family, or group?

• Which change management strategies might you employ to overcome these barriers? o For example, you might consider creating a sense of urgency supported by data or

policy requirements.

Practicum Focus Sheet

Assessment 1

Assessment 01 – Assessing the Problem: Leadership,

Collaboration, Communication, Change Management, and Policy Considerations

For this assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Before you complete the instructions detailed in the courseroom, first select one of the following to be the problem you focus on for your capstone project:

• Patient Health Problems o Diabetes: A chronic condition where the body either doesn't produce enough

insulin (Type 1) or can't effectively use the insulin it produces (Type 2). Diabetes leads to elevated blood sugar levels. Management includes medication, dietary changes, and monitoring blood sugar levels.

o Drug and Alcohol Abuse: The misuse of substances, including illegal drugs, prescription medications, and alcohol. Drug and alcohol abuse can lead to addiction, physical harm, or mental health disorders. Treatment often involves detoxification, counseling, and long-term recovery strategies.

• Family Health Problems o Substance Abuse: The misuse of drugs, whether prescription, over-the-counter,

or illegal. This can lead to addiction, health issues, and disruptions in family life, including financial strain and trust issues.

o Mental Health Disorders: A range of conditions affecting an individual's mood, thinking, and behavior, such as schizophrenia, bipolar disorder, or personality disorders. These disorders can impact family roles, communication, and overall well-being.

• Population Health Problems o Smoking Cessation: Efforts and interventions aimed at helping individuals quit

smoking. Given the significant health risks associated with tobacco use, smoking cessation is a major public health priority.

o Obesity: A global epidemic characterized by excessive body fat. Obesity is linked to numerous health complications and is influenced by dietary habits, physical activity, genetics, and socio-economic factors.

These health problems are significant challenges for healthcare providers and public health experts. Addressing these issues requires a comprehensive approach that includes preventive measures, early detection, and effective treatment strategies. Education and awareness campaigns, community engagement, and policy changes are also essential to improving population health outcomes. After you have selected one of the problems from the list above, return to the detailed instructions in the courseroom to complete your assessment.

In a 5–7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

Complete this assessment in two parts.

Part 1

Use Assessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF] Download Assessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF] to define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.

Part 2

Connect with the patient, family, or group you'll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] Download Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

· Define a patient, family, or population health problem that's relevant to your practice.

· Summarize the problem you'll explore.

· Identify the patient, family, or group you intend to work with during your practicum.

· Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.

· Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.

· Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you've defined.

· Note whether the authors provide supporting evidence from the literature that's consistent with what you see in your nursing practice.

· Explain how you would know if the data are unreliable.

· Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you've defined.

· Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.

· Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.

· Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum.

· Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you've defined.

· Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.

· Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.

· Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.

· Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you've defined.

· Discuss research on the effectiveness of leadership strategies.

· Define the role that you anticipate leadership must play in addressing the problem.

· Describe collaboration and communication strategies that you anticipate will be needed to address the problem.

· Describe the change management strategies that you anticipate will be required to address the problem.

· Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

· Organize content so ideas flow logically with smooth transitions.

· Apply APA style and formatting to scholarly writing.

Energy supply

Module 3 Discussion

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Discussion Topic: Module 3 DiscussionModule 3 Discussion

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icon Energy Supply

The body manages its energy supply with amazing precision. Consider that many people maintain their weight within about a 10- to 20-pound range throughout their lives. How do they do this? How does the body manage excess energy? How do bones, muscle, fat, fluid, and other tissue influence our body composition? However, overweight, and underweight both result in energy imbalance. Almost 42% of adults aged 20 and above are overweight placing them at risk of developing chronic diseases that affect quality of life.

After studying Module 3: Lecture Materials & Resources, answer the following:

Conduct a nutrition/survey interview with 2 athletes and ask them a) what protein or amino acid supplements they use in their diet? and b) why do they use those supplements? Then, navigate to: www.quackwatch.orgLinks to an external site. and enter the name of the supplement. Provide 1 paragraph with your analysis of the products and what you found out about the products’ nutritional characteristics (see Chapter 5, page 132 of your textbook).
Search the internet for a popular weight-loss program (i.e., Jenny Craig, Weight Watchers, etc.), and submit 1 paragraph with the following:
1. describe the diet plan
2. evaluate whether the plan offers a nutritionally reliable way to lose weight or is it a Fad Diet (see Chapter 7, Table NP7-1, page 193 of your textbook)
In 1 paragraph, describe type 1 diabetes, type 2 diabetes, and gestational diabetes by providing:
1. characteristics
2. definition
3. causes & symptoms (see Chapter 20, Table 20.2, page 564 of your textbook).

BSBHRM614 – CONTRIBUTE TO STRATEGIC WORKFORCE PLANNING

Knowledge test on page 15: Total 11 questions need to do

2. Write a Workforce Briefing Report (all details are on page 22 and 23) 2 pages long report

4. Develop a Strategic Workforce Plan (all details are on page 25)

5. Develop a Risk Management Plan (all details are on page 26)

6. Obtain support for the Strategic Workforce Plan and risk Management Plan (all details are on page 26)

7. Develop a survey to seek staff input (all details are on page 26 and 27)

8. Develop a Strategic Workforce Plan Review Report (all details are on page 27 and 28)

9. Develop a Work Life Balance Report and Action Plan (all details are on page 28) 1 page long report

10. Update Health and Safety Policy and Procedures (all details are on page 29)

11. Evaluate the performance of the Strategic Workforce Plan (all details are on page 29) 1/2 to 1 page long report

APznzaZHYbqw1UMstEOlhDue0fPCTZqxJFAGG6sBCdcCZEgsvXCCOsXHVK8Bou0Zuftkljd8Sat1JAQ5lxpZ8m6Ed6STlpc2DPsAceOKgQJiGeSQUbtL6FPP1mqKFC84UKWYSFZyDeC3rBwelNGDTnZMX7VRF7iFt3k7BcXfQ7nvnPDJIZxHGb7H9I9pOQEdh32MFvj.pdf

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 1 of 38

Candidate Assessment Tool

STUDENT NAME:

STUDENT ID:

ASSESSOR NAME:

UNIT CODE AND TITLE: BSBHRM614 – CONTRIBUTE TO STRATEGIC WORKFORCE PLANNING

about:blank

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 2 of 38

About this booklet

This Candidate assessment booklet has been designed for students undertaking face-to-face

mode of study to provide information before they undertake these assessments. It also contains

assessment tools to assess the skills and knowledge required from you to be deemed competent

in this unit.

Please read all the information given to you when you receive this assessment booklet. If you do

not understand any part of this booklet, please inform your trainer/assessor.

The assessment booklet contains three (3) parts:

PART 1: Assessment information: This part contains information on the assessment for this unit of

competency and how an assessment will be conducted throughout this unit to achieve the

competency. It includes:

• Application of the unit of competency

• Purpose of assessment

• Elements, performance evidence and knowledge evidence requirements of the unit

• Conditions, context, required resources and location of the assessment

• Assessment tasks

• Outline of evidence to be collected

• Administration, recording and reporting the requirements including special adjustments,

appeals, reasonable adjustments and assessors’ intervention.

PART 2: Assessment tasks: This part contains the information to undertake the assessment task

successfully. In each assessment task, students will find the following information:

• Task instructions

• Role play/Practical Demonstration information

• Information on resources required, where applicable.

PART 3: Appendix: This part contains the documents/templates required to complete the

assessment tasks (Part 2).

about:blank

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 3 of 38

PART 1

Application of the unit of competency:

This unit describes the skills and knowledge required to contribute to development,

implementation and maintenance of a strategic approach to workforce planning in an

Assessment Information

about:blank

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 4 of 38

organisation ensuring that there is the structure and staff in place to meet current and

foreseeable organisational objectives.

The unit applies to individuals employed as human resource practitioners with knowledge of

human resources and organisational objectives.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Purpose of assessment:

The primary objective of assessment is to support and encourage your learning.

Assessment results give the assessor an indication of how well you learnt in class and or areas you

may need extra support.

Performance evidence:

The candidate must demonstrate the ability to complete the tasks outlined in the elements,

performance criteria and foundation skills of this unit, including evidence of the ability to:

▪ contribute to the development and implementation of at least one strategic workforce

plan.

In the course of the above, the candidate must:

▪ analyse information from a range of internal and external sources to determine:

▪ workforce strategic direction, objectives and targets

▪ trends and emerging practices that may have an impact on workforce

▪ relevant technology

▪ recent and potential changes to industrial and legal requirements

▪ future labour needs and skills requirements

▪ options for sourcing labour

▪ organisation’s preferences regarding workforce

▪ consult relevant stakeholders and collaboratively develop, implement, monitor and

review a strategic workforce plan including:

▪ budget

▪ priorities

▪ agreed objectives, targets, programs and practices based on cost-benefit analysis

▪ timeframes

▪ risk management

▪ evaluation against objectives.

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 5 of 38

Knowledge evidence:

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the

elements, performance criteria and foundation skills of this unit, including knowledge of:

▪ human resource practices and functions

▪ relevant legislative, regulatory and industrial requirements for the organisation

▪ common options for sourcing labour

▪ impact of technology on job roles in the organisation or work area

▪ options for sourcing labour supply

▪ risk management plans to support the strategic workforce planning

▪ format and features of a strategic workforce plan

▪ modern philosophies, values and policies applicable to the human resources

profession.

Context and conditions for assessment:

To comply with the assessment conditions of this unit:

• Skills for this unit of competency will be demonstrated in Australian School Of Commerce

classroom/Computer lab located at Level 5, 123 Lonsdale Street, Melbourne, Victoria 3000.

• You will have access to suitable facilities, equipment and resources, including template

documentation, policies and procedures to undertake the assessment tasks for this unit of

competency (refer Templates)

Resources required:

The assessor will ensure that assessment is conducted in a safe environment, and you have

access to the following resources for the unit:

• PowerPoint presentation

• Access to other learning materials such as textbooks

• Access to a computer, the Internet and word-processing system such as MS Word

• Computer technology and documentation as required

• Codes of practice and standards issued by government regulators or industry groups

• Student assessment booklet

• Australian School Of Commerce Learners’ resources for the unit BSBHRM614 – Contribute to

strategic workforce planning

Clustering/holistic assessment:

There is no provision for clustering of assessments in this unit.

AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth

of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF

level criteria. For more information, please visit http://www.aqf.edu.au/

Relevant Legislation

• Australian Human Rights Commission Act 1986

• Age Discrimination Act 2004

• Disability Discrimination Act 1992

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http://www.aqf.edu.au/

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 6 of 38

• Racial Discrimination Act 1975

• Sex Discrimination Act 1984

• Code of ethics and codes of conduct

• Ethical Principles in the Workplace

• Codes of practice

• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)

• Occupational Health and Safety Act 2004 – Applicable in Victoria

• Work Health and Safety Act 2011

Competency requirements:

To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be

Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment

tasks will be deemed Not Yet Competent (NYC).

Assessors will ensure that the evidence collected meets the requirements of the Rules of

Evidence (authentic, current, sufficient and valid) prior to entering results into the competency

record sheet.

Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be

given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)

after two reassessments in a unit of competency, student will be required to repeat the unit as

per the scheduled delivery of the course. For further details, refer to Australian School Of

Commerce Assessment Policy and procedures.

Assessment tasks:

To achieve competency in this unit, you must satisfactorily complete all the following assessment

tasks within the date and time specified by your trainer/assessor. This will demonstrate that you

have all the required skills and knowledge for this unit.

Simulated Environment:

The simulated environment will provide students with all the required resources (such as the

equipment and participants, etc.) to complete the assessment task. The simulated environment

is very much like a learning environment where a student is able to practice, use and operate

appropriate industrial equipment, techniques, and practices under realistic workplace

conditions.

The simulated environment consists of the following:

• The training organisation is the workplace where the student will be required to complete

their job-related tasks and activities.

Assessment tasks Assessment description Location of

assessment

Assessment Task 1

(AT1):

 Knowledge Test

Students are required to complete the knowledge

test to be deemed competent. The learners are

required to answer in brief. They must answer all the

questions correctly to be marked satisfactory.

Australian

School Of

Commerce

Assessment Task 2

(AT2):

 Project

This assessment includes a series of tasks and

activities you are required to perform in a simulated

work environment.

Australian

School Of

Commerce

about:blank

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 7 of 38

• The standard operating/workplace procedures.

• You will provide the student with assistance throughout the assessment activity. The

simulated environment must meet the following criteria:

– Follow standard operating/workplace procedures.

– Use up-to-date software and equipment.

– Work within stated timelines to meet deadlines.

– Gain experience in the challenges and complexities of dealing with multiple tasks.

– Experience prioritising competing tasks and dealing with contingencies.

– The simulated environment to work with others in a team.

– The simulated environment is sufficient to communicate, contribute and participate in tasks

and activities.

– The simulated environment is sufficient to work independently and manage workload.

Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor

willensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient,

current and authentic.

Assessment Task 1

(AT1):

 Knowledge

Test

• Answer all questions correctly in the Knowledge Test Questions and

submit to your assessor electronically.

• Complete and sign the cover sheet for assessment task

Assessment Task 2

(AT2):

 Project

• Produce all required evidence electronically.

• Complete and sign the cover sheet for assessment task.

You must read and follow this information carefully while completing assessments for this unit of

competency and if you are unsure of any instruction, please contact your Trainer/assessor to

clarify.

The assessments are intended to be equitable, fair and flexible.

Instruction for learner

Prior to the commencement of the assessment:

The assessor will explain the Assessment Conditions and advise you prior to conducting

observation/assessment:

o what will occur throughout the assessment process

o when the assessment will occur (Date and Time)

o the level of competency expected

• Prior to the commencement of the assessment, you will be given the copy of the

Candidate Assessment Pack.

During the assessment:

• During role play/ practical demonstration, your trainer may be required to act as a student,

where required, but trainer/assessor will not interfere with the assessment.

• If the assessment activities might impact your safety or that of others, trainer/assessor will

stop the assessment immediately.

• Your trainer/assessor will confirm assessment submission details for each assessment task.

about:blank

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 8 of 38

• You are required to mention your name and student Id in either header or footer of the

assessment document to be submitted.

Submission of assessment:

You must ensure that the completed assessment tasks are submitted along with the assessment

cover sheet:

• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for

assessments are typed.

• You must submit all assessments on or before the due date specified by the assessor as per

the training plan.

• Extensions for individual assessment tasks may be negotiated in specific circumstances with

your assessor/trainer. However, you need to provide genuine evidence documents when

seeking an extension to due date (e.g. extensions due to illness will require a medical

certificate). To arrange an extension, you must speak to your assessor prior to the due date.

Extensions must be confirmed by the trainer in writing.

• You are permitted to use dictionaries and to seek support (as required) unless it puts in

jeopardy the integrity of the assessment, your assessor will let you know if this is the case.

• Unless the assessment task specifically allows pair work or group activities such as

brainstorming, you must submit your own original work and must not copy the work of other

students. Plagiarism is unacceptable.

• You must complete the student’s declaration.

After Submission of assessment:

• Once you have completed and submitted assessment to trainer/assessor, your

trainer/assessor will mark the submitted assessment and will arrange a time with you for the

feedback discussion and to advise if there are any further steps for them to take.

• You will be provided with:

o clear and constructive feedback based on the assessment decision

o information on ways of overcoming any identified gaps in competency revealed by

the assessment

o the opportunity to discuss the assessment process and outcome

o information on reassessment and the appeals process

o an opportunity for reassessment, if appropriate

• This unit is not graded, and the student must complete and submit all requirements for the

assessment task for this unit of competency to be deemed competent.

Assessment outcomes: –

For unit of competency:

There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent

(requires more training and experience).

You will be awarded C = Competent on completion of the unit when the assessor is satisfied that

you have completed all assessments and have provided the appropriate evidence required to

meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will

receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in

accordance with the Australian School Of Commerce Assessment Policy and Procedures.

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 9 of 38

For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.

On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if

you have completed the task successfully, submitted all evidence and satisfied the assessment

criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or

does not meet the requirements of the assessment criteria.

Recording an assessment result:

Once the assessments have been completed, the assessor will record the assessment results on

the student assessment record sheets and all results will be approved by the Training Manager.

Assessors will check that you have completed the signed student declaration prior to filling out

the assessment sheet.

Retaining assessment records:

Australian School Of Commerce will securely retain all completed student assessment items for

each student for a period of six months from the date on which the judgement of competence

for the student was made. Australian School Of Commerce

will also retain sufficient data to be able to reissue AQF certification documentation for a period

of 30 years.

The assessor will ensure that the student records are securely retained and stored in accordance

with the Australian School Of Commerce record management policy accessible by the Student

Administration Officer.

Re-assessment:

If you are unsuccessful at achieving competency at the first attempt, you will be given two

further opportunities for re-assessment at a mutually agreed time and date. For further details,

refer to the Australian School Of Commerce Assessment Policy and Procedures. As this is a

competency-based program, the assessment continues throughout the program until you either

achieve Competency in the assessment tasks or a further training need is identified and

addressed.

Student access to records:

You have the right to access current and accurate records of your participation and results at

any time. You can request a copy of your records (results or attendance progress) by

contacting the student administration or assessor.

Support:

You may seek clarification about the assessment information and the instructions and tasks at

any time from the assessor.

Reasonable adjustments and special learning needs:

Australian School Of Commerce works to ensure that students with recognized disadvantages

can access and participate in education and training on the same basis as other students.

Disadvantages may be based, for example, upon age, cultural background, physical disability,

limited or non-current industry experience, language, numeracy or digital literacy issues.

Where pre-training interviews and LLN assessments reveal that a student may require special

support or where, after enrolment, it is made apparent that the student requires special support,

reasonable adjustments will be made to the learning environment, training delivery, learning

resources and/or assessment tasks to accommodate the particular needs of the student. An

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 10 of 38

adjustment is reasonable if it can accommodate the student’s particular needs, while also

taking into account factors such as the student’s views, the potential effect of the adjustment

on the student and others and the costs and benefits of making the adjustment.

Any adjustments made must:

• be discussed, agreed and documented in the assessment record

• benefit the student

• maintain the integrity of the competency standards and course requirements as stipulated

in the training package

• be reasonable to expect in a workplace.

Reasonable adjustment may consist of:

• providing additional time for students to complete learning and assessment tasks

• presenting questions orally for students with literacy issues

• asking questions in a relevant practical context

• using large print material

• extending the course duration

• Presenting work instructions in diagrammatic or pictorial form instead of words and

sentences.

Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In

the first instance, you are encouraged to appeal informally by contacting the assessor and

discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you

may appeal further to training manager. If you are still dissatisfied, you may appeal formally and

in writing to have the result reviewed. For more information, refer to the Assessment Policy and

the Complaints and Appeal Policy and Procedure available in Australian School Of Commerce

Website.

Assessor intervention:

Assessors will check if you are ready for the assessment and defer the assessment if you are not.

Feedback will be given to you at the completion of the assessment. During role play, the

assessor may act as a client or employer, where required, but the assessor will not interfere with

the assessment. If the assessment activities might impact on your safety or that of others, the

assessor will stop the assessment immediately.

Plagiarism, cheating and assessment dishonesty:

Australian School Of Commerce considers plagiarism and cheating as a serious misdemeanor.

Evidence of plagiarism and cheating is treated on a case by case basis and the consequences

for students engaging in such practices may include failure of the assessment or unit or exclusion

from the course. For more information, refer to Australian School Of Commerce’s Assessment

Policy and Procedures.

Note: Referencing is a way of acknowledging the source of information that a person uses to

research your assignment. References should be provided whenever someone else’s words.

Ideas or research is used. One should also provide references for any information used. Website,

journals, Research paper, Blogs, article and any other online sources needs to be referenced.

Assessor feedback:

Assessors will provide feedback on the assessment that you have submitted. This can identify

your strengths and weaknesses or be an overall comment on your submission. A copy of the

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 11 of 38

feedback along with your submission will be given to you and you must keep a copy of it

throughout the completion of the course.

Student Declaration:

Make sure you understand what is required of you before signing this agreement.

Please sign and date this agreement before you begin the assessment process.

I…………………………………………………………………… (Student Name) have read and understand the

information provided above and also understand and accept that any act of plagiarism and

academic dishonesty may have penalties including cancellation or suspension of my enrolment

with Australian School Of Commerce. The assessment has been explained to me. I understand

the following:

• I can discuss any special needs I have with my assessor.

• How the assessment decision will be made.

• I can re-attempt the assessment if I need to.

• I can discuss my assessment result if I am unhappy with the decision.

• I have been told the date, time and place for assessment.

I further declare that:

• All assessment work submitted for this unit competency is my own original work and

plagiarism and collusion has not occurred.

• Assessment work has not been copied or submitted for any other unit/course.

• I have taken proper care and effort to ensure my work has not been copied by another

person.

• I have retained a copy of this assessment for my own records in the event I have to

reproduce my work.

• I am aware that any assessment deemed unsatisfactory will require me to undergo

reassessment which may be different to the one originally submitted.

Student signature: ……………………………………………………… Date: ……/……/…….

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 12 of 38

PART 2

Assessment tasks

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 13 of 38

Assessment Task Cover Sheet Task 1 (AT1)

Student details

Student Name: Student ID:

Assessment details

Unit of Competency: BSBHRM614 – CONTRIBUTE TO STRATEGIC WORKFORCE PLANNING

Assessment Task 1: Knowledge test

Date of Submission:

Assessment Outcome

Attempt 1 Satisfactory Not Satisfactory

Attempt 2 Satisfactory Not Satisfactory

Attempt 3 Satisfactory Not Satisfactory

Feedback:

Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this

assessment task is original and has not been copied or taken from another source except where this

work has been correctly acknowledged. I have made a photocopy or electronic copy or

photograph of my assessment task, which I can produce if the original is lost.

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment of this student, and I have provided

appropriate feedback. I also declare that I have undertaken

the indicated assessment integrity checks

Check for plagiarism Software Yes No

Check for copying/collusion Yes No

Check for authenticity (own work) Yes No

Cheating or use of model answers Yes No

Student: I have received,

discussed and accepted my

result as above for this

assessment and I am aware of

my appeal rights.

Signature: …………………………………………………

Signature: …………………………..

Date: ………………………………………………………..

Date: …………………………………..

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 14 of 38

Assessment task 1: Knowledge Test

Required documents and equipment:

▪ Computer with internet connection to refer to various programs such as MS word, MS excel,

MS PowerPoint or any other recognised software program.

▪ Australian School Of Commerce Learners’ resources for the unit BSBHRM614 – Contribute to

strategic workforce planning (organised by the trainer/assessor)

▪ Learner’s notes

Instructions for students:

▪ This assessment will be conducted in ASOC’s Campus with access to the resources listed

above.

▪ You must answer all knowledge questions as part of this assessment and submit answers in

electronic copy.

▪ Do not start answering questions without understanding what is required from you. Read

the questions carefully and critically analyse them for a few seconds, this will help you to

identify what is really needed.

▪ No marks or grades are allocated for this assessment task. The outcome of the task will be

Satisfactory or Not Satisfactory.

▪ Your trainer/assessor may ask relevant questions on this assessment task to ensure that this is

your own work.

▪ You will be advised to read instruction given in this document before starting assessment.

▪ Your trainer/assessor will clearly explain the assessment process and tasks to be completed.

▪ Please make sure you understand what evidence is required to be collected and how.

▪ Be concise to the point and write answers according to the given word-limit to each

question and do not provide irrelevant information. Be careful, quantity is not quality.

▪ Be careful to use non-discriminatory language. The language used should not devalue,

demean, or exclude individuals or groups on the basis of attributes such as gender,

disability, culture, race, religion, sexual preference or age. Gender inclusive language

should be used.

▪ When you quote, paraphrase, summarise or copy information from the sources you are

using to write your answers/research your work, you must always acknowledge the source.

▪ Please make sure you know your rights and the Complaints and Appeal process.

▪ Please make sure you discuss any special needs or reasonable adjustments to be

considered during the assessment

▪ Please ensure that you must have all the required resources needed to complete this task.

▪ You will be marked for all responded questions.

▪ Answers must demonstrate an understanding and application of relevant concepts, critical

thinking, and good writing skills.

▪ Your Trainer/Assessor will provide the feedback and notify you when results are available.

▪ If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).

▪ If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit

outcome is Not Yet Competent (NYC).

▪ Once all assessment tasks allocated to this Unit of Competency have been undertaken,

trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome

will be either Competent (C) or Not Yet Competent (NYC).

▪ You are required to mention your name and student Id in either header or footer of the

assessment document to be submitted.

▪ Please refer Instruction for learner in Part 1 for more information.

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 15 of 38

Planning the assessment

Access all resources mentioned in required resources, either printed copies or access via the

internet.

▪ You must answer all questions in the knowledge test assessment.

▪ Time allocated to complete this assessment is 4 hours.

▪ Assessor will set a time to provide feedback.

Resubmissions and reattempts:

▪ Where a student’s answers are deemed not satisfactory after the first attempt, a

resubmission attempt will be allowed. Students will be given total 3 attempts including 1

original plus 2 reassessments.

▪ Student may speak to their Trainer/Assessor if student have any difficulty in completing this

task and require reasonable adjustments (e.g. can be given as an oral assessment).

Evidence specifications:

At the end of the assessment, student will be required to submit the following evidence

▪ Completed assessment task with all questions answered.

▪ Completed and signed cover sheet for the assessment.

Knowledge Test

Questions

Provide answers to all of the questions below:

1. Describe five key functions of a Human Resources Manager.

2. Explain the importance of the Strategic Workforce Planning function and list three practices

related to Strategic Workforce Planning.

3. Explain the aim and scope of the Fair Work Act 2009 and its importance for the human

resources function.

4. List the 10 minimum workplace entitlements for a permanent employee of an organisation

outlined in the National Employment standards.

5. List four examples of the information that must be kept for each employee according to the

Fair Work Regulations 2009.

6. Explain which employees are covered by unfair dismissal laws and which are not.

7. Using the table below, explain each of the following options for sourcing a workforce:

• Recruiting from outside of the company

• Casual labour

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 16 of 38

• New graduates or trainees

• Offshore workers

• Contractors

• Consultants

• Outsourcing to recruitment consultants

For each option discuss at least two advantages and two disadvantages of using options

for the provision of human resource services.

Workforce option Advantages Disadvantages

8. Explain the impact of technology on the human resources function and how this

has benefited the recruiting function of human resources.

9. Outline five key steps in the Strategic Workforce Planning process by completing the table.

Step Description

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 17 of 38

Step Description

Assessing current HR

capacity

Forecasting HR

requirements

Gap analysis

Developing HR strategies

to support organisational

strategies

Planning for risk

(developing a risk

management plan)

10. Describe three key areas that could be included in a Strategic Workforce Plan.

11. Discuss three modern philosophies, values and policies applicable to the human resource

profession.

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M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A

Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 I E: [email protected] I W: www.asoc.edu.au

ABN: 87 160 483 447

M.S Aviation Pty Ltd trading as Australian School of Commerce Name of the Document- BSBHRM614 Candidate Assessment Tool Version no:23.05 Page 18 of 38

Assessment Task 1: Checklist

Student’s name:

Did the student provide a

sufficient and clear

answer that addresses the

Week 2 NR501 Discussion question

Nursing knowledge is classified in a variety of ways, one of which is Carper's Patterns of Knowing (Carper, 1978). Carper's framework offers a lens through which the nurse can reflect upon insights acquired through empirical, ethical, personal, and aesthetic knowledge (Carper, 1978). Through intentional reflection using Carper's Patterns of Knowing, nurses can process experiential learning and knowledge acquired through practice. The purpose of this assignment is to reflect upon a specific practice situation and better understand the professional knowledge and insights obtained through that experience.

Criteria for Content

Think of a surprising or challenging practice situation in which you felt underprepared, unprepared, or uncomfortable.
Select an important nursing issue/topic that was inherent to the identified situation.
Briefly explain the situation.
Identify the nursing issue inherent in the identified situation
1. As a method of refection, use Carper's Patterns of Knowing to analyze the situation. In your discussion, address ONE of the following Patterns of Knowing:
  1. What do you think was the underlying reason for the situation? (Esthetics)
  2. What were your thoughts and feeling in the situation? (Personal)
  3. What was one personal belief that impacted your actions? (Ethics)
  4. What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)
What new insights did you gain through this reflective practice opportunity? How will this apply to your practice as a nurse practitioner? Be sure to use scholarly literature to support your position.

Week 1 NR501 Reflection

Write 1-2 paragraphs reflecting on your experience as you continue your journey to achieve your MSN and become a nurse practitioner. Save the reflection as a Word Document for submission to this assignment.

What were the most important concepts you learned in week 1? Why are these concepts important? How will they prepare you for your future role as a nurse practitioner? In what ways do you feel prepared for your new role? In what ways do you feel unprepared?

Week 1 Discussion NR599 Response KC

Need a response

Hello Class,

Nursing theory has significantly influenced the nursing profession, contributing to the development of pertinent research. These theoretical frameworks have provided a foundation for research, leading to new knowledge and enhanced patient care. For instance, Callista Roy's nursing adaptation model explored patients' experiences with chronic illnesses. This research offered valuable insights into these patients' challenges and helped develop interventions to improve their quality of life.

Nursing theory offers a framework for understanding and organizing the knowledge, skills, and competencies required in nursing practice. King's theory of goal attainment, for example, emphasizes the nurse-patient interaction to achieve mutually agreed-upon goals. This theory underpins nurse practitioners' understanding of their roles and responsibilities in patient care. In the study "Articulating Nurse Practitioner Practice Using King's Theory of Goal Attainment," the authors underscore the importance of nursing theory in guiding nurse practitioners' practice, stating that "nursing theories establish a basis for understanding nursing as a unique profession and articulating nursing practice" (Kathleen et al., 2013). Applying nursing theories promotes evidence-based practice, improves patient outcomes, and enhances healthcare delivery quality.

Furthermore, nursing theory plays a critical role in shaping nursing practice. Historically, nursing research and studies have led to new care methods, procedures, and positive changes in the healthcare system. The article "Keeping the Nurse in the Nurse Practitioner: Returning to Our Disciplinary Roots of Knowing in Nursing" argues that nursing theory is vital in preserving the discipline's individuality and preventing it from becoming a subset of medicine (Wood, 2020). The authors assert that "nursing must retain its unique knowledge base and identity to ensure its continued viability as a profession" (Wood, 2020, p. 58). Another crucial aspect of nursing theory is its role in guiding nursing education. It provides the foundation for nursing curricula, ensuring that nursing education is based on a unique and current knowledge base. By incorporating nursing theory into the educational process, educators help nurses understand their roles and responsibilities in clinical settings and develop a unique approach to patient care. This integration enhances the recognition of the nursing profession within the healthcare system and society (Wood, 2020). The application of nursing theory benefits nurses in clinical practice and contributes to the development of the profession's knowledge base, ultimately leading to better patient outcomes.

Additionally, nursing theory informs nurse practitioner practice by offering a framework for assessing, planning, and implementing patient care. Frameworks like Orem's self-care deficit theory and Roy's model of adaptation assist nurse practitioners in identifying patients' needs and developing appropriate interventions. The article "Key Issues in Nursing Theory: Developments, Challenges, and Future Directions" emphasizes the importance of nursing theory in clinical practice. The authors argue that "nursing theory is essential to clinical practice as it provides a framework for understanding patients' experiences and developing effective interventions" (Roy, 2018, p. 88). By understanding and applying nursing theory, nurse practitioners can articulate their unique contributions to patient care, enhancing their role and promoting societal recognition (Roy, 2018). This recognition can also lead to higher job satisfaction and a sense of professional fulfillment.

In conclusion, nursing theory is crucial, particularly for nurse practitioners. It provides a foundation for understanding nursing as a unique profession and guides expert practice, shaping the profession's identity and maintaining its unique knowledge base. This scientific premise informs nursing practice by providing a framework for patient care. Consequently, nurse practitioners can significantly benefit from nursing theory, and to deliver high-quality patient care, they must be well-versed in it. To provide effective patient care and contribute to the nursing profession's advancement, nurses should have a thorough understanding of nursing theory.

References:

Leon-Demare, K., MacDonald, J., Gregory, D. M., Katz, A., & Halas, G. (2013). Articulating Nurse Practitioner Practice Using King’s Theory of Goal Attainment. Journal of American Association of Nurse Practitioners, 631–635.

Roy, C. (2018). Key Issues in Nursing Theory. Nursing Research, 67, 81–92.

Wood, S. K. (2020). Keeping the Nurse in the Nurse Practitioner: Returning to Our Disciplinary Roots of Knowing in Nursing. Wolters Kluwer Health, 43, 50–61.

Healthcare Marketing

Create a 2-page newsletter for your healthcare organization that you will present to the board of directors for approval that:

Outline marketing strategies and tactics to increase consumer satisfaction.
- Provide clear supporting reasoning on suggested strategies and tactics.
- Assess how customer satisfaction is increased.
- Align customer satisfaction with marketing strategies and tactics.
- 2. Align a minimum of five strategies and tactics with specific departments
- Provide five marketing strategies and tactics.
- Include the top three departments selected for the organizational chart
- Provide unique strategies and original tactics relevant to Brooke Army Medical Center.
- Provide a thorough relationship with each specific department within Brooke Army Medical Center.
Examine how medical professionals will make an impact.
- Evaluate trends that have an impact on marketing for medical professionals in Brooke Army Medical Center.
- Align the trends with samples that include medical professionals in health care organizations.
- Provide a solid rationale and logic on the trends and the relationship to samples demonstrating the impact on the organization's marketing.
Add vivid, eye-catching colors and unique, relevant clipart for an appropriate appeal. Follow APA formatting guidelines (spelling, grammar, style, etc.).
- Include a minimum of two outside peer-reviewed resources besides course readings within the last 5 years.

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