Health Services Administration class work Please read through and make sure you fully understand the Material. There is a separate folder with the assignment and instructions attached. Thank you
Class Materials For the Semester Attached Files:  Mission Vision PowerPoint.pptx (535.981 KB)  mission-and-vision-statement-worksheets-v2-2.original.pdf (182.831 KB)  Maximizing Your Internship (HSA).pptx (5.494 MB)  Baedke-Lamberton CH 06 final Identify and Develop your leadersship Style.pptx (614.813 KB)  QUALITY, IMPROVEMENT & REDUCING WASTE PowerPoint.pptx (380.425 KB)  To-Err-is-Human-1999–report-brief.pdf (74.5 KB)  Emotional Intelligence (EI) Defined- Power Point Revised September.pptx (375.417 KB)  Groups PowerPoint.pptx (62.416 KB)  Agenda Meeting Template (1).docx (18.873 KB)  Team Effectiveness Check list (1).doc (39 KB)  Communication Processes and Challenges Powerpoint.pptx (738.705 KB)  Current Events in Health Care Admin DV Power Point.pptx (113.759 KB)  Conflict in Org-Powerpoint Dual Concern Model April 2021.pptx (234.793 KB)  Power, Politics Powerpoint Spring 2021.pptx (195.343 KB) Mission, Vision & Values Attached Files:  READING.4.A. MISSION.VISION.VALUES.STATEMENTS.OVERVIEW.pdf (666.152 KB)  READING 4.B..FOR.PROFIT.VS.NOT.FOR.PROFIT.ORGANIZATONS.CRITICAL.DIFFERENCES.pdf (371.619 KB) Quality Improvement Attached Files:  READING.5.A.PROCESS.IMPROVEMENT.pdf (359.147 KB)  READING.5.B.PROCESS.IMPROVEMENT.AND.REDUCING.WASTE.IN.HEALTH.CARE.SERVICES.pdf (533.173 KB)  READING.5.C.DEFINING.Q.I.PROBLEMS.AND.THE.A.3 copy.pdf (308.819 KB) The Topics will be:  Quality Improvement, Problem Solving & Reducing Waste in Health Care. Assignment Emotional Intelligence in HC Organizations Attached Files:  Emotional Intelligence in Leadership Mind Tools Article 2020 (2).docx (34.691 KB)  EMOTIONALINTELLIGENCE.A.PRIMER(1).pdf (411.479 KB)  CASE.STUDY.EMOTIONAL.INTELLIGENCE(1) Rubino and Freshman (1) (2).pdf (166.298 KB) Topic: Emotional Intelligence and Acting Effectively in Organizations. Please read the attached readings in preparation for class. After you read and analyze the Case Study entitled, “Emotional Intelligence in Labor and Delivery”, by Louis Rubino and Brenda Freshman.  Your assignment is for you to respond by answer the seven (7) questions at the end of the case study.   Item # 4 Class on March 2, 2021 Group Dynamics & Teams Attached Files:  READING.6.A.What To Look For In Groups (1).pdf (163.21 KB)  READING.6.B.TEAMS.BRIEF.OVERVIEW (1).pdf (227.44 KB)  READING.6.C.MANAGING.TEAMS.AND.GROUPS (1).pdf (4.322 MB)  READING.6.D.ORG.BHV.1.GROUP.DYNAMICS (1).pdf (2.536 MB) Communication Processes in Health Care Attached Files:  An Infection Unnoticed Turns Unstoppable, Jim Dywer NY Times 2013 (2) (2).docx (67.141 KB)  Written assignment  will be to carefully read the Case Study entitled: “An Infection, Unnoticed, Turns, Unstoppable” by Jim Dwyer.  (attached)  Describe and discuss at least three (3) failures in Communication. (Which   persons/ parties did not communicate with each other in the Case Study. Please be specific.)  What were the consequences of a lack of communication for the Patient/Family and  in this Health Care Organization?  3.  Discuss /share any experiences with a health care setting or organization, that may have been positive or negative. Where their instances  that you or someone else had to take on the role of coordinator or communicator, because the organizations’ staff were not providing communication in an effective manner? Please give examples and how did this make you feel? Attached Files:   Case Study on Conflict & Cooperation in Health Care Organizations Attached Files:  DUAL.CONCERN.MODEL.FOR.UNDERSTANDING.HOW.PEOPLE.DEAL.WITH.CONFLICT afdrtoolbox (2).pdf (275.688 KB)  INTERDEPENDENCE.AND.GROUP.CONFLICT (1) (1) (2).docx (17.729 KB)  A New Brand for Senior Health Plus Case Study Oct 2020 This one.pdf (530.661 KB)  Case Study on Conflict and Cooperation Assignment (6).docx (13.764 KB) Dear Students,  1. Please carefully read the attached: Dual Concern Model, Interdependence and Group Conflict and the Case Study, ” A New Brand for Senior Health Plus”. All attached. 2. Then complete the assignment by responding to the five questions outlined. Power, Politics & Influence in Health Care Attached Files:  ORGANIZATIONAL.ACTORS.AND.ENVIRONMENTS (1) (1).pdf (2.472 MB)  POWER.POLITICS.AND.INFLUENCE Scotts Dilemma Case Study (2) (1).pdf (1.574 MB) At the end of the article entitled,” Power, Politics and Influence”, you will find the Case Study, 8-2, entitled. “Scott’s Dilemma”, on Page 189. Your Assignment is to submit a written response addressing the following questions: A.  Please describe French and Ravens Five (5) Sources of Power. B. What powers do the individuals in “Scott’s Dilemma” possess and use? (Scott, George and Rebbecca). C. Could the Organization have handled this situation differently? What are your thoughts? Final Course Written Assignment Attached Files:  Final Project Presentation Spring 2021.pptx (76.483 KB)
Health Services Administration class work Please read through and make sure you fully understand the Material. There is a separate folder with the assignment and instructions attached. Thank you
HSA 470 – HEALTH SERVICES ADMINISTRATION INTERNSHIP Name: Professor: Due Date: March 26, 2021 HSA 470/MIDTERM ASSIGNMENT SPRING 2021 Communication Processes and Challenges in Health Care Organizations A. B. C. D. Your Name, Internship Assignment, Employment/ Work Setting, or Capstone Department or Work Unit if Applicable Main Internship Activities or Job Title and Responsibilities Identify Four Important Points covered in the Class Lecture discussion, Power-Point and/or Case Study on the Topic of Communication. Provide a detailed response with a description of: How these points are relevant to communication in health care settings. (Please see instructions on Page 2 of this document.) Kellian Bailey Internship Site: Westchester Medical Center Awaiting Commencement date Not sure of the Department Covid-19 Vaccination Program Job Title: Guest Experience Welcome and reassure guests once they check in and enter the queue. Keep queue moving forward. Answer basic questions about the process. Direct newly vaccinated guest to the appropriate observation room. Assist EMT’s with monitoring for allergic reactions, if needed. Other general task as needed. Common points learned from the PowerPoint include Situation Involves identifying the patient by name and the clinician be able to identify himself as well. This involves verbal communication; friendly voices should be used as it helps build trust. The clinician should speak clearly, naturally and with confidence. Provide detailed information about patient’s condition and cause of such an issue. This information is important because it gives a statement of the problem that can help clinicians apply clinical knowledge and experience to treat the patient. Documentation of first-hand information is important as it helps to build information required in understanding patient’s medical needs. The documented information should contain medical terms easy to read and that can be understood by patient. Translator is required to translate patient communication to prevent misunderstanding and ensure there is efficient flow of information. Background This step involves documenting background information. The information about the patient’s condition is collected through diagnosis to get a patient medical history and be able to identify the patient’s problem. The procedure of collecting patient medical history involves identifying patient allergies from medical history, direct observation of the patient, direct interaction with patient or guardian, and lab test will help buildup information needed in identifying the patient problem. Direct patient and clinician interaction involves body language, facial expression and tone. Clinician and Patient body language like facial expression, saying repeat again, and nodding head will indicates whether communication is understood and complete. Patient language and clinician medical terms may turn out to a noise if the two parties do not understand each other. Effective communication requires this information to be well documented in the computer system or file, all doctors finding and conclusions documented and any sign observed. The essence of accurate documentation of the information helps in preventing misdiagnosis and negligence that might put the patients at medical risk. Effective documentation of all clinical findings, the test result is important in a healthcare setting as it prevents delay in providing care essential for the patient’s condition. The information collected will help clinicians in making accurate clinical judgment and recommending the right preventive measures. Assessment This stage requires sharing the result and assessment with other clinicians. The lab result, observation, patient health history will be shared via technology to other clinicians. The message shared may include video or audio recording. To provide personalize centered care, the clinician should share their clinical notes with other clinicians as it helps them better understand the condition. Sharing the finding will help in analysis, making consideration about care option, and rule out whether the problem is severe or life-threatening This communication practice is necessary for preventing medical errors, misdiagnosis, and get clear clarification of the medical situation. As a result, the procedure prevents misunderstanding, the clinician can effectively explain treatment needs, risk, and benefit associated with treatment, and lastly, it minimizes complaint. Medical errors that are recorded in healthcare setting mostly arise because clinician fails to collaborate to provide care. Most experienced clinicians will be able to notice problem and recommend approximate medication that would be effective in treating a patient. Recommendation This stage involves providing the right recommendation for the problem. Effective communication ensures the right medical conclusion is arrived as it requires the clinician to establish a mechanism at which to communicate, exchange advice and time. The essence of time in these scenarios is to ensure there are no delays and solution is offered on time. The channel may include face expression and verbal communication directing other clinicians and explaining to the patient on how to take medication. Written instruction, and body expression directing patient on how to take medication. The written instruction should be clear, without medical jargon considering patient language and education. The recommendation should be translated to the language that is easy to read and consider patient education. KEY: CONTENT OF COLUMNS BY COLUMN LETTER IN SEQUENTIAL ORDER Your Name, Internship Assignment, Employment/Work Setting or Capstone: Your full name with Student #, Name of your internship assignment, and /or Your Work setting. Provide, a brief description of the type of health care services organization where you work. Department or Work Unit if Applicable. Name of the department(s), where you employed or if applicable where you have been assigned to work during this semester. Main Internship Activities or Job Responsibilities Identify with bullet points, what are your Position Title and Main internship responsibilities/tasks that you are currently undertaking. Identify Four Points covered in the Class Lecture/ Discussion, the Power-Point and/or Case Study, “An Infection, Unnoticed, Turns, Unstoppable”, by Jim Dwyer. Provide in a bulletin point format, a detailed response with a description of: How these points are relevant to communication in health care settings. Updated: March 2021.
Health Services Administration class work Please read through and make sure you fully understand the Material. There is a separate folder with the assignment and instructions attached. Thank you
Running head: EMOTIONAL INTELLIGENCE CASE STUDY 0 Emotional Intelligence Case Study Name: Professor: Date Due: February 22, 2021 Emotional Intelligence Case Study Question 1: Dr. Jones Emotional Intelligence (EI) on the scale of 1-10 Dr. Jones emotional intelligence level on a scale of 1-10 is one. My reason is because he lacks emotional intelligence at all based on his action. In self-awareness, he does not know how his emotion and action will affect Mrs. Ford and Ms. Smith. He failed to self-control his emotions once Ms. Smith calls him at night to remind him of the delivery he was to undertake. In terms of self-regulation, Dr. Jones failed to regulate himself effectively so that he will not verbally attack others. When Ms. Smith called Dr. Jones to ask for an order and get more information regarding Mrs. Ford’s condition he got upset with the phone calls and he yelled back at Ms. Smith by indicating he will be in the hospital in the short time possible. Dr. Jones got more upset when Ms. Smith questions why he plans to do a C-section instead of normal vaginal delivery. Furthermore, Dr. Jones was not self-motivated to work consistently towards their goals and to have an extremely high standard for the quality of their work. He planned to do a C-section without informing the patient. He schedules that procedure because it would take lesser time to do the delivery. After the birth of the child, he did not show compassion because he had already decided that the child will not live long. Dr. Jones lack empathy, therefore, he lacks the skill of sensing other people emotion, understanding their perspective and taking an active interest in their concern (Goleman, & Boyatzis, 2017). Despite Ms. Smith questioning most of Dr. Jones decision, he did not want to understand Ms. Smith’s perspective and be able to take an active interest in their concerns. In terms of social skills, Dr. Jones scored lesser because he was able to take charge but failed to inspire Ms. Smith or to convince her why C-section was the preferred procedure. Question 2: Ms. Smith Emotional Intelligence (EI) on a scale of 1-10 Ms. Smith scores 6 on a scale of 1-10 based on how she performed in the entire situation. In term of self-awareness, Ms. Smith scores above 5 in this emotional intelligence because she was able to read and understand the emotion and recognize her emotion impact work performance, relationship, and like. When Dr. Jones yelled at her she get worried but she did not yell back instead she was able understand the doctor’s emotions. In terms of self-management, Ms. Smith was able to keep his disruptive emotion and impulses under control. Ms. Smith received unpleasing response from Dr. Jones when she tried to question some of the Dr. Jones decision but that only made get worried to fear questioning Dr. Jones decision. She was able to manage her emotion and adjust her self-based on the changing situation. In terms of social awareness, Ms. Smith was able to sense Dr. Jones and Mrs. Ford’s emotions by understand their perspective, and take an active interest in their concerns especially Mrs. Ford concern. She was able to understand Mrs. Ford’s concern about C-section because she was not informed about the procedures. In terms of social skills, Ms. Smith was able to cultivate and maintain proficiency and the ability to de-escalate disagreement by choosing to keep quiet instead of continuing to confront Dr. Jones decision (Goleman, & Boyatzis, 2017). Question 3: Any consequence for Dr. Jones as result of his behavior The doctors can be sued for medical malpractice for changing the delivery procedure from normal delivery to C-section without giving reason about the health of the mother and child. The Dr. Jones argument on why to do C-section instead of vaginal delivery was about the time the procedure will take and not medical complication. The argument for taking action against Dr. Jones can be valid if there were written records that specify the procedure and any complication the doctors noted before choosing to do C-section. If Ms. Smith could agree to be a witness and obtain the record of the scheduled delivery procedures could help file a substantive medical malpractice case but if the case lack supporting evidence and witness then it is difficult for Dr. Jones to take responsibility for his action. Question 4: Ms. Smith Questions Dr. Jones order for feeding the terminal baby Ms. Smith should not continue to question Dr. Jones orders because doing so will further escalate the issues between nurses’ and physicians’ relationship. Instead of asking the physician’s orders, he should be able to talk with Mrs. Ford about the decision to feed her child. She should inform Mrs. Ford that the child will live longer than expected if fed but the decision will be futile for a long time. Informing Mrs. Ford of the consequence of the doctor’s decision to allow her to feed her child will make her aware of the result of the decision. Question 5: Patient, Mrs. Ford stake in all this decision The patient should not get involved in the conflict surrounding her because doing so will affect her emotionally. The patient gets involved in the conflict surrounding her case if she believed that there is medical malpractice committed to her but based on the case; Dr. Jones did not disclose to the patient about vaginal delivery or C-section therefore there is no reason of getting involved in the conflict. Question 6: Action hospital should take to try to educate the staff about emotional intelligence Teaching staff about emotional intelligence will begin by doing a 360-degree evaluation. This step involves receiving confidential, anonymous feedback from people from the people who work around them (Hodzic, Scharfen, Ripoll, Holling, & Zenasni, 2018). Diagnosis from multiple viewpoints would be essential in improving emotional intelligence because those who need help will have blind spots. The feedback obtained through 360-degree evaluation would connect how individual staff weakness is tied to their inability to display emotional intelligence competencies. The training will be then deployed based on an individual deficiency in emotional intelligence. Several procedures of teaching staff about emotional intelligence involve teaching meditation for self-management, develop team building activities that would help foster empathy and promote understanding of others. Online check-ins or micro learning module that includes questions will help staffs think about those question hence promoting self-awareness and get insight about principles of emotional intelligence. Question 7: How teamwork training would help this neonatal ICU team Teamwork training targeting the Neonatal ICU team would help individuals and groups focus on what is important, rewarding and productive when working as team. Teamwork training would help stimulate people’s critical thinking regarding teamwork in the workplace making it enjoyable, building relationships, fuel open communication, good work ethic, flexibility, and a better understanding of each other roles and expectations. Teamwork training will help reduce any work conflict that might affect teamwork because the training will inform the members on how to resolve workplace conflict and things to avoid while working as team that usually fuels work conflicts. References Goleman, D., & Boyatzis, R. (2017). Emotional intelligence has 12 elements. Which do you need to work on. Harvard Business Review, 84(2), 1-5. Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., & Zenasni, F. (2018). How efficient are emotional intelligence training: A meta-analysis. Emotion Review, 10(2), 138-148. Feedback to Learner Thank you for an excellent  and comprehensive response to the assignment. You were able to give examples of the EI Model to the behaviors of the “actors’ In the Case study.
Health Services Administration class work Please read through and make sure you fully understand the Material. There is a separate folder with the assignment and instructions attached. Thank you
Running head: CASE STUDY ON CONFLICT AND COOPERATIONS 0 Case Study on Conflict and Cooperation in Healthcare Organization Name Professor Due Date: April 5, 2021 Case Study on Conflict and Cooperation Source of Conflict between Marketing and Human Resource Department The source of conflict between Jamie and Rita relates to work norms. In this conflict Jamie disagrees on work performance and process. Rita was following the pool interdependence method whereby her unit was working independently to develop a new brand image that could be enforced as a team. Rita main concern was to develop brand image that could please the CEO. Jamie on the other hand supported the idea of engaging workers and involving them in the development of new brand image and ensuring there is less or no opposition once the new brand image was developed. Rita did not want to share the success of her work with other departmental roles. Secondly, the interdepartmental conflict developed due to role ambiguity whereby one person is taking lead on roles belonging to the other person. Role ambiguity arose when Jamie realized that Rita was overstepping in her territory and looking down over her competency. Lack of buy-in from staff led to lack of acceptance of the brand developed by Rita. Rita Lansing head of the Marketing Department respond to the conflict Rita was more assertive as she dedicated her effort towards satisfying her own needs and interest. Developing a new brand image without the involvement of any other department enabled her to take all credit from the CEO and that’s why her interest was only focused on pleasing the CEO. Rita maximized the assertiveness and minimized the empathy. She pays less attention to the relationship between human resources and the marketing department as she was more focused on winning and claiming the biggest piece of the pie and that’s why she informed the CEO and Jamie that all internal and external communication documents were to be approved by her to avoid the document devaluing her brand. Jamie Richards, head of the Human Resources Department responded to the conflict Jamie employed the empathy and cooperativeness dimension as she dedicated her efforts towards satisfying the needs and interests of the workers and organization at large. Jamie was concerned on satisfying workers in her department who were essential in the implementation of the new brand image. She responded by employing an accommodative conflict style. Jamies maximized empathy and minimizes assertiveness whereby she derived satisfaction by satisfying the need of others. To ensure workers’ interests are addressed she presented her concerns to the CEO and when the CEO supported Rita she gave up out of concern for the relationship. She believed agreeableness was more important than winning especially when the CEO supported Rita’s action. This explains her decision to go ahead and reorganized her staff waiting for the implementation of a new brand image. Agree or Disagree with Ms. Richards of Human Resource I did not agree with Ms. Richards of human resources on how she responded to the issues. Ms. Richards should have been more collaborative in asserting her point to ensure the workers interest and concerns were met. Her strategy of employing accommodating styles of conflict did not help in handling the conflict because it only enabled the CEO and Rita to push their interest to implement a new brand image while disregarding the interest of workers who were key stakeholders in marketing or implementing the new brand image. Human Resource Department, after the new brand image was developed she was tasked with responsibility of implementing the new brand rules and she was the one who was blamed for the changes. First, Jamie allowed Rita to give shirt, caps and lunch boxes to permanent employees disregarding temporary employees. The issues created animosity and dissatisfaction. Jamie was not allowed to take part in a brand image but due to her style of addressing issues by being more accommodative she was allowed to enforced brand rules. Employees assumed the brand rules were a nuisance and resented the fact that they were to be followed. The employee felt that Jamie was forcing staff to adjust to the new corporate image. Her action was misinterpreted and the workers shared their dissatisfaction within the platform she had created to promote communication between executive and employee. A better outcome for the organization Yes, there could be a better outcome if workers were involved in the process of the brand image development as it would have enabled the employees to feel like part of the team and as a result, they could support the new brand image. Failure to involve employees and failure to offer gifts uniformly only created animosity that initiated this challenge. Giving a gift to all employees as part of the team would have helped to motivate them. Also, employing comprising conflict styles whereby the CEO compromise his interest and Rita’s interest to be fairer would have helped address this situation. This means that Rita would have worked with Jamie even if she was to be allowed to take charge of all activities to be undertaken by the two departments without disregarding the workers engagement. This way, workers would have participated in the new brand image development hence it would have helped promote workers’ buy-in. Reference Adrtoolbox.(n.d)Dual Concern Model. Retrieved http://www.adrtoolbox.com/library/the-dual-concern-model/#:~:text=The%20Dual%20Concern%20Model%20assumes,one’s%20own%20needs%20and%20interests. Feedback from Professor: Thank you for your excellent response. Good connections between the model and behavior exhibited by both Jamie and Rita. 
Health Services Administration class work Please read through and make sure you fully understand the Material. There is a separate folder with the assignment and instructions attached. Thank you
Running head: COMMUNICATION FAILURE IN HEALTHCARE SETTING 0 Case Study 2: Communication Failure in Healthcare Setting Name Professor Due Date: March 7, 2021 Case Study: Communication Failure in Healthcare Setting Three Communication Failures in Communication Dr. Levitzky, a Family pediatrician had provided recommendation about Rory condition after critically examining the child information that was to be used by the NYU Langone doctors to make accurate diagnoses and treatment. The information was not used nor viewed as important when deciding on Rory’s care. The reason why the information was not viewed or relied on was because the hospital records did not reflect any communication with Dr. Levitzky, on her finding of Rory (Dwyer, 2013). The doctors made a clinical decision of discharging Rory believing that the fluid made him better even when vital signs had indicated that Rory was seriously ill. The hospital laboratory established that Rory was producing vast quantities of cells that combat bacterial infection. The lab result reported neutrophils and bands, white blood cells that suggest a bacterial infection. This information was not presented to Ms. Stauntons or action taken by the hospital to reach out to Ms. Staunton to know the child current situation and at most requests Ms. Stauntons to present the child back to the hospital for treatment. Dr. Levitzky said that she did not know about lab test done to the child meaning that she was not informed about lab tests or asked about the tests conducted on the child (Dwyer, 2013). This is a clear indication of a communication breakdown between physicians associated with NYU Langone’s. The consequence of lack of communication for the patient and Healthcare organization Lack of communication from NYU Langone to Rory’s family contributed to the loss of Rory’s life because Ms. Staunton did not know what to do after getting discharge notice for home supportive care. If there was effective communication about the lab finding, Ms. Stauntons could have pressured the doctor do further diagnoses or transferred the child to another healthcare setting where Rory could receive quality care. Poor communication resulted in misdiagnosis and mistakes that led the emergency doctor to discharge Rory without waiting for the lab results to make an accurate clinical decision on whether to discharge Rory or not. After the lab result was out the hospital did not get in touch with the patient even after noticing that Rory was in danger. The communication breakdown led to delays in providing essential treatment which negatively affected the patient outcome resulting in death. Experience with healthcare setting communication breakdown I experienced a communication breakdown in a local healthcare facility where we sought healthcare services. My cousin who was 40 years old was rushed to the emergency department at Patan Hospital with a complaint of weakness in the right of the body, and fever. The physician came and reexamine the patient and instructed a nurse to give a certain injection to stabilize the patient. A nurse was to give an injection as prescribed by a physician; the lab technician was to undertake a blood test afterward. In this case, a nurse delayed in giving an injection and after 30 minutes a lab technician entered the ward and conducts a blood test, a procedure that was to be undertaken after nurse had injected the patient with the drug prescribed by the doctors. After lab personnel had taken the test, a nurse entered the ward, injected the patient as prescribed. The doctors after receiving the lab result further recommended a similar injection to the patient, and another nurse was instructed to give the injection. I saw a nurse entering the ward I had to stop her and let her know the status of the patient; where he reported that after the patient was given the first injection the test indicated that he was still unstable. I intervene by informing the nurse that the patient was given the first injection after the lab test was conducted. Originally, the lab test was supposed to be undertaken after the first injection. This scenario shows a communication breakdown between physicians, lab personnel, and nurses and this could result in medical error through overdose. I felt that the nurses were not careful and the patient was not safe in that hospital, if the physician gave instruction without following up to know whether the patient was given the first medication as instructed. The nurse looked a bit tired and unmotivated. The reason I was able to coordinate the communication is because I was sitting outside the ward and I could see and seek information on what was happening and even bothered to know the status of the patient after each healthcare personnel enter or move out of the ward. References Dwyer, J. (2013, July 11). An Infection Unnoticed Turns Unstoppable. New York Time: Retrieved from https://www.nytimes.com/2012/07/12/nyregion/in-rory-stauntons-fight-for-his-life-signs-that-went-unheeded.html Feedback from Professor: You articulated extremely well the failures in communication that contributed to the most negative outcome for Rory, and his family. From the details provided in the article it seems clear that this could have been preventable.  Thank you for sharing the very negative experience your aunt and family experienced. Yes, while unfortunate it must be recognized that health care providers do not always “do their best” in communicating with Patients.  This is very frustrating and very harmful to Patients.  As health care professionals we always need to be vigilante for and intervene in all of possible instances of miscommunication. This should be is part of a service-oriented mentality and patient focused approach to our work.
Health Services Administration class work Please read through and make sure you fully understand the Material. There is a separate folder with the assignment and instructions attached. Thank you
Running head: CASE STUDY: SCOTT DILEMMA 0 Case Study: Scott Dilemma Name Professor Due Date: April 12, 2021 Case Study: Scott Dilemma Describe French and Ravens Five (5) Sources of Power Reward power is the ability to give reward, something which holds value to another individual. Reward include compliment given by supervisor or manager which other people perfectly expect as reward for doing what the person in power expect. If a manager or supervisor gives a reward to an employee to induce him or her to change behavior but fail to deliver then the future attempt of the manager to change the employee behavior using reward will have diminished. Coercive power is the ability to punish either by administering punishment or withholding something that an individual needs or wants. Forms of coercive power include threats of being fired, demote, or denied privileges. For coercive power to work the person offering coercive power must have the ability to sanction and punish. Legitimate power is the authority that is given to an individual based on a given role or position. This form of power may be categorized into three based on culture, social structure, and delegation of power. In culture, some groups of people are given the power to prescribe behavior for others. In a social context, people can exercise legitimate power through the title given or the title they hold within the company hierarchy. The third phase of legitimate power is the delegation of power by a legitimate agent. For example, a person may legitimate some roles to another person to do. That power can only be exercised if the person delegating the task accepts the other person to hold legitimate power over those roles. Reference power is the power that comes from a person liking and respecting another and identifying with her in some way. For example, a musician might have some influence over their fans. Expert power is the power a person possesses due to his or her knowledge and skills that enable that person to understand the situation and use his or her skill to suggest a solution superior that generally outperforms others peoples solutions. People will listen, trust, and respect. Expert’s powers have superior knowledge or ability in very specific areas. Power used by people in Scott’s dilemma possess Scott has legitimate power a title he holds due to his role as a licensed physical therapist. George has reward powers. For example, George in his performance he gave Scott an extremely low review. George holds the power to reward Scott with a focus of changing Scott’s behavior. The performance review was given to induce Scott to work hard. Scott did work hard, but George did not see any positivity in Scott’s response on performance review. George has expert power by believing that George knew better because of his position as the supervisor. George has legitimate power to be a supervisor of George due to a title he holds within the organization hierarchy. Rebecca on the other hand has coercive power. She can punish by administering punishment or by withholding something that an individual needs or wants. Scott reported the matter to Rebecca. Rebecca sought George view about the issue were George portrayed Scott as unproductive employees with no respect for authority. As result, Rebecca used her coercive power to give a reprimand letter to Scott for insubordination. Rebecca also held legitimate powers based on the position she hold in the organization hierarchy. Could the Organization have handled this situation differently? Yes, the organization could have handled the situation differently by either summoning Scott or George in the office. Scott could state his concern while George is listening. George on the other hand will be given a chance to state his concerns about Scott. Rebecca after, listening to both sides and getting evidence of insubordination from George and unfairness evidence from Scott she could use her experience to make a decision. Rebecca may direct George to give Scott instruction and guide him to improve his work. In this case, Scott has to follow all instructions as given after which George will evaluate Scott based on this adherence to the given instruction. He will recognize the instruction adhered to and point out those instructions not adhered to. After directing George and Scott on what to do to resolve their differences Rebecca will use her coercive power to warn to George and Scott. The essence giving a warning is to coerce them to solve their differences before they could be subjected to severe consequences. Giving a warning to both of them will be fairer and would deter the incidence of insubordination and unfairness as evident in the case. Professor Feedback: Thank you for a very good response to the assignment. These are my comments: 1. Scott also had expert power, given his prior positive performance. (Pre-George) 2. Yes, George had legitimate, expert, coercive and reward power. 3. Rebecca had expert power and rewards power in addition to being coercive.  4. Good thoughts regarding a better outcome for the “Players’ and the organization.