Topic 5: Employment Retention And Engagement

Grand Canyon University Topic 5: Employment Retention And Engagement-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University Topic 5: Employment Retention And Engagement assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Topic 5: Employment Retention And Engagement

Whether one passes or fails an academic assignment such as the Grand Canyon University Topic 5: Employment Retention And Engagement depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Topic 5: Employment Retention And Engagement

The introduction for the Grand Canyon University Topic 5: Employment Retention And Engagement is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Topic 5: Employment Retention And Engagement

After the introduction, move into the main part of the Topic 5: Employment Retention And Engagement assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Topic 5: Employment Retention And Engagement

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Topic 5: Employment Retention And Engagement

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Introduction

Ethics is of fundamental significance for the conduct of health professionals. In day-to-day practice, patients are cared for in collaboration by healthcare providers from different professions. Therefore, it is necessary for ethical challenges to be addressed jointly within the interdisciplinary and interprofessional teams (Althobaiti et al., 2021). It is thus beneficial if health professionals are trained on medical ethics. This presentation will describe a training exercise on medical ethics in my organization, including goals, objectives, training strategies, and support for employees.

Overall Goals /Benefit to the Selected Organization

The overall goal for training health providers on medical ethics is to empower them to take ethical approaches in their line of work, which is a prerequisite for good decisions. The training will enable providers to establish trustful relationships with patients, families, and colleagues. Ethics training will offer the health providers guidance on values and norms and ensure that they can take appropriate action in the face of challenging and complex situations that occur in everyday practice (Mashayekhi et al., 2021).

Unethical professional conduct jeopardizes the quality of care, patient safety, and negatively affects the team performance (Mashayekhi et al., 2021). The training will thus benefit the organization by encouraging ethical decisions among professionals, which will promote high quality and safe patient care and improve the team’s performance.

Specific Objectives

By the end of the training exercise, the health provider will be able to:

1.Apply the four ethical principles to solve ethical dilemmas in their practice area.

Under this objective, the health provider should apply ethical principles of beneficence, nonmaleficence, autonomy, and justice to solve an ethical dilemma case. It is crucial that providers learn how to apply these principles in the real patient care setting.

1.Solve an ethical dilemma using an ethical decision-making model.

The providers will be expected to demonstrate how they will apply the ethical decision-making model in situations in which the right decision is not clear or in which there are conflicts of rights and duties.

Processes/Procedures That Will Change

On completion of the training on medical ethics, various changes in medical decision-making and patient care delivery are expected:

The health providers will involve patients in developing their treatment plans and ask them about their treatment preferences.

Patients will be educated on the available treatment options, including the potential benefits and risks (Althobaiti et al., 2021).

Patients’ treatment preferences will be incorporated into their treatment plans.

Informed consent will be obtained before assessing and initiating treatments.

Health providers will discuss difficult situations with patients and their relatives (Althobaiti et al., 2021).

There will be interdisciplinary and interprofessional collaboration when dealing with ethical issues.

Improved communication within the medical team.

Health providers will start to apply ethical decision-making models.

Strategies/Actions Involved In the Training Exercise

The training exercise will involve training providers by targeting four domains of ethics training: knowledge, skills, attitudes, and capacity for reflection (Manocha et al., 2021).

In the knowledge domain, the training will focus on fundamentals of ethics, fundamentals of medical ethics, and areas of application of medical ethics. The learners will be asked particular ethical questions about the beginning and end of life, decisions on limitation of treatment, and ethical aspects of public health and digitalization. In the capacity for reflection domain, learners will be trained on reflection methods such as critical thinking or change of perspective (Manocha et al., 2021).

Case studies will help the learners acquire skills in ethical reasoning and ethical decision-making. Learners will be asked to join discussion groups where they will be provided case scenarios on ethical dilemmas to solve by applying ethical principles and an ethical decision-making model. In addition, the trainees will be asked to give examples of ethical dilemmas they previously encountered, how they addressed the situation, and how they would address it differently after the training.

Expected Employee Performance or Application after the Training

The expected employee performance or application of ethical approaches after the training will include:

Improved communication and honesty to patients and relatives.

Consideration of intercultural patient issues (Althobaiti et al., 2021).

Implementing advance directives and advance care plans.

Providers will start advising patient relatives on ethical decisions concerning the treatment and care of their members who cannot make independent decisions.

Providers are expected to maintain confidentiality in specific clinical situations (Althobaiti et al., 2021).

They are also expected to use medical ethics information resources.

The strategies will strengthen the trust patients and relatives have for providers. They will promote high-quality and safe patient care, thus improving health outcomes.

Better health outcomes will reduce healthcare costs and increase patient satisfaction rates, which will increase the organization’s clientele.

Providing Support to the Employees Receiving the Training

The organization will support current, and new employees receiving the training by making flexible work schedules to allow them to attend and fully participate in the training.

The training sessions will be recorded for employees who missed parts of the session. Financial incentives and certificates of participation will be given to employees (Manocha et al., 2021). In addition, the training will be tied to promotion and advancement opportunities to motivate employees to attend. Furthermore, the organization will provide food and refreshments during the training program and provide employees with stationary needed for the training.

New employees will be encouraged to attend the training and participate fully. The trainer will be requested to give chances to the new hires to ask questions and contribute to the discussions so that they do not feel left out.

Measuring the Effectiveness of the Training Exercise

The success of the training exercise on medical ethics will be measured by assessing the level patients are involved in making their healthcare decisions. Patients will be asked about their satisfaction with care and the degree to which they feel their treatment preferences were respected and integrated into their treatment plan (Manocha et al., 2021). Besides, they will be asked if they were asked for consent. In addition, a survey will be conducted to assess how providers are handling ethical dilemmas and the extent to which they apply the ethical decision-making model when faced with ethical dilemmas. Health providers will be asked about decision-making in the interdisciplinary healthcare teams and how it has eased decision-making in ethical situations (Manocha et al., 2021). Furthermore, the incidents of adverse care events after training will be compared to before training to establish whether the training has improved the quality and safety of care.

References

¡Althobaiti, M. H., Alkhaldi, L. H., Alotaibi, W. D., Alshreef, M. N., Alkhaldi, A. H., Alshreef, N. F., Alzahrani, N. N., & Atalla, A. A. (2021). Knowledge, attitude, and practice of medical ethics among health practitioners in Taif government, KSA. Journal of family medicine and primary care, 10(4), 1759–1765. https://doi.org/10.4103/jfmpc.jfmpc_2212_20

¡Manocha, S., Arora, E., Dubey, A., Sah, R., & Suranagi, U. (2021). Evaluation of Module Based Medical Ethics Training Among Medical Students of a Tertiary Care Teaching Hospital in National Capital Region, India. Sains Medika, 12(2). https://doi.org/10.21276/ijmrp.2019.5.2.006

¡Mashayekhi, J., Mafinejad, M. K., Changiz, T., Moosapour, H., Salari, P., Nedjat, S., & Larijani, B. (2021). Exploring medical ethics’ implementation challenges: A qualitative study. Journal of education and health promotion, 10, 66. https://doi.org/10.4103/jehp.jehp_766_20

¡Ethics is of fundamental significance

¡Patients are cared for by different professionals

¡Ethical challenges arise in patient care

¡Ethical challenges should be addressed jointly

¡Providers should be trained on medical ethics

¡The presentation describes a training exercise on medical ethics

Overall Goals /Benefit to the Selected Organization

¡Empower employees to take ethical approaches

¡Ethics are a prerequisite for good decisions

¡Establish trustful relationships

¡Offer guidance on values & norms

¡Empower employees to face challenging situations

¡Promote high quality & safe patient care

Specific Objectives

¡Apply the four ethical principles to solve ethical dilemmas in their practice area.

ØBeneficence, nonmaleficence, autonomy, & justice

¡solve an ethical dilemma using an ethical decision-making model

ØSituations where the right decision is not clear

Processes/Procedures That Will Change

¡Patients will be involved in decision-making.

¡Patients will be educated on the available treatment options

¡Patients’ preferences will be incorporated

¡Obtaining informed consent

¡Discussing difficult situations with patients

¡Improved communication among providers

Strategies/Actions Involved In the Training Exercise

¡Target domains: knowledge, skills, attitudes, & capacity for reflection

¡Train on fundamentals & application of medical ethics

¡Ask employees ethical questions

¡Train on reflection methods-critical thinking

¡Case studies to enhance ethical reasoning

¡Discussion groups to solve ethical dilemmas

Expected Employee Performance or Application after the Training

¡Improved communication and honesty

¡Consideration of intercultural patient issues

¡Implementing advance directives and advance care plans

¡Maintaining confidentiality in clinical situations

¡Use of medical ethics information resources

¡This will improve health outcomes

¡Increase organization clientele & profits

Providing Support to the Employees Receiving the Training

¡Make flexible work schedules

¡Record training sessions

¡Financial incentives & certificates

¡Tie training to promotion & advancement opportunities

¡Provide food, refreshments, & stationary

¡Give participation opportunities to new hires

Measuring the Effectiveness of the Training Exercise

¡Assessing patient engagement in decision-making

¡Measuring patient satisfaction rate

¡Assess how patients feel their preferences are respected

¡ Assess if patients are asked for consent

¡Evaluate decision-making in interdisciplinary teams

¡Incidents of adverse care events

Conclusion

¡The training exercise will be on medical ethics.

¡It will empower employees to take ethical approaches

¡Employees should: Apply ethical principles to solve ethical dilemmas in their area of practice.

¡Solve an ethical dilemma using an ethical decision-making model

¡Target domains: knowledge, skills, attitudes, & capacity for reflection

¡Employees will be expected to implement advance directives & care plans

References

Grid View

	Excellent	Good	Fair	Poor
Main Posting	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

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Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed
Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource