MODULE 4: CHANGING THE SYSTEM AT THE INDUSTRY SCALE

MODULE CHECKLIST

WHY PURPOSE MATTERS

❏ Read Case Study: Royal DSM: Fighting Hidden Hunger

SELF-REGULATION & THE COMMONS

❏ Play the Prisoner’s Dilemma via this online simulation ( Lessons from the Prisoner’s Dilemma: An Interactive Tutorial: 1 (economicsnetwork.ac.uk) )

❏ Read HBS Note: Industry Self-Regulation: Sustaining the Commons in the 21st Century?

TIPPING INDUSTRIES

❏ Read Case Study: Sustainable Palm Oil

❏ Read Reimagining Capitalism, Chapter 6 (pp. 163-200).

❏ Answer Module Comprehension Questions

1. This is a quick fun exercise to show your peers a little bit about yourself and what you have learnded so far. Set a timer for two minutes. Quickly read the prompt and respond- don’t spend more than 2-minutes on this question!

• You have just concluded your final interview for leading decision-making role. This is your dream job, as you would be working to help the company transition to more sustainable business practices. You and your interviewer have stepped into the elevator. You have 30 seconds to the ground floor. This is your final opportunity to make a lasting impression. How will purpose help you to succeed in the role and how will company-wide purpose enable the organization to succeed in its efforts? Unleash your elevator pitch!
• 2.The royal DSM case explores the tension inherent in creating “share value” in practice. Using royal DSM as an example, what kinds of tradeoffs should a firm think about making when simultaneously serving unmet human needs and creating a profitable business model?
• 3. In Sustainable palm oil case, Unilever committed to purchasing 100% sustainable palm oil in 2008. At that time it was the only major company to have such a commitment. But by 2014, nearly all of the major buyers, traders, and producers (i.e., 60% of globally traded palm oil) had made such commitments. What happened and why?
• 4. Industry self-regulation, in general, has a lousy track record. The HBS Note: Industry self-Regulation introduces the Prisoner’s Dilemma as a metaphor for industry self-regulation on ESG and sustainability metrics. Play the Prisoner’s Dilemma via this online simulation and answer the following questions:
• • If the rational choice is always to defect, then why do rational people ever cooperate with each other?
  • How does the nature of the game change if your goal is to beat your opponent(s) by the largest margin?
  • How does the game change if your goal is to maximize total gains for you and your opponent(s)?
  • Give one example from your own life where a group you have been part of (e.g. your family, a sport team, a team of co-workers) has been able to solve a common problem by persuading everyone to work together? Briefly describe the situation and then reflect on why it was successful?
  • Finally, what are the parallel lessons for industry-level-regulation?

Requirements: .doc file | APA | Discussion | 5 pages, Double spaced

Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.

Hello and welcome to Week 1 of Exercise and Physiology! In this first week, we will be exploring the field of exercise physiology, nutrition in sports, performance enhancers, and career planning. We will be covering the following learning outcomes:

1. Explain the origins of and job opportunities for careers in exercise physiology
2. Explain the function and importance of macronutrients and micronutrients in the human body
3. Analyze the negative impact of using performance enhancing chemicals or hormones
4. Develop a career plan

There are four learning activities this week that you are responsible for completing. First, you need to post your introduction by Day 1, complete the Formulating a Career Plan Discussion by Day 3, create a poster about performance enhancers by Day 5, and complete a PowerPoint presentation on precompetition meals by Day 7. Please read the course guide for specific detail on each of these assignments and email your instructor or use the Ask the Instructor forum if you have any questions about these assignments.

What is exercise physiology?

The most important first question to answer is what is exercise physiology? Exercise is defined as a planned, structured activity with a purpose. The purpose may vary depending on the goal. Some individuals may exercise to reduce the risk of chronic disease such as obesity or cardiovascular disease. Athletes may exercise to improve or maintain maximal oxygen uptake of the body. Others may exercise to improve specific bodily functions. For example, a person enrolled in pulmonary rehab may have a goal to improve pulmonary function to help decrease shortness of breath. Physiology is defined as the study of normal functions of the body (Merrier-Webster, 2014). Therefore, exercise physiology is the study of how the body functions during exercise. The study of exercise physiology can answer the following questions:

1. What acute responses occur in the body during short bouts of exercise?
2. What are the chronic adaptations that occur in the body with long-term exercise?
3. What health benefits occur with regular exercise?
4. How does the body supply energy to all of the body systems during exercise?

These are just a few questions that can be answered through the study of exercise physiology. Next, we will discuss some of the careers available in the field of exercise physiology.

Careers in exercise physiology

Exercise physiology is actually a study of various disciplines including medicine, physiology, and anatomy (Katch, McArdle, & Katch, 2011). Therefore, the exercise physiology student will find himself taking various courses related to health, anatomy and physiology, and biology. The study of exercise physiology may be found in a variety of health related programs because professionals in the field cannot settle on one program area to offer courses in exercise physiology. Exercise physiology may be found under the following university departments: Allied Health Sciences, Exercise Science, Health and Physical Education, Kinesiology, Movement Studies, Wellness and Fitness, and Sports Studies to name just a few. There are various certifications available for someone who has graduated with a degree in exercise physiology. A few of these certifications include clinical exercise physiologist, certified strength and conditioning specialist, certified personal trainer, lifestyle and weight management consultant, sports nutrition certification, and group fitness instructor (Katch, McArdle, & Katch, 2011). Practicing exercise physiologists may be found in hospitals, universities, fitness centers, and rehabilitation clinics. If you are interested in a certification related to exercise physiology, check out the following websites:

• www.acsm.org
• http://certification.acsm.org/acsm-registered-clinical-exercise-physiologist
• http://explorehealthcareers.org/en/Career/142/Exercise_Physiologist
• http://www.nsca.com/Home/
• http://www.acefitness.org/fitness-certifications/default.aspx

You may also want to view the following video http://youtu.be/tfP2qBiwaZI. After reviewing the various certifications available to a person studying exercise physiology, you may have a better idea what you want to do with your degree. I hope this information will also assist you in answering the second discussion this week, Formulating a Career Plan. I hope you enjoy learning about the field of exercise physiology this week!

References

Katch, V., McArdle, W., & Katch, F. (2011). Essentials of exercise physiology. (4th ed.).
Baltimore, MD:Lippincott Williams & Williams.

Merriam-Webster Dictionary. (2014). Physiology. Retrieved from http://www.merriam- webster.com/dictionary/physiology

Video:
Exercise and sports science careers. (2010). Retrieved from

Photo:
Thinkstock. (2014). Retrieved from http://www.thinkstockphotos.com/search/#504855285/…

Required Resources

Text

1. Katch, V., McArdle, W., & Katch, F. (2015). Essentials of exercise physiology. (5th ed.). Retrieved from https://www.vitalsource.com/
   
   1. Chapter 1 Origins of Exercise Physiology: Foundations for the Field of Study
   2. Chapter 2 Macronutrients and Micronutrients
   3. Chapter 3 Food Energy and Optimum Nutrition for Physical Activity
   4. Chapter 4 Nutritional and Pharmacological Aids to Performance

Multimedia

1. Films Media Group (2005). Eat to win: Nutrition for athletes. Retrieved from the Films On Demand database in the Ashford University Library.
   • Accessibility Statement
   • Privacy Policy

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Recommended Resources

Article

1. American College of Sports Medicine. (2013). ACSM Certifications . Retrieved from http://certification.acsm.org/
   • Accessibility Statement.
   • Privacy Policy

Multimedia

1. Exercise and sports science careers. (2010). Retrieved from
   • Accessibility Statement
   • Privacy Policy
2. Films Media Group. (2011). Nutrition for sports and exercise. Retrieved from the Films On Demand database in the
   Ashford University Library.
   • Accessibility Statement
   • Privacy Policy
3. ihealthtube. (2010). Defining exercise physiology.Retrieved from
   • Accessibility Statement
   • Privacy Policy

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Learning Outcomes

This week students will:

1. Explain the origins of and job opportunities for careers in exercise physiology.
2. Explain the function and importance of macronutrients and micronutrients in the human body.
3. Analyze the negative impact of using performance enhancing chemicals or hormones.
4. Develop a career plan in your area of study.

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Introduction

Welcome to Week One! In this first week, you will be introduced to the field of exercise physiology. We will begin with an overview of the main components that comprise the field – its origins, the role of macro and micronutrients, optimum nutrition needed for performance, and uses and abuses of pharmacological aids to performance. In addition to the field of exercise physiology, we want you to begin to think about your future career in the health and wellness field. Therefore, you will also be developing a career plan. Enjoy your first week!

Performance Enhancing Chemicals and Hormones Poster

Prior to designing your poster, review the examples of posters. Use the PowerPoint Template to create a poster for high school athletes on the dangers of using performance enhancing chemicals or hormones.

• Select one of the following performance enhancers discussed in the text: caffeine, alcohol, anabolic steroids, androstenedione, human growth hormone, dehydroepiandrosterone, or amphetamines.
• Analyze the use and claims of the chemical or hormone and the potential side effects and dangers from its use.

Your Poster must:

• Not exceed one page in length
• Be created using the PowerPoint Template formatted according to APA style as outlined in the Ashford Writing Center.
• Use at least two scholarly sources. The course textbook and a minimum of one scholarly source from the Ashford Online Library.
• Document all sources in APA style, as outlined in the Ashford Writing Center
• Use images and graphics. Remember to cite all images taken from an online source.

Submit the PowerPoint document through the Assignment Submission button in the Online Classroom to your instructor by Day 5.

Carefully review the Grading Rubricfor the criteria that will be used to evaluate your assignment.

Waypoint Assignment Submission The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to submit your assignment. Click on the Assignment Submissionbutton below. The Waypoint “Student Dashboard” will open in a new browser window. Browse for your assignment. Click Upload. Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint. For more detailed instructions, refer to the Waypoint Tutorial. Remember, all work is checked for plagiarism. I will remind the class of this, because it happens and when it does, it puts your integrity and grade at risk. Check your Similarity Score before submitting all assignments and journals. You can use Grammarly (free at AU) for discussions. If the score is higher than 15% without the reference list, use the integrating resources list provided to you.

Welcome to class! Let’s take this time to get to know one another. In 200-250 words, introduce yourself to the class. In your response address the four bullet points below:

• Describe your current job and any work history related to the field of health and wellness.
• Explain the three main components that comprise the study of exercise physiology as described in the text.
• List 3 possible job opportunities for exercise physiologists.
• Expound on how taking a course in exercise physiology can help you in your future profession?

Your response must be supported by your course text. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.

Guided Response: Read several of your classmates’ posts and respond to at least three of your peers by Day 7. In your response to each classmate, suggest one additional job possibility in the field of exercise physiology that may fall outside the norm.

I want to become a nurse my name is Brenna Norman

Assessment 2 Instructions: Root-Cause Analysis and Safety Improvement Plan

For this assessment, you will use a supplied template to conduct a root-cause analysis of a quality or safety issue in a health care setting of your choice and outline a plan to address the issue.

As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes.

As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

Demonstration of Proficiency

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

• Competency 1: Analyze the elements of a successful quality improvement initiative.

• Apply evidence-based and best-practice strategies to address a safety issue or sentinel event pertaining to medication administration. ;
• Create a viable, evidence-based safety improvement plan for safe medication administration.
• Competency 2: Analyze factors that lead to patient safety risks.

• Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
• Competency 3: Identify organizational interventions to promote patient safety.

• Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

• Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Professional Context

Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

Scenario

For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:

• The specific safety concern identified in your previous assessment pertaining to medication administration safety concerns.
• The readings, case studies, or a personal experience in which a sentinel event occurred surrounding an issue or concern with medication administration.

Instructions

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern of medication administration safety based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.

Use the Root-Cause Analysis and Improvement Plan Template [DOCX] to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand ;what is needed for a distinguished score.

• Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
• Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration.
• Create a feasible, evidence-based safety improvement plan for safe medication administration.
• Identify organizational resources that could be leveraged to improve your plan for safe medication administration.
• Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your Assessment 2 will focus on safe medication administration.

• Assessment 2 ;Example [PDF].

Additional Requirements

• Length of submission:Use the provided Root-Cause Analysis and Improvement Plan template to create a 4-6 page root cause analysis and safety improvement plan pertaining to medication administration.
• Number of references:Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
• APA formatting:Format references and citations according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluate

Resources: Evidence-Based Practice

Evidence-Based Practice

Giomuso, C. B., Jones, L. M., Long, D., Chandler, T., Kresevic, D., Pulphus, D., & Williams, T. (2014). A successful approach to implementing evidence-based practice. Med-Surg Matters, 23(4), 4–9.

This article provides a baseline definition of evidence-based practice as well as examples of implementing EBP in practice.

Spruce, L. (2015). Back to basics: Implementing evidence-based practice. AORN Journal: The Official Voice of Perioperative Nursing, 101(1), 106–114.

This article provides a framework for identifying and appraising research, as well as implementing changes and practices based on research.

Quality and Safety

Root-Cause Analysis

Sentinel Events

Safety and Sentinel Event Case Studies

Assessment 3 Instructions: Improvement Plan In-Service Presentation

For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies – especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency

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

• Competency 1: Analyze the elements of a successful quality improvement initiative.

• Explain the need and process to improve safety outcomes related to medication administration.
• Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
• Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.

• List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
• Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

• Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

Reference

Patel, S., Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic, Neonatal Nursing, 47(3), s16-s17.

Professional Context

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario

For this assessment it is suggested you take one of two approaches:

• Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or

2.Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions

The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at ;an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

• List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
• Explain the need for and process to improve safety outcomes related to medication administration.
• Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
• Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
• Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session below is just one example:

• Part 1: Agenda and Outcomes.

• Explain to your audience what they are going to learn or do, and what they are expected to take away.
• Part 2: Safety Improvement Plan.

• Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
• Explain why it is important for the organization to address the current situation.
• Part 3: Audience’s Role and Importance.

• Discuss how the staff audience will be expected to help implement and drive the improvement plan.
• Explain why they are critical to the success of the improvement plan focusing on medication administration.
• Describe how their work could benefit from embracing their role in the plan.
• Part 4: New Process and Skills Practice.

• Explain new processes or skills.
• Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
• In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
• Part 5: Soliciting Feedback.

• Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
• Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

Additional Requirements

• Presentation length:There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 10–15 slides.
• Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes.
• APA format:Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
• Number of references:Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Resources: Leadership Competencies

Leadership Competencies

Evidence and Value-Based Decision Making

Facilitating Learning