The purpose of this assignment is to discuss health care culture and describe how CWV can be used to improve ethical practices. In a 1,000-1,250-word essay, discuss the important factors associated with health care culture. Include the following in your essay:

The purpose of this assignment is to discuss health care culture and describe how CWV can be used to improve ethical practices. In a 1,000-1,250-word essay, discuss the important factors associated with health care culture. Include the following in your essay:

The purpose of this assignment is to discuss health care culture and describe how CWV can be used to improve ethical practices. In a 1,000-1,250-word essay, discuss the important factors associated with health care culture. Include the following in your essay:

Assessment Description

The purpose of this assignment is to discuss health care culture and describe how CWV can be used to improve ethical practices. In a 1,000-1,250-word essay, discuss the important factors associated with health care culture. Include the following in your essay:

A definition of health care culture, including culture of excellence and safety.

Two or three examples of principles for building a culture of excellence and safety.

An explanation of the role of various stakeholders in improving health care culture.

An explanation of how Christian worldview (CWV) principles might be used by health care organizations to improve ethical practices, whether the organizations are Christian or not.

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Two or three examples of how the integration of faith learning and work at GCU can be implemented by individuals to improve health care culture.

This assignment requires a minimum of three peer-reviewed scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Resources

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Continuous Quality Improvement in Health Care

Required

Read Chapters 2 and 9 in Continuous Quality Improvement in Health Care.

Optional:

For add

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View Resource

Washington Manual of Patient Safety and Quality Improvement

Required

Read Chapter 12 in Washington Manual of Patient Safety and Quality Improvement.

View Resource

Integration of Faith, Learning and Work at Grand Canyon University

Required

Read “Integration of Faith, Learning and Work at Grand Canyon University,” located on the Grand Canyon University website. Use th

… Read More

https://www.gcu.edu/sites/default/files/media/Documents/IFLW.pdf

SOPS Surveys

Optional

Review the Hospital Survey on Patient Safety (SOPS) surveys provided on the SOPS Surveys page of the Agency for Healthcare Research and Q

… Read More

https://www.ahrq.gov/sops/surveys/index.html

Transformational Leadership Principles and Tactics for the Nurse Executive to Shift Nursing Culture

Required

Read “Transformational Leadership Principles and Tactics for the Nurse Executive to Shift Nursing Culture,” by Pearson, from

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https://oce-ovid-com.lopes.idm.oclc.org/article/00005110-202003000-00007/HTML

Just Culture: The Foundation of Staff Safety in the Perioperative Environment

Required

Read “Just Culture: The Foundation of Staff Safety in the Perioperative Environment,” by Fencl, Willoughby, and Jackson, from

… Read More

https://oce-ovid-com.lopes.idm.oclc.org/article/00000703-202104000-00003/HTML

Flag the Play: Overcoming Unseen Barriers to Speak Up for Safety

Required

Read “‘Flag the Play’: Overcoming Unseen Barriers to Speak Up for Safety,” by Hollinger, from Nursing Management (2019).

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https://oce-ovid-com.lopes.idm.oclc.org/article/00006247-201907000-00003/HTML

Just Culture

Required

Read “Just Culture,” by Ungvarsky, from Salem Press Encyclopedia of Health (2020).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=119214258&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

A Network Analysis of Perioperative Communication Patterns

Required

Read “A Network Analysis of Perioperative Communication Patterns,” by Stucky, De Jong, Kabo, and Kasper, from AORN

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https://www-proquest-com.lopes.idm.oclc.org/docview/2413010983?accountid=7374

Building a Culture of Safety and Quality: The Paradox of Measurement

Required

Read “Building a Culture of Safety and Quality: The Paradox of Measurement,” by Bliss, Chambers, and Rambur, from Nursin

… Read More

https://www-proquest-com.lopes

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Health Care Culture – Rubric

LISTGRID

PRINT TO PDF

Rubric Criteria

Total100 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Definition of Health Care Culture

Definition of Health Care Culture

0 points

A definition of health care culture is not present.
8.8 points

A definition of health care culture, including culture of excellence and culture of safety is present, but lacks detail or is incomplete.
9.68 points

A definition of health care culture, including culture of excellence and culture of safety, is present.

10.12 points

A definition of health care culture, including culture of excellence and culture of safety, is present and detailed.
11 points

A definition of health care culture, including culture of excellence and culture of safety, is present and thorough.

Examples of How to Build a Culture of Excellence and Culture of Safety

Examples of How to Build a Culture of Excellence and Culture of Safety
0 points

Two or three examples of how to build a culture of excellence and a culture of safety are not present.
9.6 points

Two or three examples of how to build a culture of excellence and a culture of safety are present, but lack details or are incomplete.

10.56 points

Two or three examples of how to build a culture of excellence and a culture of safety are present. Some examples are appropriate.
11.04 points

Two or three examples of how to build a culture of excellence and a culture of safety are present and detailed. Most examples are appropriate.

12 points

Two or three examples of how to build a culture of excellence and a culture of safety are present and thorough. All examples are appropriate.

Role of Various Stakeholders in Improving Health Care Culture

Role of Various Stakeholders in Improving Health Care Culture
0 points

An explanation of the role of various stakeholders in improving health care culture is not present.

9.6 points

An explanation of the role of various stakeholders in improving health care culture is present, but lacks detail or is incomplete.
10.56 points

An explanation of the role of various stakeholders in improving health care culture is present.
11.04 points

An explanation of the role of various stakeholders in improving health care culture is present and detailed.
12 points

An explanation of the role of various stakeholders in improving health care culture is present and thorough.

Explanation of How CWV Principles Might Be Used

Explanation of How CWV Principles Might Be Used by Health Care Organizations to Improve Their Ethical Practices
0 points

An explanation of how CWV principles might be used by health care organizations to improve ethical practices is not present.

9.6 points

An explanation of how CWV principles might be used by health care organizations to improve ethical practices is present, but lacks detail or is incomplete.

10.56 points

An explanation of how CWV principles might be used by health care organizations to improve ethical practices is present.

11.04 points

An explanation of how CWV principles might be used by health care organizations to improve ethical practices is present and detailed.
12 points

An explanation of how CWV principles might be used by health care organizations to improve ethical practices is present and thorough.

Examples of How the Integration of Faith, Learning, and Work

Examples of How the Integration of Faith, Learning, and Work at GCU Can Be Implemented by Individuals to Improve Health Care Culture

0 points

Two or three examples of how the integration of faith, learning, and work at GCU can be implemented by individuals to improve health care culture are not present.
9.6 points

Two or three examples of how the integration of faith, learning, and work at GCU can be implemented by individuals to improve health care culture are present, but lack details or are incomplete.
10.56 points

Two or three examples of how the integration of faith, learning, and work at GCU can be implemented by individuals to improve health care culture are present.
11.04 points

Two or three examples of how the integration of faith, learning, and work at GCU can be implemented by individuals to improve health care culture are present and detailed.
12 points

Two or three examples of how the integration of faith, learning, and work at GCU can be implemented by individuals to improve health care culture are present and thorough.

Scholarly Sources

Scholarly Sources

0 points

Peer-reviewed, scholarly sources are not present.
8.8 points

Two or three peer-reviewed, sources are present, but are not scholarly. Limited research is present.
9.68 points

A minimum of three peer-reviewed, scholarly sources are present.
10.12 points

A minimum of three peer-reviewed, scholarly sources are present. Sources address all of the requirements stated in the assignment criteria.

11 points

A minimum of three peer-reviewed, scholarly sources are present. Sources are distinctive and address all of the requirements stated in the assignment criteria.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.
0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

5.6 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
6.16 points

The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.

6.44 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
7 points

The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

6.4 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
7.04 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

7.36 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.
8 points

The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
4 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
4.4 points

Relevant evidence that includes other perspectives is used.

4.6 points

Specific and appropriate evidence is included. Other perspectives are integrated

5 points

Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
4 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
4.4 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
4.6 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

5 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,
0 points

Appropriate format is not used. No documentation of sources is provided.
4 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
4.4 points

Appropriate format and documentation are used, although there are some obvious errors

4.6 points

Appropriate format and documentation are used with only minor errors.
5 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

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