Roles and Responsibilities in Leadership and Management

Roles and Responsibilities in Leadership and Management

nurse manager role in reengineering of health care,

how can nurses re engineer healthcare,

major factors driving the reengineering of healthcare organizations,

examples of reengineering in healthcare,

How does the nurse manager or leader play a role in the reengineering of health care? I’m a dialysis nurse

Study Skills

The chapter says distributed practice is superior to massed practice for longer retention. Devise a study schedule for this course using distributed practice. What are the implications of this finding for review for tests? When should students be taught study skills—reflect on your own experience. What study skills do you use and would you teach to your students?

make sure you follow the instruction : The discussion topics will coincide with your readings. Thus, your posts and responses should be informed by your readings. You should cite the text and outside research in your posts to receive full credit in the following format (author, year). Remember that cite does not mean quote. Include full citations for sources obtained outside of class resources.

For reference use the course book which I have attached as PDF file. Chapter 1-4 only.

the critiques that have been published of the Cervero and Wilson theory.

the instruction:

1- this 3-page paper is analytical paper describe and analyze the critiques that have been published of the Cervero and Wilson theory.

2- I uploaded the paper outlines and the ideas you have to use when you write the critiques.

3- please you have to follow the outlines provided organize my ideas as paragraphs not shot points

4- this paper should be 3 pages and written in narrative form rather than numbering and/or bullets.

5- Use the following outlines:

The critiques have been published on the Cervero and Wilson theory.

a. Strengths:

i. “This model still builds on the technical and practicl dimensions of planning” (Sandmann, iely & Grenier, 2009, p. 20).

ii. It focuses on people, rather than theories and guidelines (Umble, Cervero & Langone, 2001).

iii. This model is a more social, ethical and political approach to program planning (Sandmann, Kiely & Grenier, 2009).

iv. It provides planners more practical guidance in negotiating power and interests in everyday practice( Cho & Kim, 2004).

v. It represents a fundamental break from the technical-rational tradition and forces people to view planning with a different set of lenses (Sork as cited in Sork, 2010).

vi. This model is specific rather than general.

vii. It is an integrative approach (Cho & Kim, 2004).

viii. This model acts on and responds to contexts for power and interests rather than involving “reading” these contexts (Sork, 2010).

ix. Democratic negotiation, get involved multiple stakeholders into the planning process and focus on balancing the interests of multiple stakeholders.

x. Applying to technical rational model

i. Negotiating the program’s need-assessment

a. Decide whose interests matter and access their needs.

b. Connect stakeholders’ needs to the historical and social context.

c. Anticipate how power relations frame the needs-assessment.

d. Democratically negotiate needs.

ii. Negotiate the program’s educationl, management and political objectves.

a. Prioritize educational, Management and political objectives.

b. Negotiate objectives before and during the program.

c. Anticipate how power relations frame the negotiation of objectives.

d. Democratically negotiate objectives.

iii. Negotiate the program’s instructional design and implementation

a. Manage the politics of selecting and organizing content.

b. Manage the politics of selecting formats and instructional techniques.

c. Manage the politics of selecting and preparing instructional leaders.

d. Democratically negotiate the instruction design and implementation.

iv. Negotiating the program’s administrative organization and operation

a. Finance the massage.

b. Market the massage.

c. Use program location to work the message.

d. Democratically administer programs.

v. Negotiating the program’s formal and informal evaluation

a. Evaluate programs based on educational, management and political objectives.

b. Manage the politics of evidence and criteria.

c. Anticipate how power relations frame program evaluation.

d. Democratically evaluate program objectives.

b. Limitations:

i. Planners may miss events and decisions that are not strictly tied to negotiations but that have an important impact on the program (Sork, 2010, p.83).

• Suggestion: being responsible with resources, budgets and so on (Sork, 2010).

ii. There is little attention is given to the character of negotiations themselves (Sork, 2010, p. 83).

• Suggestion: the use of combination of frame factor theory and negotiation theory (Sork as Cited in Umble, Cervero & Langone, 2001).

v. The moral justification for actions could be easily viewed a manipulative or antidemocratic (Sork, 2010).

• Suggestion: recounting details of the negotiations, revealing the moral ethical justification for actions taken (Sork, 2010).

vi. The Substantively democratic planning is not a universal prescription (Sork, 2010).

• Suggestion: applying a critical approach in democratic planning and ask such questions as,

i. “under what circumstances is it important to ensure substantively democratic planning?” (p. 83)

ii. “What are the consequences of not engaging in substantively democratics planning in this particular circumstance?” ( p. 83).

vii. It is not easy to find a suitable program planner.

viii. No clear tactics of dealing with power relations, interest and ethical commitment.

I will handle the references but you have to keep the citations in this paper

APA style


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