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Course Learning Outcomes for Unit VII Upon completion of this unit, students should be able to:
7. Formulate a plan for advancing in a career. 7.1 Integrate a decision-making process to plan for your own career advancement.
Learning Outcomes Learning Activity
7 Unit Lesson Chapter 10 Unit VII Scholarly Activity
7.1 Unit Lesson Video: “Discover your Personality Type” Unit VII Scholarly Activity
Reading Assignment Chapter 10: Your First Position as a Health Care Professional Additional Reading Assignment: In order to access the following resource, click the link below. Truity. (2011, June 17). Discover your personality type | Myers Briggs [Video]. YouTube.
https://www.youtube.com/watch?v=WQoOqQiVzwQ Unit Lesson One thing that José has discovered on his journey to learn about the role of healthcare administrator and how to advance his career in the field is that he has to learn to think differently and to approach reasoning from the point of view of others if he wants to be successful. In looking at a YouTube video about personality types called Discover Your Personality Type, he has learned that there are even ways to measure a person’s personality. He also has learned that the person’s personality type leads to different ways of thinking. José has learned that critical thinking is the key to good management. He asks Jane about her viewpoint on critical thinking, and Jane shares the following points with José, saying that it is really more about leadership than management (Porter-O’Grady & Malloch, 2015). Jane said that critical thinking involves the following things:
• being able to analyze what another says and means, • reaching some kind of determination about that meaning, • looking at all options, • making a conclusion about what needs to be done, and • sharing the results with others in a clear manner.
José tells Jane that he makes decisions differently from her, and she acknowledges that this is true from what she has observed. Jane tells José that he tends to think deductively because she sees him asking for facts about a situation and assumes that the facts are true. She says that it reminds her of someone going from A to B to C and so on to get to Z. José agrees that he does think that way, but he does not feel that Jane does. Jane agrees with his assessment. Jane tells José that she uses inductive reasoning a lot, which she likens to
UNIT VII STUDY GUIDE Plan to Get Ahead
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going from A to D to Q to F and then to Z. She says that this is something that she does based on what she feels and is less reliable at times than what José does, but both approaches are fine (Colbert & Katrancha, 2016). She goes on to say that critical thinking is often based on deductive thinking, which is where one seeks out knowledge and keeps a healthy questioning attitude. She says that it is important to think critically when caring for patients in any healthcare organization and for leading those who provide that care to ensure quality and open communication. Jane tells José that she has seen his growth in this area over his time at the clinic and feels that it is time for him to advance in his career with the clinic. She feels that he is making solid decisions in his research about the role of healthcare administrator and feels he should definitely apply for the position she is vacating. Based on what José has learned about personalities and thinking, Jane feels it is time for them to discuss the decision-making process. José tells Jane that he has been thinking about this for some time as he considers how to advance his career as a healthcare administrator and formulates a plan to prepare to apply for the position she is vacating. He shares how he has discovered that there are actually well-defined steps in the decision-making process, which are listed below (Colbert & Katrancha, 2016).
• Step 1: Define the opportunity with the mindset of the change being a positive experience. Ask the questions below. o How does this change affect the patients in our care? o How does this change influence the work environment and processes?
• Step 2: Generate ideas with the mindset that there are often more ways than one to address a change, and critical thinking about the change sets the tone. Ask the questions below. o How many different ideas can we generate? o Can we suspend the voice in our heads that says, “That is not how we do things here”?
• Step 3: Evaluate all possible ideas, and select the best by asking the questions below. o What are the pros of the different ideas we have generated? o What are the cons of the different ideas we have generated? o Which idea has the best chance for success, and why?
• Step 4: Implement the best idea in the best way possible so positive change results. Ask the questions below. o How should we implement this idea? o Who needs to know about the idea? o Who are key stakeholders relevant to the idea? o What strengths do we have that will help with implementing the idea? o What skills do we have that will aid in implementing the idea?
• Step 5: Evaluate the outcomes of the change by asking the questions below. o Were patients affected in a positive way? o Were the quality of care standards met? o Did the idea implemented have a positive outcome and make a positive change? o Can we continue with the idea?
Jane is pleased with the steps of the decision-making process that José shared with her. She feels that he has identified the key questions that ensure each step has a positive outcome. José has realized that he has always used the five steps in the decision-making process at the clinic and that using them now, as he decides what his next career goals and advancements should be, is key to the whole process. He clearly sees how he will plan for the job interview he faces for the new position, basing it on a systematic decision- making process.
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José has decided that he is a critical thinker and that his personality type can be used as an advantage in the role of healthcare administrator. He feels more prepared to make important decisions related to quality patient health care and that he has an idea about how he can use all that he learned to develop his future professional goals. José has discovered that a clear decision-making process helps in planning and advancing in a career. He now knows that having a systematic approach will lead to not only a successful career plan but will also make him more effective in fulfilling his role as a healthcare professional.
References Colbert, B. J., & Katrancha, E. D. (2016). Career success in health care: Professionalism in action (3rd ed.).
Cengage Learning. Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable
health (4th ed.). Jones & Bartlett Learning. Truity. (2011, June 17). Discover your personality type | Myers Briggs [Video]. YouTube.
Consider This! Jane tells José that Step 2 is often defined in terms of brainstorming where ideas flow freely and without judgment calls being made. She asks José to take the following opportunity to brainstorm three possible ideas to address a situation in which patient wait times have increased to 30 minutes on average. Help José by identifying three ideas to use to address this opportunity. Some might be to accomplish the following tasks:
• decrease the number of patients scheduled for each time slot, • increase the time slotted for each appointment by 5 minutes, and • hire a new nurse practitioner or physician.
José decides that he will go one step further and address Step 3 because Jane’s request has spurred him to think about how he will evaluate the ideas he brainstormed. He then creates a possible short- and long- term outcome for each of the ideas generated above.
• Short-term goal 1: o Decrease patient waiting time by 5 minutes.
• Long-term goal 1: o Decrease patient waiting time by 20 minutes.
• Short-term goal 2: o Send out patient insurance forms a week before the appointment so patients do not have to fill
them out when they arrive. • Long-term goal 2:
o Place the patient insurance forms on a patient portal, and have the patient fill them out or review them two days before they arrive at the appointment.
• Short-term goal 3: o Assign more staff to reception during high-patient volume hours.
• Long-term goal 3: o Hire two new receptionists.
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Suggested Reading You read the following textbook chapter in Unit III. It is suggested to review this chapter for this unit as the concepts are explored further. Chapter 4: Thinking and Reasoning Skills In order to access the following resource, click the link below. José has discovered that personalities influence all we do and how we relate to culture. Much was learned about culture by of exploring the website for the U.S. Department of Health & Human Services in Unit V. This article expands that knowledge by linking culture and personality. Gridley, M. C. (2014). Cross-cultural comparison of engineers’ thinking styles. Psychology Journal, 11(2), 55–
59. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=98995352&site=ehost-live&scope=site
Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. José has found himself thinking about thinking, something that he never did before his conversation with Jane. He locates an article that goes much further in-depth about the critical thinking process and its application in health care. It asserts that critical thinking influences clinical decision-making. You can read the article by clicking the link below. Riddell, T. (2007). Critical assumptions: Thinking critically about critical thinking. Journal of Nursing
Education, 46(3), 121–126. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.proquest.com.library resources.columbiasouthern.edu/docview/203948831?accountid=33337