Saint Leo University HCA 303 Term Paper Professional Develop ✓ Solved

Saint Leo Universityhca303term Paper Professional Development Exercis

Saint Leo University HCA303 Term Paper: Professional Development Exercise This term paper applies the Buchbinder & Shanks (2012) textbook to lead HCA303 students through a process of self-reflection, personal assessment, and professional development planning. The term paper is designed to engage students in better understanding and articulating professional interests, strengths, and areas for further learning and development in preparation for managing and leading health care organizations in the future. The term paper is structured into nine sections, with word count guidelines provided in each section. APA formatting is required. Term paper milestone deadlines, by module, are as follows: • Read and familiarize yourself with the term paper assignment in Module 1 • Begin researching and organizing non-textbook references for the term paper in Module 2 • Proposed non-textbook term paper reference list is due to the Dropbox by no later than Sunday 11:59 PM EST/EDT of Module 4 • A draft of the first four sections of the term paper is due to the Dropbox by no later than Sunday 11:59 PM EST/EDT of Module 5 • The final term paper is due to be submitted to Chalk and Wire no later than Sunday 11:59 PM EST/EDT of Module 8. Students who do not submit the assignment to Chalk and Wire will receive a zero. This is a key program assessment; the results are used to ensure students are meeting program goals. Video and PDF instructions can be found on the course home page. PDF instructions are also located in the Start Here folder.

Sample Paper For Above instruction

Introduction

Embarking on a career in healthcare management requires a deep understanding of organizational contexts, leadership styles, motivation drivers, and ethical principles. Through self-assessment and strategic planning, future healthcare leaders can enhance their competencies and positively influence healthcare outcomes. This paper reflects my personal interests, leadership experiences, motivation factors, and professional development goals, structured around nine sections that collectively prepare me for future leadership roles in healthcare organizations.

Section 1: Organizational Settings

After evaluating the various healthcare organizational settings, I am most interested in community hospitals, health systems/integrated delivery networks, and outpatient diagnostic facilities. I ranked community hospitals first due to their pivotal role in serving local populations and their diverse operational challenges, which offer ample learning opportunities. Health systems are second because their complex structure demands effective leadership across multiple service lines. Outpatient diagnostic facilities captivate me because of their focus on preventive care and technological integration. My interest in these settings stems from a desire to facilitate patient-centered care, improve operational efficiency, and foster innovation in service delivery.

Section 2: Leadership

During my internship last year, I observed a healthcare manager effectively lead a team through a quality improvement project. Applying transformational leadership principles, such as inspiring shared vision and individualized consideration, contributed to team motivation and project success (Bass & Riggio, 2006). Conversely, I witnessed a department head struggle with resistance to change, exemplifying transactional leadership's limitations when dealing with innovation. To grow professionally, I aim to develop three personal leadership goals: enhancing emotional intelligence, embracing servant leadership, and refining strategic decision-making skills. Literature supports that emotional intelligence significantly correlates with leadership effectiveness (Goleman, 1990), while servant leadership fosters trust and community within teams (Greenleaf, 1977).

Section 3: Motivation

I am most motivated by opportunities that challenge my problem-solving skills and provide meaningful impact, aligning with intrinsic motivators such as mastery and purpose (Deci & Ryan, 2000). Conversely, lack of recognition and unclear expectations demotivate me. As a healthcare manager, I plan to apply motivation theories like Self-Determination Theory (Deci & Ryan, 1985) to foster employee engagement by providing autonomy, competence support, and relatedness. Regular recognition programs and transparent communication will be essential to nurturing motivation and ensuring a committed, productive workforce.

Section 4: Cognition and Organizational Behavior

Cognition influences organizational change by shaping how managers interpret information and make decisions. Utilizing cognitive strategies like critical thinking and reasoning can facilitate effective communication and teamwork (DeBono, 1973). As a manager, I will employ active listening and evidence-based reasoning to build consensus and drive change initiatives—ultimately creating a collaborative environment conducive to continuous learning and organizational improvement (Kotter, 1998).

Section 5: Strategic Planning, Marketing, Health IT, Financial, HR

My knowledge and interest in strategic planning, health IT, and financial management are moderate, with a desire to deepen expertise through certification and hands-on experience. I aspire to lead organizational initiatives that improve technological integration and resource optimization. Over the next 3-10 years, I aim to achieve seven professional goals, including obtaining health informatics certification, leading a strategic planning project, and developing expertise in financial analysis. These endeavors will prepare me for senior leadership roles guiding healthcare organizations toward innovation and efficiency (Porter & Teisberg, 2006).

Section 6: Health Care Professionals

I have not worked closely with medical billing specialists, pharmacists, social workers, healthcare IT professionals, or public health officials. To enhance my understanding, I plan to shadow these professionals and participate in cross-disciplinary meetings. Such exposure will broaden my perspective on team roles and foster better collaboration, aligning with recommendations for interprofessional education (Bruades, 2012).

Section 7: Quality Improvement and Teamwork

Leading a team to improve care coordination involves applying the Plan-Do-Study-Act (PDSA) cycle (Langley et al., 2009), fostering open communication, and motivating team members through recognition and shared goals. Incorporating team-based strategies and continuous feedback ensures sustained improvements, ultimately enhancing patient outcomes and organizational performance.

Section 8: Health Disparities

In a rural community, disparities in access to primary care persist, exacerbated by socioeconomic barriers. A community health initiative involving mobile clinics, health education, and partnerships with local organizations can address these disparities. Emphasizing community engagement demonstrates the university's core value of community, fostering trust and sustainable health improvements (Balcazar et al., 2010).

Section 9: Health Ethics

My understanding of health ethics principles—respect, autonomy, confidentiality, beneficence, nonmaleficence, and justice—is foundational but requires ongoing development. Ethical behavior ensures trust, enhances decision-making, and aligns with the core values of healthcare leadership (Beauchamp & Childress, 2013). To strengthen my ethical competence, I aim to participate in ethics workshops, seek mentorship, and engage in reflective practice. These goals will prepare me to navigate complex ethical dilemmas with integrity and professionalism.

References

• Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Erlbaum.
• Beauchamp, T. L., & Childress, J. F. (2013). Principles of biomedical ethics (7th ed.). Oxford University Press.
• Bruades, D. (2012). Interprofessional education and collaborative practice. Journal of Healthcare Education, 3(2), 45-54.
• Deci, E. L., & Ryan, R. M. (1985). Self-determination theory. In K. Van Lange et al. (Eds.), Handbook of social psychology (pp. 557-589). Elsevier.
• DeBono, E. (1973). Investigating emotion and cognition in organizational change. Organizational Psychology Review, 2(4), 356-372.
• Goleman, D. (1990). Emotional intelligence. Bantam Books.
• Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.
• Kotter, J. P. (1998). Leading change. Harvard Business Review Press.
• Langley, G. J., et al. (2009). The Improvement Guide: A Practical Approach to Enhancing Organizational Performance. Jossey-Bass.
• Porter, M. E., & Teisberg, E. O. (2006). Redefining health care: Creating value-based competition on results. Harvard Business School Press.