Nursing Shortage: Impacts and Strategies

Nursing Shortage: Impacts and Strategies The Nursing Shortage Steven Donahue Introduction According to research conducted by the Bureau of Labor Statistics in December of 2013, the United States is at the precipous of a substantial nursing shortage. Their study indicated that the registered nurse (RN) workforce is expected to grow from 2.71 million jobs in 2012 to approximately 3.24 million in 2022, a 19% increase. This considerable growth coupled with an estimated 525,000 nurses retiring within the same time frame, brings the total of nursing openings to just over one-million jobs (1). The shortage is projected to spread across the country, but be most intense in the South and West regions (1, United Stated Registered Nurse Workforce Report Card). Other professions often endure similar reports about workforce shortages, but shortages specifically affecting the nursing profession are persistent and cyclical. The history of nursing shortages can be linked back to the beginning of nursing as a profession and the first nursing diploma schools, founded in 1873. These diploma schools focused on apprenticeship, and gave young women an opportunity for financial independence and solid employment that was previously not accessible. Physicians and hospitals soon realized the young nurses were a cheap source of labor, and further recruited upper and upper-middle class society for possible nursing candidates. â€Å"It may be argued that the first nursing shortage in the U.S. occurred when hospital training schools found the supply from the upper strata of society had evaporated† (3), and the hospitals were required to scramble and recruit nurses with different economic and cultural backgrounds. Nursing shortages were also prevalent between the years of 1932 and 1952, and exacerbated by the World War II which highlighted an increased need for competent nursing care. In 1943, Congress passed legislation to create the Cadet Nurse Corps, which helped provide an influx of proficient nurses during this shortage. It is estimated that students who graduated form the Cadet Corps provided nearly 80% of the care of hospitalized patents during World War II (3). Documented nursing shortages also occurred in the early 1960’s, early 1980’s, and twice in the 1990’s. Cut? The cause of more recent nursing shortages have become more complex and difficult to define. Research by Goldfarb et. al. in 2008 described two standards to to define a nursing shortage. First, a shortage occurs when there is not enough nurses to provide a certain level of quality care. Secondly, a nursing shortage exists when there are not enough nurses to fill open positions. Based on this description, the current situation can be simplified and more easily defined as a nursing shortage. The causes, impacts, and potential solutions for the current nursing shortage will be further explored. Factors Affecting the Nursing Shortage Societal Demographics A major cause for the nursing shortage is be related to the increased damand required to care for the aging baby boomer population. Members of the baby boomer generation were born roughly between 1946 and 1964 and created a demographic bubble. Between the years of 2008 and 2018, the 55-year old plus demographic is expected to grow more rapidly than any other age group, and will account for a larger share of the total population (9). Figure 1 below illustrates the age distribution and median age from 1960 to 2010 in the United States, and highlights the increasing median age associated with the baby boomer generation. This demographic disparity will create a challenge for healthcare providers, and require a proportional increase in the professional nursing workforce to accommodate the rising elderly population(4). Figure 1. Age distribution and median age: 1960 to 2010 (SOURCE) Demographics of Current Nursing Workforce The current nursing workforce demographics nearly mirror the United States demographics as a whole. According to a survey conducted in 2013, 55% of the registered nursing workforce is age 50 or older (1, #6), and only 14.8% of nurses are aged 30 or younger. The current nursing shortage was further complicated by the 2008 economic collapse. The economic collapse had devastating effects on personal finances, with figures showing an average loss of more than 25% of individuals 401K’s for those nearing retirement (aged 56-65) (http://www.ebri.org/pdf/briefspdf/EBRI_IB_2-2009_Crisis-Impct.pdf). This forced many older nurses to remain in their current positions, or required part-time nurses to return to full-time employment. Statistics showed that the downturn in the economy lead to an easing in the shortage in many parts of the country (1), but this is only temporary and may intensify the shortage after these nurses decide to retire. Nursing Faculty Shortage There are a variety of reasons for the current nurse faculty shortage. First, the average age of nuring faculty also nearly mirrors the United States demographics as a whole. According to the American Association of Colleges of Nurses (AACN), the average doctorally prepared professor is 56.8 years old, and the average master’s degree nursing faculty is 55.1 years old. (http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-faculty-shortage). As a wave of retirements over the next decade hits academia, the replacements are both scarce and advanced in age. Salary differentials between nursing educators and those with similar credentials in the private sector is making it difficult to retain nursing educators. Data colleted in 2012 by the Bureau of Labor Statistics found that a Master’s prepared Nurse Practitioner earned a median salary of $92,670 while a Master’s prepared Associate Professor earned $72,590, a differential of approximately $20,000 (BLS website). This monetary difference, along with an increasingly high loan burden associated with attaining a graduate degree makes the private sector more enticing for new graduates with advanced degrees. The faculty shortage has had a significant affect on nursing school admission. The AACN conducted a survey in 2012 and determined that U.S. nursing schools turned away nearly 80,000 qualified undergraduate applicants due to a scarcity in faculty, clinical sites, and classroom space (1,#10). Two-thirds of of respondants indicated that faculty shortages were the number one reason for turning away qualified applicants. Furthermore, approximately 15,000 qualified applicants were turned away from graduate programs for the same reason. The nursing faculty shortage then becomes a two-pronged issue. The nursing shortage requires more nursing students, but a nursing faculty shortage creates limitations on how many students can be prepared for employment, and limits the ability to prepare future nursing educators. Working Conditions Wages The nature of the work, physical fatigue, orthopedic issues,and family strain due to working nights and weekends lead many nurses to leave the hospital setting or the profession altogether. In an era of litigation, nurses must also be cognizant that the individual, and not the system may be held liable in case of patient safety errors. This increased accountability without sufficient decision making authority leads to increased stress on the nursing workforce (4). The nursing profession is challenging and stressful, and many believe that the salary does not reflect the difficulty of the job. According to the Bureau of Labor Statistics, salaries for registered nurses have increased only 4% between 2008 and 2014. While this stagnation may also be indicative of the 2008 economic collapse, the effect of the nursing shortage on wages may not be fully understood until the economy fully recovers. Nursing Shortage Implications The pinnacle concern of the nursing shortage is the effect that it may have on patient loads and quality of care. The growing elderly population coupled with the a shortage of nurses will lead to an increase in patient loads. Numerous studies have indicated that higher patient loads lead to a riskier environment for the patient. A study published in 2011 by Dr. Jack Needleman analyzed the records of 197,961 patients, and found that the mortality rate increased from 1-6% if a facility was understaffed (http://www.nejm.org/doi/pdf/10.1056/NEJMsa1001025). Another study in 2011 indicated that when the hours per patient day was high (an indicator of proper staffing), the incidents of congestive heart failure, failure to rescue, infections, and prolonged lengths of hospital stays decreased (http://www.ncbi.nlm.nih.gov/pubmed/21407034). Lastly, a study conducted in 2013 observed the relationship between higher patient loads and readmission rates of pediatric patients. The research showed th at when the ratio was adjusted by just one patient (5:1), the likelihood for readmission rose 11% (http://qualitysafety.bmj.com/content/22/9/735.full). An increase in readmission rates will further aggravate the problem of patient loads, and has a heavy economic toll. While increased patient loads effect the overall quality of care, they also adversely effect the working conditions of nurses. In a survey conducted in 2005, 75% of respondents believed that the nursing shortage will effect their quality of work and limit the amount of time they can spend with patients. Additionally, 93% of those surveyed believe that the effects of the nursing shortage will cause nurses to leave the profession (1,#11). Another study in 2012 concluded that nurses were likely to attribute staffing insufficiencies as a major factor in job dissatisfaction, stress and burnout. The nursing shortage will ultimately effect patient loads, working conditions, and quality care for the patients in all nursing sectors. If propoer strategies are not developed, the increased stress associated with the shortage may lead to greater turnover in the profession, which only compounds the shortage issue. Strategies to Address the Nursing Shortage Addressing the General Nursing Shortage One way to entice new nurses in to the field has been to make the cost of education more affordable. On the federal level, the Nursing Education Loan Repayement program has been initiated and pays for 60% of a students loans in exchange for a two year commitment to a geographic area determined to have a critical shortage. Many hospitals have reimbursement programs for nurses looking to advance their education in exchange for a future working commitment. While this may entice more new nurses, economists warn that government and other subsidies may interfere with the free market, and may actually depress nursing wages. One possible solution to the free market interference is pay for performance programs. Rather than give subsidies to specific nursing students, pay for performance programs give subsidies to facilities that provide a high quality of care. Since quality care is intinsically tied to nursing performance, this would increase the economic value of nurses, thus improving wages , work environments, and retention (3). In addition to nursing faculty shortages, insufficient clinical sites play a huge role in limiting the student capacity of nursing schools. Increased coordination and strategic partnerships between universities and the private sector can help expand student enrollment. For instance, a joint venture between the Minnesota VA Health Care System and the University of Minnesota in 2013 has helped expand the schools BSN program. In this agreement, the VA committed $5.3 million dollars to expanding clinical placement sites within their facilities and funded additional faculty for the University. By teaming with the University of Minnesota, the VA received enhanced care for their patients. A better work environment can help attract new nurses and limit the amount of nurses who â€Å"burn-out† and leave the profession. Strategies to better the nursing work environment must focus on the emotional and physical stresses of the profession. Research has shown that limiting heavy lifting, decreasing walking, and providing easy access to equipment and information will keep nurses from leaving the profession (From #4 Goodin, 2003) Additionally, â€Å"increasing autonomy, re-allocating work in a more patient centered way, creating systems to recognize achievement in the areas of mentoring nurses, educating patients ans personal growth in practice, creating meaningful internal labor markets, and enhancing supervisor and administrative reports† (Morgan and Lynn, 2009). In order to combat further nursing turnover and burn-out, hospitals and nursing facilities must focus on nurturing an environment that provides these qualities. This is even more important when increas ed nursing turnover costs hospitals millions of dollars per year in recruiting and training new nurses. Further research in 2009 found that organizational constraints and high patient loads adversely affected job satisfaction. Supporters of mandated patient-nurse ratios believe that mandatory ratios will increase positive patient outcomes, increase job satisfaction, and ultimately combat the nursing shortage. Currently, thirteen states have staffing laws for hospitals, but only California has mandated minimum nurse-patient ratios. It should be noted that the American Nurses Association does not necessary support mandated patient-nurse ratios, but rather supports a legislation model which empowers the nurses to create staffing plans specific to each unit, giving the nurses autonomy to make staffing decisions that are best given the fluidity of hospital admissions (http://www.nursingworld.org/mainmenucategories/policy-advocacy/state/legislative-agenda-reports/state-staffingplansratios). Addressing the Nursing Faculty Shortage One major issue plaguing the nursing faculty shortage is the inability to recruit BSN prepared nurses in to the education realm, and has been noticed on both the state and federal level. In January of 2014, Wisonsin announced the â€Å"Nurses for Wisconsin Initiative†, which provided 3.2 million dollars in fellowships and loan forgiveness for nurses who agreed to pursue advanced degrees in nursing education and teach in the state after graduation (1). On the federal level, in December of 2013, the U.S. Department of Health and Human Services provided 45.4 million dollars in funding to provide low interest-loans for nurses pursuing nurse education degrees (Macdonald, 2013 see citation below). In order to attract more nursing educators, the pay discrepancy between the private sector and nursing educators must be addressed. References Budryk, Z. (2013). Is there another way to solve the nursing shortage?. Newton: Questex Media LLC. Retrieved from http://search.proquest.com/docview/1466237287?accountid=3588? Clark, R. C., Allison-Jones, L. (2011). Investing in Human Capital: An academic-service partnership to address the nursing shortage. Nursing Education Perspectives, 32(1), 18-21. Retrieved from http://search.proquest.com/docview/89382362?accountid=3588? Dolan, Tamara B., RN, M.S.N., O.C.N. (2011). Has the nursing shortage come to an end? ONS Connect, 26(8), 8-12. Retrieved from http://search.proquest.com/docview/885241529?accountid=3588? Fox, R. L., PhD., Abrahamson, Kathleen, PhD., R.N. (2009). A critical examination of the U.S. nursing shortage: Contributing factors, public policy implications. Nursing Forum, 44(4), 235-44. Retrieved from http://search.proquest.com/docview/195019237?accountid=3588? Keeping nurses on the job: Retention is part of the answer to the nursing shortage. (2010). AANA Journal, 64(6), 8. Retrieved from http://search.proquest.com/docview/747116085?accountid3588? MacDonald, I. (2013). The nursing shortage: Myth or reality?. Newton: Questex Media Group LLC. Retrieved from http://search.proquest.com/docview/1467698816?accountid=3588? McNamara, M. (2009). Combating the nursing shortage. American Nurse, 41(2), 14. Retrieved from http://search.proquest.com/docview/205506517?accountid=3588? Miovski, Natalie, AIA, L.E.E.D.A.P. (2009). Healing the nursing shortage with staff-friendly design. Healthcare Design, 9(8), 66-69. Retrieved from http://search.proquest.com/docview/195019237?accountid=3588? Schaeffer, R. (2013). The nursing shortage†¦.fact or fiction? Arizona Nurse, 66(2), 3. Retrieved from http://search.proquest.com/docview/1365796219?accountid=3588? Talbert, JeanAnne Johnson, APRN-BC, FNP, MSN, A.O.C.N., D.H.A. (2009). Distance education: One solution to the nursing shortage? Clinical Journal of Oncology Nursing, 13(3), 269-70. Retrieved from http://search.proquest.com/docview/222754879?accountid=3588? References (cont.) Vioral, Anna N., MSN, M.Ed., R.N., (2011). Filling the gaps: Immersing student nurses in specialty nursing and professional associations. The Journal of Continuing Education in Nursing, 42(9), 415-20. doi:10.3928/00220124-20110601-01 Wynn, Stephanie D, DNP, R.N.-B.C., P.M.H.N.P.-B.C. (2013). Addresing the nursing workforce shortage: Veterans as mental health nurses. Journal of Psychosocial Nursing Mental Health Services, 51(12), 3-4. doi:10.3928/02793695-20131029-05

Management styles Essay

There are two main data resources, secondary and primary data. Secondary data is the one that already exists from previous investigations and it can be found in books, journals and films (Saunders at al, 2003). Primary data is the one that is recollected from the research and it can be obtained by using methods such as questionnaires, interviews, focus group, and other (Collis and Hussey, 2003). In order to achieve the aim and objectives of this research, both data collection methods will be used. The secondary data will be mostly used to define and examine the concepts of multicultural workforce and management styles. On the other hand, the primary data will be collected from the interviews done to managers and supervisors in order to obtain their experiences of working with people from different cultural background and whether it influences on management styles. In this case, it will be important and relevant for this research to review studies of cross-cultural differences such as Hofstede’s, Trompenaars’ and Hall and Hall’s, in order to compare their findings with the ones that come up from this investigation. Moreover, it will be fundamental to identify the main aspects of cultural differences that influences on management styles in order to have a better knowledge of this subject and understand why people’s behavior change from one culture to another. Consequently, secondary data on its own is insufficient for the investigation and exploration of this study; for this reason the use of primary data helps to add and enrich information to that existent background on cultural differences and management styles. Primary Data Taking into account the already proposed sample characteristics, interviews will be considered to be the most appropriate data collection technique due to the exploratory and analytical research nature of this investigation. It involves more interaction by questioning and discussion between the interviewee and the interviewer that is something it can not be obtained using, for example, questionnaires and observation (Blaxter et al. , 2001). The interviews will be conducted in order to explore and discover participants’ attitudes, opinions and experiences toward cultural differences and its influence on their management style. Interviews According to Collis and Hussey (2003), interviews â€Å"are a method of collecting data in which selected participants are asked questions in order to find out what they do, think or feel†. Saunders et al. (2003) propose the idea that this method is an efficient way of collecting reliable and valid information, because the data gathered comes directly from the source in study, which certainly helps to achieve the research question and objectives of this project. Therefore, choosing interviews will be based on its suitability in finding what is happening and seeking new sights when exploring management styles and cultural differences. Moreover, Saunders et al (2003) stress that a more complete gathering of valuable information can be obtained by interacting more people inside an organizations, which in this case are members of ABC Superstore in the U. S. Interviews are classified based on the degree of flexibility as well as formality and structure that the researcher would like to apply. Therefore, there are three types of interviews, structured, semi-structured and unstructured interviews (Kumar, 1999; Saunders et al. , 2000; Ghauri and Gronhaug, 2002). In the structured interview â€Å"the investigator asks a pre-determined set of questions, using the same wording and order of questions as specified in the interview schedule† (Kumar, 1999, p. 109); in semi-structured interview, the questions are also prepared beforehand, but in contrast, they offer more flexibility in facilitating the interviewee to modify the questions to investigate new ideas that might come up during the interview; and the unstructured interviews are based on a general topic of interest, but the questions are spontaneously posed to the respondent (Kumar, 1999; Guillham, 2000; Saunders et al. , 2000; Ghauri and Gronhaug, 2002). It has been suggested that for phenomenological approaches and exploratory researches, a semi-structure interview is the most suitable type since the interviewer can explore in-depth a specific area that might be of interest (Jankowicz, 1999). The interviews carried out for this research will be semi-structured and will be held face-to-face with individual participants. One of the reasons of choosing this type of interview is because they are more conductible and easier to control in order to establish and maintain empathy with respondents, so make the respondents be more comfortable and express their opinions more freely. It also gives the interviewer the opportunity to discover and understand the respondents’ points of view and beliefs about a specific situation (Zikmund, 2000). Saunders et al. (2000) mention that semi-structured are qualitative research interviews and are classified as non-standardized, where questions might vary from one interview to another since it depends on the course that the conversation takes, hence it would required of additional questions. In addition, Healey and Rawlinson (1994 cited Saunders et al. , 2000) point out that more than one type can be used within an interview, where one section may ask factual closed questions, such as personal details, and the next sections could explore more qualitative issues. In this case, a combination of styles will be adopted within the interviews that will be held. The first section will be consisted of a set of factual questions in order to find out the interviewee’s work position and background. The following sections will be based on qualitative responses where relevant topics will be taken under consideration accordingly to the literature review that will be developed in Chapter II as well as aim and objectives of the research. For instance, in the second section, cultural aspects within a multicultural workforce will be explored, while in the third section, examination of managerial skills will be enquired; and finally exploration of training programs will end the interview (Appendix B). Furthermore, the semi-structured interviews will allow a free-flowing discussion, which in turn will produce a better understanding of the way of thinking, opinions, and behavior of manager and supervisors in relation to their experiences towards differences in culture and its influence on their management styles. Data Quality Issues There are a number of data quality issues to be aware and consider when conducting an interview, otherwise it would put at risk the findings of the investigation. In this case information supplied to the interviewee, confidentiality, listening skills and recording of interviews is going to be considered for this section (Kvale, 1996; Saunders et al. , 2000). Information Supplied to the Interviewee An important issue to promote credibility to the investigation is the supply of relevant information to the participants prior the interviews. In this way, the interviewee will consider the information under study and will be prepared to discuss their experiences and opinions, which will help to develop the research credibility. This will be reached through a letter that will be sent to the participants, which can be seen in Appendix A. It will also mention the duration of the interviews, in order to let them organized their time and provide an approximately 30 minutes to the interview with no interruptions. Confidentiality According to Kvale (1996, p. 114) â€Å"confidentiality in research implies that private data identifying the subjects will not be reported†. The author also highlights that the change of names to protect the privacy of the participants is of an important issue, since encourages people to reveal experiences, feelings and facts which enrich the information given by the interviewee, facilitating the development of the research (Kvale, 1996; Guillham, 2000). Hence, it will be explained to the interviewee the purpose of the research and the use that it is going to have in order to gain their trust and confidence (Appendix A).

Essay on The Consequences of Bad Business Decisions

In todays world business is very competitive. To compete with other companys executives have turned to corrupt practices. Once respected businesses like Enron, WorldCom, and Arthur Anderson have been found deceiving there customers, stockholders, and employees. C.E.O.s try to achieve the American dream and pursue capitalism to its fullest potential. In doing so, business leaders have lost their values and ethics, and make bad business decisions. The downfalls of a company are the consequence of C.E.O.s bad decisions. According to Marjaana Kopperi business ethics, can simply be defined in terms of social and ecological responsibility of business. According to this definition, business ethics requires that business decisions†¦show more content†¦According to David Ivanovich of the Houston chronicle, The energy trading giant threw money at risky, often unrelated investments, an Indian power plant, a water company, a broadband communications operation, and in the process loaded itself up with $9 billion worth of debt. According to Kris Axtam the chief financial officers prot#233;g#233; Michael kopper admitted on trial that, he had stolen about $16.5 million from the company since 1997, and helped Fastow - whom he called brilliant and very greedy - loot $45 million. Due to improper accounting, Enron was required to restate $586 million in money they were believed to have earned. Federal prosecutors, for concealing debts, charges the former chief executive Jeffrey Skilling and former chair Ken neth lay, with conspiracy and fraud. The company formed partnerships that allowed the company to falsely boost their revenue. 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How To Conjugate Conducir and Other -ducir Spanish Verbs

Conducir, a verb that means to drive and also has meanings related to conduct of persons and things, and other verbs ending in -ducir are highly irregular. The most common of those other verbs are introducir, producir, reducir, reproducir, seducir, and traducir. Their conjugation is shown below with conducir as an example. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Conducir conducir (to drive) Gerund of Conducir conduciendo (driving) Participle of Conducir conducido (driven) Present Indicative of Conducir yo conduzco, tà º conduces, usted/à ©l/ella conduce, nosotros/as conducimos, vosotros/as conducà ­s, ustedes/ellos/ellas conducen (I drive, you drive, he drives, etc.) Preterite of Conducir yo conduje, tà º condujiste, usted/à ©l/ella condujo, nosotros/as condujimos, vosotros/as condujisteis, ustedes/ellos/ellas condujeron (I drove, you drove, she drove, etc.) Imperfect Indicative of Conducir yo conducà ­a, tà º conducà ­as, usted/à ©l/ella conducà ­a, nosotros/as conducà ­amos, vosotros/as conducà ­ais, ustedes/ellos/ellas conducà ­an (I used to drive, you used to drive, he used to drive, etc.) Future Indicative of Conducir yo conducirà ©, tà º conducirà ¡s, usted/à ©l/ella conducirà ¡, nosotros/as conduciremos, vosotros/as conducirà ©is, ustedes/ellos/ellas conducirà ¡n (I will drive, you will drive, he will drive, etc.) Conditional of Conducir yo conducirà ­a, tà º conducirà ­as, usted/à ©l/ella conducirà ­a, nosotros/as conducirà ­amos, vosotros/as conducirà ­ais, ustedes/ellos/ellas conducirà ­an (I would drive, you would drive, she would drive, etc.) Present Subjunctive of Conducir que yo conduzca, que tà º conduzcas, que usted/à ©l/ella conduzca, que nosotros/as conduzcamos, que vosotros/as conduzcà ¡is, que ustedes/ellos/ellas conduzcan (that I drive, that you drive, that she drive, etc.) Imperfect Subjunctive of Conducir que yo condujera (condujese), que tà º condujeras (condujeses), que usted/à ©l/ella condujera (condujese), que nosotros/as condujà ©ramos (condujà ©semos), que vosotros/as condujerais (condujeseis), que ustedes/ellos/ellas condujeran (condujesen) (that I drove, that you drove, that he drove, etc.) Imperative of Conducir conduce (tà º), no conduzcas (tà º), conduzca (usted), conduzcamos (nosotros/as), conducid (vosotros/as), no conduzcà ¡is (vosotros/as), conduzcan (ustedes drive, dont drive, drive, lets drive, etc.) Compound Tenses of Conducir The perfect tenses are made by using the appropriate form of haber and the past participle, conducido. The progressive tenses use estar with the gerund, conduciendo. Sample Sentences Showing Conjugation of Verbs Ending in -ducir No quiero conducir porque hay demasiados locos al volante estos dà ­as. (I dont want to drive because there are so many crazy people at the wheel these days. Infinitive.) Perà º es el à ºnico paà ­s latinoamericano que ha introducido una ley de divorcio rà ¡pido. (Peru is the only Latin American country that has introduced a law providing for quick divorce. Present perfect.) Los brità ¡nicos, al comienzo de la guerra, estaban escandalizados por la violencia que se estaba produciendo en la Espaà ±a republicana. The British, at the beginning of the war, were scandalized by the violence that was occurring in Republican Spain. Gerund.) Existen mà ¡s de mil laboratorios que producen estas sustancias en China hoy en dà ­a. (There are more than 1,000 laboratories that produce these substances in China these days. Present indicative.) Tradujeron el libro al francà ©s y lo distribuyeron en Ginebra en 1882. (They translated the book to French and distributed it in Geneva in 1882. Preterite.) La corrupcià ³n reducà ­a la inversià ³n y el crecimiento econà ³mico. (The corruption diminished investment and economic growth. Imperfect.) Al à ºltimo nos reproduciremos por clonacià ³n. (Ultimately we will reproduce by cloning. Future.) A mà ­ mismo me seducirà ­a si no fuera quien soy. (Even I myself would be tempted if I werent who I am. Conditional.) Le dio 10 dà ­as calendario para que produzca los documentos requeridos. (She gave him 10 calendar days to produce the required documents. Present subjunctive.) Un profesor de lengua à ¡rabe pidià ³ a sus alumnos que tradujeran el libro. (An Arabic-language teacher asked his students to translate the book. Imperfect subjunctive.) No conduzcas sin cinturà ³n. (Dont drive without wearing a seatbelt. Imperative.)