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Nursing Philosophy Has a Direct Impact on Their Everyday Practice Question

SmithJ — Fri, 14 Jul 2023 12:21:25 +0000

1.Thought Question: The thought questions were developed related to the instructional materials in the course modules. They are meant to focus your attention on the essential ideas presented in the readings and to engage in self-dialogue regarding your perspectives on the question as nursing theorists and scholars. Below is the thought question for this module: Should there be a single paradigm, co-existence of complementary paradigms or the creation of an integrated paradigm to advance nursing knowledge to guide research and practice? 2. Critique knowledge that arises from four definitions of nursing: Nursing as a Health Science, Practice Discipline, Caring Discipline, and Health-Oriented Discipline 3. Module Learning Objectives: Explain what theory does in relationship to nursing knowledge development as a discipline and science. Discuss theoretical thinking in terms of questions asked and answers. Apply Carper’s Way of knowing in clinical practice. Discuss nursing theories focused on human existence and caring. Explain how theories relate to health and planned change which guides nursing practice. Discuss the deliberative nursing process and AACN Synergy model guide practice. 4. Thought Questions: The thought questions were developed related to the instructional materials in the course modules. They are meant to focus your attention on the essential ideas presented in the readings and to engage in self-dialogue regarding your perspectives on the question as nursing theorists and scholars. Below are the thought questions for this module: How have historical trends in the philosophy of science influenced the development of nursing knowledge? How does the role of the DNP-prepared nurse advance the development of nursing science? 5. Thought Questions: The thought questions were developed related to the instructional materials in the course modules. They are meant to focus your attention on the essential ideas presented in the readings and to engage in self-dialogue regarding your perspectives on the question as nursing theorists and scholars. Below are the thought questions for this module: How can the care of the Mendez family be viewed from the lens of complex adaptive systems? What are the implications for theories and methods in ethics in the care of the Mendez family? Does change in your organization occur according to the theory of change? What are the implications for changes in the organization related to nursing? According to Lewins Theory, what are the driving and opposing forces to initiating a palliative care or wound care service at an in-patient facility? 6. 2 different replies needed for the discussion below Cuban Communication Patterns For a healthcare provider, it is essential to understand and apply appropriate communication patterns with the client. Several elements define typical communication patterns for Cubans. First, Cubans show awareness of good interpersonal relations through courtesy and respect (Brown, 2021). Based on this, I will ensure I focus on relationships rather than rules and positions while maintaining a positive attitude. Specifically, notable patterns I will be aware of during our engagement include maintaining eye contact when talking to her and shaking the patients hand when introducing myself. Furthermore, it is essential to accept hugs from Mrs. Hernandez, particularly after finishing my clinical intervention. Hugging is a specific way of showing appreciation among Cubans, hence the need to oblige (Brown, 2021). Conclusively, understand the patterns of communication will be vital in managing cultural barriers during the interaction and ensure the appropriate delivery of quality care to Mrs. Hernandez. Assisting Mrs. Hernandez Develop a 1500-calories Diet Primarily, I will assist Mrs. Hernandez in developing a 1500 calories diet and regular exercise plan by equipping her with the requisite skills and knowledge that she can implement on her own. For instance, I will inform the patient that the 1500-calories diet must entail consistently consuming selected foods, such as yams, yucca, grains, vegetables, plantains, and boniato. The selection of these foods follows a cultural understanding of Cubans (Wirtz, 2014). Additionally, it is necessary to recommend to Mrs. Hernandez a moderate aerobic exercise of about two hours weekly. Furthermore, based on her age, the patient can perform brisk walking and jogging. The exercise will run for 30 minutes daily. More importantly, I will motivate the patient to regularly exercise to generate enough desire to conduct it on her own volition. In essence, regular exercising and diet will improve the patients balance, strength, and flexibility. Botanica Visit for Drugs I will not encourage Mrs. Hernandez to go to the botanica for drugs. Although I recognize that the patients culture significantly influences her desire, instead, I will discourage her decision to go for buying herbs. Therefore, my approach would involve educating Mrs. Hernandez about modern medicines, particularly their benefits compared to traditional medicines (Purnell & Fenkl, 2018). First, I will emphasize the patients desire to practice her culture and clearly explain my admiration for it. At the same time, I will explain the critical nature of medications for her health, particularly the need for medications that will guarantee an immediate impact. Secondly, I will reiterate that traditional medications are unregulated and take long period before feeling and achieving the desired results. Conclusively, while educating Mrs. Hernandez about the benefits of modern medicines compared to her preferred herbal drugs, I will employ the Cuban communication patterns, which include maintaining eye contact, listening to her opinion, and maintaining eye contact. It is crucial to convince Mrs. Hernandez to opt for modern medicines. Cuban Practices Arguably, the patients preference for herbal medicine underscores the impact of culture on the Cuban population. Therefore, common folk practices Cuban families utilize to maintain healthy families include applying medicinal plants, which include powders, oils, incenses, and ointments (Purnell & Fenkl, 2018). In some instances, they use ornaments and animals to treat people. For instance, Cubans commonly use Chaya leaves to control diabetes and keep blood pressure stable. Furthermore, traditional healers are known to have the conviction to tell specific ailment a patient has by simply touching them. This alternative diagnosing provides vital information that traditional healers used to prepare an herbal medicine that would remedy a health problem. In Cuba, special shops exist where people can purchase traditional medicines and, in some instances, government pharmacies and private entrepreneurs stock herbal medicines for people to buy (Wirtz, 2014). Nonetheless, I will educate and convince Mrs. Hernandez to choose modern medicines because they have a better and quicker response, hence being more effective. 7.2 different replies needed for the discussion below Arab Culture Case Study: Mrs. Nasser and Samia 1) How should the nurse respond to Mrs. Nassers request? The nurses initial interaction with Samia and Mrs. Nasser did not portray cultural competence. Mrs. Nasser is now agitated and requesting a prescription from the doctor for her daughters infection. Before responding, the nurse must consider both the medical complaints of Samia, the patient, as well as the concerns of her mother, Mrs. Nasser. Mrs. Nasser is extremely agitated and threatening to leave immediately if the provider does not write a prescription for her daughters infection. The nurse should respond in a calming manner in an attempt to deescalate the situation prior Mrs. Nasser and Samia leaving against medical advice, prior to even getting the chance to speak to the provider. The nurse should respond by acknowledging Mrs. Nassers cultural concerns and assure her that the provider, nor anybody else in the clinic, will perform a vaginal exam without her consent. The Arab culture views verbal agreements to be more important than written contracts, so the nurse assuring Mrs. Nasser of this will help calm her down (Kulwicki, 2021). The nurse should apologize for insisting on the vaginal exam and approach the remainder of the encounter differently. She should combine expertise with warmth, being mindful of her manner and tone when speaking (Kulwicki, 2021). She should clarify her role, perform a comprehensive assessment, and explain alternative tests that could help properly diagnose Samias physical complaints (Kulwicki, 2021). 2) Identify culturally congruent strategies that may be most effective in addressing the needs of Mrs. Nasser Arab culture values modesty, so to ask Samia to get undressed for a vaginal exam prior to establishing a relationship and explaining the indication for the exam, is not an effective approach. Arab women are often reluctant to seek care due to shyness about disrobing for examination or even fear that the diagnosed illness will bring shame to the family (Kulwicki, 2021). Vaginal exams and related tests are regularly performed for only Arab married women and single, unmarried women are likely to decline because it could compromise a virginal female status (Attum et al., 2021). The patient is 16 years old and of legal age to agree to any STI testing if she wishes, however, Arabs greatly respect their elders and allow family members to oversee care and make decisions on their behalf (Kulwicki, 2021). The nurse and provider should take a few additional things into consideration: Arab culture has profound respect for science and medicine, seldomly challenging or questioning the authority of physicians (Kulwicki, 2021). While many view medicine as the most respected and prestigious profession, the same cannot be said about the nursing profession (Kulwicki, 2021). Older Arab immigrants do not recognize the higher status of nurses in the US, and are more likely to think of nurses as similar to medical assistants and housekeepers (Kulwicki, 2021). Nurses should take the time to get acquainted and establish a personal relationship with the patient and family before expecting them to share any personal information (Kulwicki, 2021). Regardless of Somias culture, the patient is a 16-year-old female who has never had symptoms like this before, indicating she likely has never had a vaginal exam. Rather than telling an adolescent girl to get undressed to prepare for a physical examination, she first should have formed a trusting relationship with the patient and then explained what to expect from the visit today, including a vaginal exam by a female provider if she were to consent to that. Additionally, Arab culture values cultural sensitivity, so Mrs. Nasser having to explain beliefs of their culture is a clear indication that she can tell the nurse is not culturally competent. The nurse should notify the provider of the patient and her mothers concerns and allow the provider to develop an appropriate plan of care for the patient. Due to Arab cultures high respect for physicians, having a female physician speak with Mrs. Nasser and Samia regarding her vaginal symptoms is likely a better outcome than the nurse or a male physician continuing this conversation (Alsharif, 2019; Kulwicki, 2021). By informing the provider of the situation prior to her entering the room, the provider can address this case differently. Obtaining a thorough history from the patient regarding her complaint could help to come to a diagnosis without even needing to do a vaginal exam. Arabs often avoid discussing problems with sexual relationships or concerns, however, the provider should explain that it is necessary to obtain a full history to aid in making an accurate diagnosis and proper treatment of her symptoms (Attum et al., 2021). The provider should ask Mrs. Nasser to step out of the room at some point during the encounter to clarify with Samia questions she may be hesitant to answer in front of her mother, such as sexual activity. The provider could do a urinalysis in the office to determine the extent of the UTI, if present, and then send the urine for a culture and sensitivity, following up with the patient once the culture results. If worried about STIs, the provider could test the urine for chlamydia and gonorrhea and obtain blood tests in the office if concerned about HIV, Herpes, or Syphilis. The provider should still offer vaginal exam services and explain that it does not imply any shame or specific type of behavior but more for accurate diagnosis and treatment (Attum et al., 2021). If Mrs. Nasser and Samia still decline the vaginal exam, their wishes should be respected. 3) How might the nurse ensure that Mrs. Nassers concerns are addressed appropriately and that Samia has received the appropriate care? To ensure Mrs. Nassers concerns are addressed appropriately, the nurse should be generous with her time to establish a non-judgmental, trusting relationship with Mrs. Nasser. The nurse should never criticize Arab cultural practices and make accommodations in the plan of care as needed (Cultural Atlas, 2022). Discussing the plan of care with Mrs. Nasser directly will help establish trust as well. Arab patients often allow family members to oversee healthcare decision making (Kulwicki, 2021). Mrs. Nasser may come across as demanding and overly protective to American culture, but it should actually be interpreted as a measure of concern (Kulwicki, 2021). Arabs are likely to be more expressive of pain with their family and more restrained with health-care providers (Kulwicki, 2021). The nurse should tell Mrs. Nasser to notify the provider if dysuria and other symptoms do not improve within a few days or worsen following treatment initiation. Arab family members may also omit certain symptoms out of shame to their family (Kulwicki, 2021); Gaining trust from the beginning of the encounter will make the patient and family more comfortable and likely to be honest about the patients symptoms. Obtaining a history and performing as much of a physical exam as Samia and Mrs. Nasser allow are essential to Samia receiving appropriate care. She presents with a high fever and dysuria, which could indicate the infection has become more extensive since onset of symptoms and when she decided to seek medical care. Checking for CVA tenderness is important as well as asking about personal hygiene practices, such as if the patient wipes from front to back or back to front. She should also ask about any vaginal discharge or bumps/lesions present in a nonjudgmental approach. Samia and Mrs. Nasser may stop the provider from asking too many questions, but questions that could best diagnose the problem should be asked. The provider also can collect a urine sample and blood sample to check for possible causes of the infection or presence of a STI. The patient could be started on a broad-spectrum antibiotic and adjusted if needed once the culture results. Asking Samia these questions alone, without Mrs. Nasser in the room, is important to obtain any additional history she may not have told her mother. If, for example, Samia admits to being sexually active and exposed to a STI, such as chlamydia or gonorrhea, the provider can treat the patient accordingly without disclosing the likely pathogen to her mother. This would ensure Samia has received appropriate care. It would also ensure that Mrs. Nassers concerns are addressed appropriately because Samia would receive a prescription for her daughters infection without the provider performing a vaginal exam, unless of course Mrs. Nasser changed her mind when speaking to the provider. This case study scenario is an excellent portrayal of how cultural sensitivity and competence could make the difference between a patient getting necessary care and walking out to seek care elsewhere. References Alsharif, N. Z., Khanfar, N. M., Brennan, L. F., Chahine, E. B., Al-Ghananeem, A. M., Retallick, J., & Sarhan, N. (2019). Cultural sensitivity and global pharmacy engagement in the Arab world. American Journal of Pharmaceutical Education, 83(4). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC65813… Attum, B., Hafiz, S., Malik, A., & Shamoon, Z. (2021). Cultural competence in the care of Muslim patients and their families. StatPearls Publishing LLC. https://www.ncbi.nlm.nih.gov/books/NBK499933/#_NBK… Kulwicki, A. D. (2021). People of Arab heritage. In L. D. Purnell & E. A. Fenkl (Eds.), Transcultural health care: A population approach: Cultural competence concepts in nursing care (5th ed., pp. 251-276). Springer. The Cultural Atlas. (2022). Saudi Arabia culture. https://culturalatlas.sbs.com.au/saudi-arabian-culture (Case of Mrs. Mendez related to Interprofessional Theories) Read the case of Mrs. Mendez Case Study.doc Family Theory Case Study “Mrs. Mendez” (Mrs. Maria Mendez is a 72-year-old Hispanic patient with advanced left breast cancer with metastasis to the lungs and bones. She is referred to your home care agency for wound care services. She has seven children: five daughters and two sons (all living in California). Her five daughters live within the Los Angeles area. Her eldest son lives in San Diego and the younger son has been distant from the family and has not had contact with the family for the last 18 months. Mrs. Mendez’s husband died seven years ago of lung cancer. Since that time she has lived with her youngest daughter, Maria. Initially, Mrs. Mendez discovered the breast lump herself but did not seek medical care for over a year. When Mrs. Mendez was diagnosed, her disease was considered advanced. She refused to have a mastectomy based in part by her cultural belief that the soul resides in the breast and should not be removed. At the urging of her children, she did undergo chemotherapy but recently has experienced increased bone pain and decided to discontinue the treatment regimen. The tumor in the left breast is now approximately the size of an orange with malodorous, purulent drainage. Home care was initiated for wound care and other symptom management services. Under the terms of her managed care/Medicare insurance plan, her care is referred back to her family care practitioner in her local community rather than her oncologist since she is no longer receiving cancer treatment. Mrs. Mendez’s condition continues to decline and her physician encourages her to seek hospice care. Mrs. Mendez has become very close to the home care nurses who provided the wound care and requests that her care continue with the home care agency rather than a referral to hospice. At this time, changes in her living arrangements are also made. Living with Maria over the last seven years has been very positive, but Maria has three young children and the intensive care of her mother at this stage of the illness is becoming a problem. The family emphasizes that Mrs. Mendez should move in with her eldest daughter, Gloria, who no longer has children living at home. Although her daughters have always been close to their mother and more involved in her care, the eldest son of the family, José, who resides in San Diego, is consulted for all decisions and has been the father figure of the family since Mr. Mendez’s death. Mrs. Mendez’s managed care plan allows for only two RN visits per week and must be reevaluated every three weeks by the case manager. In addition to the symptom management provided by the home care agency, Mrs. Mendez and her daughters use many alternative therapies which includes “cat’s claw”, herbs, and visits by a healer. Mrs. Mendez is religious and uses prayer to help cope with her illness. Her middle daughter, Christina, is devout in her religion and is in absolute denial that her mother will die. Christina comes nightly and holds a prayer vigil with her mother and also brings herbs and remedies that “will cure the disease”. Mrs. Mendez becomes increasingly withdrawn as conflicts arise among her children. Gloria and Christina are at odds because Gloria is most accepting of her mother’s impending death. Gloria was also the primary caregiver during her father’s illness with lung cancer. After three weeks of care by the home care agency (HCA), Gloria calls requesting that a nurse come as soon as possible because her mothers pain is worse. On physical assessment, the nurse notes that the breast tumor remains dry, however the tumor mass has increased and the breast is inflamed. The pain is described by Mrs. Mendez as an intense pressure pain at the site of the tumor in the base of the breast. She also describes a sharp stabbing pain in the left upper quadrant of the breast. In addition, Mrs. Mendez complains of intense pain in her mid-back which has made it very difficult to lay in bed and she has been unable to sleep for the last week. She has been taking one to two Vicodin every four hours PRN although yesterday Gloria reports that out of desperation the Vicodin was given approximately every two hours until Mrs. Mendez became extremely nauseated. The nurse recalls that morphine was ordered for the patient a few weeks ago in anticipation of increased pain not controlled with the Vicodin. Upon questioning, the daughter states that they have not used the morphine as they were “Saving it for the end.” Gloria also reports that the family is trying to minimize the use of the medicine since their mother is extremely constipated. Gloria continues to relate that the reason her mother is constipated is because Mrs. Mendez has not been able to continue her herbal remedies due to nausea. Mrs. Mendez appears very stoic with minimal expression of pain. Her only complaint is that she no longer is able to have her grandchildren over to visit due to her declining condition. Mrs. Mendez is initiated on a regimen of long-acting morphine, 60 mg at bedtime with 15 mg morphine immediate release (MSIR) for rescue dose. Over the next week, the long-acting morphine is increased to 120 mg BID supplemented with Imipramine 50 mg BID and Ibuprofen 800 mg TID. Christina has now moved into Gloria’s home and continues her evening prayer vigils. José calls several times a day to dictate his wishes regarding his mother’s care but has not been able to visit often from San Diego as he is in risk of losing his job. Gloria seems increasingly burdened with her mother’s care and her siblings’ involvement. Gloria follows the home care nurse to the car weeping because of the stress. Approximately one week later, the nurse receives a call from Gloria reporting that her mother has seemed to decline rapidly over the weekend. Mrs. Mendez awoke during the night with difficulty breathing and has been terrified of the possibility of suffocation. On exam, the nurse notes that Mrs. Mendez has developed extreme shortness of breath. She is also increasingly fatigued and the combination of exhaustion, dyspnea, and general decline has resulted in minimal intake of foods or fluids. José called this morning with strict orders that his sisters continue to feed their mother at all costs. He hopes to be able to come up from San Diego the following weekend to visit. Mrs. Mendez relates to the nurse that she knows she is dying and does not want to continue being a burden to her family. Mrs. Mendez’s physical condition has greatly improved due to aggressive symptom management by the HCA. The morphine dose has increased to 240 mg BID supplemented with 40 mg of MSIR approximately every two hours for dyspnea. With her breathing improved, she as been able to take sips of water and occasional amounts of other liquids. Mrs. Mendez’s condition, however, continues to decline and the home care nurse anticipates that she will die within the next two weeks. The HCA schedules a meeting with the primary nurse and social worker to discuss the growing tension in the family. Four of the daughters are now present in the home taking shifts to be at Mrs. Mendez’s bedside at all times. To make the family situation more difficult, Jose has learned that the young brother Pablo is living in Los Angeles and asks Pablo that he please visit his mother before she dies. Christina continues her prayer vigils and has asked members of her church to visit daily to hold prayer meetings with her mother. Mrs. Mendez tells the nurse that she cannot discuss her impending death with her family because they do not want to talk about it or hear that she is dying. At this point, Mrs. Mendez is very withdrawn and has little interaction with her family. Mrs. Mendez has now developed a pressure ulcer on her buttocks and requires a Foley catheter due to incontinence, which has intensified the physical care demands of her care. The HCA receives a call on Saturday evening requesting assistance with Mrs. Mendez as her condition is declining rapidly. The younger son, Pablo, arrived two days ago and has had a very tearful reunion with his mother and his sister, Gloria. The social worker and the nurse were very successful in the family meeting with facilitating communication among the children and establishing common goals for Mrs. Mendez’s comfort. All of the children with the exception of Christina, seem accepting of the impending death. Gloria’s husband, Michael, has been quite supportive of his mother-in-law’s care throughout her illness, but has strong feelings against death occurring within his home. The priest is called to give Mrs. Mendez communion and the Anointing of the Sick. The extended family is at Mrs. Mendez’s bedside, except for Christina who is in the kitchen crying. Source: HOPE: Home care Outreach for Palliative care Education Project. (1998). Funded by the National Cancer Institute. B. R. Ferrell, PhD, FAAN, Principal Investigator.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.

The post Nursing Philosophy Has a Direct Impact on Their Everyday Practice Question appeared first on Homework Free Org.

Harbor UCLA Medical Center Family Theory Case Study

SmithJ — Fri, 14 Jul 2023 12:21:25 +0000

Assigmnent 1 HAITIAN CASE STUDY FOR DISCUSSION The St. Fleur family is well respected in the Haitian community because they are religious with great moral values. They moved to the United States because of political issues in Haiti. Ronald, the youngest son of this family, is 27 years old and lives at home with his mother and father. Recently, he began having fevers and subsequently developed pneumonia. He was admitted to the hospital, where laboratory tests were HIV positive. Ronald was in shock when the doctor informed him that he was HIV positive. He confessed to the doctor that he was gay but he could not tell his family. He said that he did not want to bring shame to the family. Because he couldnt be in a formal relationship owing to his family and the Haitian communitys view of homosexuality, he has been very promiscuous over the years. What are Haitians dominant cultural views of homosexuality? If Ronalds parents were to learn of his positive HIV status, how might they react if they are religious and traditional? Identify three specific culturally congruent strategies to address in designing HIV-prevention practices in the Haitian community? Assigmnent 2 (Carper’s Way of Knowing) Ways of Knowing in Nursing Read the article Death of a newborn: healing the pain through Carper’s patterns of knowing in nursing. By: Sherman DW, Journal of the New York State Nurses Association, 00287644, 1997 Mar, Vol. 28, Issue Death of a newborn: healing the pain through Carper’s patterns of knowing in nursing During a six-week childbirth education course, I teach expectant couples ways to cope with the physical changes they can expect during pregnancy and delivery, as well as the emotional changes they might go through. I encourage them to draw on personal experiences and accomplishments, which will enhance their sense of inner strength and lessen their fears. I tell my pregnant couples they can call me if they have any questions, concerns, or problems related to their birth experience or during the postpartum period. Living in rural upstate communities, many young couples have moved far from the support networks of family and friends, so I extend my role to that of a “community” nurse who offers guidance and encouragement in the early days of parenthood. Jane and Jim Olsen enrolled in my Lamaze class to relieve their anxiety about childbirth. After several infertility work-ups and one miscarriage, this pregnancy was a testimony to their love and commitment to each other. They wanted to do everything possible to insure the health of their baby and a positive birth experience. They diligently attended class, read numerous books about childbirth, and openly discussed their fears and expectations. I promised to share with them everything I knew about childbirth. My knowledge was gained through graduate education in parent-child nursing, ASPO certification as a childbirth educator, and through my own lived experiences of pregnancy, birth, and parenthood. Although in Lamaze classes I discuss all possible variations in birth experiences and potential birth complications, I focus on birth as a natural process, requiring intense work, which most often culminates in the joyful birth of a healthy child. The possibilities of death of a newborn or mother are approached as an unlikely reality, given the expertise and technology offered by current prenatal and obstetrical care. Yet my work on a high-risk obstetrical unit has etched in my memory the grief and loss experienced by parents who have lost their newborns. Such experiences involve intense nurse-patient relationships requiring not only scientific knowledge and skill, but a nurse’s love, respect, empathy, obligation, and commitment. Through this work, I realized the importance of encouraging grieving parents to spend time with their critically ill newborns, and in the event of death, the opportunity to hold their son or daughter as they mourned a life that was never given a chance. Some health providers and family members express concern that this would add to parents’ pain. Yet I reamed that amid the suffering and loss, the healing process can begin. As parents hold and kiss their babies, the nightmares about deformed, monster-like children are put to rest. Looking at their newborn’s features, mothers and fathers recognize family traits and decide on names. This is not only important in coming to terms with reality, but it gives them tender memories of their precious infants to hold close to their hearts. Jane and Jim Olsen had already experienced the grief and loss of having a first-trimester miscarriage. As we shared the excitement of childbirth through our Lamaze classes, I didn’t know that one day I would be called upon to holistically integrate empirical, esthetic, ethical, and personal knowledge to help this couple heal the pain of their newborn’s death. I realize now that my teaching and nursing practice were guided by what Carper (1978) describes as “patterns of knowing in nursing.” Keeping a Promise One evening early in May, my phone rang. Through his tears, Jim pleaded “Please come to the hospital. We need you right away!” I quickly made arrangements for my own children and sped off to the obstetrical unit of our community hospital. When I entered the unit, the nurses greeted me saying “Your Lamaze couple, Jane and Jim Olsen, are still in the recovery room. The delivery went okay, and the baby looked perfectly nominal, but she had trouble breathing and we couldn’t resuscitate her.” I asked if Jane and Jim had seen and held their baby. The nurse answered, “No, we don’t do that.” I instantly asked myself, “Do you know what to do for this grieving couple?” The answer was yes. I had the nursing education and background to make a difference. I must be their advocate and do everything possible to support them in their grief and create a healing experience. As I had promised, I would share with them everything I knew about childbirth. Now I must go one step further and integrate the science and art of nursing with the ethical obligations of an advocate and my personal knowledge, all ways of knowing in nursing, in facing not only birth but death. Ways of Knowing in Nursing Each nurse-patient interaction is a holistic expression of different patterns of knowledge in nursing. Although nursing education provides the scientific knowledge and critical thinking skills to decide the appropriate course of action in many nursing care situations, the wholeness and complexity of human experiences require nurses’ openness and receptivity to other forms of knowing. To provide excellent nursing care, nursing knowledge must extend beyond the descriptions, explanations, and predictions offered by the scientific method to an appreciation of patterns of knowledge involving the symbolizing, understanding, and creating of human experiences? Symbolizing is the identification of reality and description of the situation or experience as it is. Understanding involves a search for meaning van explanation of the patient’s experience. Creating focuses on the imagined possibilities, and the potentials of a given event or experience (Chine & Jacobs, 1987). Carper’s (1978) four “patterns of knowing” are interrelated and link nursing theory and nursing practice. The patterns of knowing are identified are empirics or the science of nursing, esthetics or the art of nursing, ethics, the moral component of nursing knowledge, and personal knowledge in nursing derived from one’s own lived experiences. As distinct aspects of the whole of nursing knowledge, each is vitally important and may be communicated either through words or by a nurse’s behavior and actions. Healing Through Empirical Knowing in Nursing Empirics as a pattern of knowing is based on the assumption that what is known is observed through the five senses and can be verified by others. Empirical knowledge is thus factual in nature, and its processes involve describing, explaining, or predicting phenomena of concern to nursing. Empirics contributes to nursing knowledge by offering the descriptive knowledge regarding disease, illness, and technology. Empirical knowledge answers the critical question “What is this?” (Chine & Jacobs, 1987; Chinn & Kramer, 1991). The art of nursing engages nurses in the critical life events of those for whom we care. I hoped that through my presence, Jane and Jim felt a sense of comfort and support. I held them both and cried with them. I listened as Jane sobbed, “This is not the way it’s supposed to be!” I gently wiped her tears. I knew what this baby meant to them. They had been trying to conceive for the past four years, and this baby was a source of joy and fulfillment. Jane had done everything possible to ensure the health of her baby. She ate well, avoided alcohol, got plenty of rest, and vigilantly kept her prenatal appointments. Jim was extremely proud and protective of his wife, taking over any of her strenuous household chores, working two jobs so that lane could reduce her work hours, and rubbing Jane’s belly as he talked to his unborn child. Even Jane’s mother attended a class with her daughter and son-in-law, expressing her excitement about becoming a grandmother. After six weeks of class, I had developed a supportive relationship with this couple and I understood the importance of offering them the opportunity to see and hold their baby. I said, “I know you’re both in pain right now. I’ve reamed that it helps many couples work through their grief if they spend time with their baby. If this is your choice, I will be there for you. I will bring you your baby.” In caring for this couple, I entered as fully as I could into their experience. Understanding the meaning of this experience for them, both as individuals and as a couple, guided my nursing conduct, attitudes, and actions. Imagining the possibilities, I envisioned the beginning of a healing process made possible by physical, emotional, and spiritual support. Through my nursing actions, they would be able to caress her little body, hold her close to their hearts, tell her of their love and hopes of being good parents, choose her name, and even possibly plan a funeral which would celebrate her short life and lay her to rest. With knowledge and support, Jane and Jim would be empowered to act, based on their own personal values and choices. Healing Through Ethical Knowing in Nursing Ethical or moral knowledge in nursing includes not only ethical codes of behavior, but a focus on what ought to be done in a situation. The symbolic dimension of ethics is the process of clarifying a situation or experience, while the understanding dimension is rooted in one’s own philosophic beliefs and values. Through the creating dimension of ethics, guidelines for advocacy are developed to promote or protect the rights and interests of others. Thus, ethical knowledge involves actively confronting conflicting values, norms or standards. Rather than prescribing the ways things should be done, ethical knowledge provides insights into possible alternatives or decisions, with an emphasis on individuality and human respect. Ethical knowledge involves such critical questions as “Is this right? For whom? Is this responsible?” (Chine & Jacobs, 1987; Chinn & Kramer, 1991). From the moment I asked the nurses if my couple had seen and held their baby and was told “No, we don’t do that,” it was clear that I had a responsibility to advocate for their rights and best interests. In responding to the issue of what ought to be done, I knew that this couple must be given options in their grief, and opportunities that might enhance their ultimate healing and sense of wholeness and dignity. I have argued many times from an ethical perspective that dying people should have the right of unlimited access to their loved ones. In the event of neonatal death, it is ethically just that loved ones, such as Jane and Jim, also have the opportunity to spend time with their baby, if they so desire. Through confronting the norms or standards in the care of parents experiencing neonatal death, I needed to clarify with the nurses my role, giving reassurance of the value of my knowledge and experience, and assisting both the nurses and my couple in recognizing the potentials of all the alternatives and decisions. In speaking with the nursing care coordinator of the unit, I reamed that many of the nurses on this unit were uncomfortable and inexperienced in caring for grieving parents. Since I had worked at that hospital in a supervisory position in previous years, I had developed collegial relationships with the nursing supervisor and staff. We agreed that I would accompany the nursing care coordinator to the morgue and take responsibility for bathing, dressing, and bringing the baby to her parents if they so wished. I would then spend as much time as needed with the family during the visit. I assumed the responsibility of providing holistic nursing care in this situation. I also accepted the nursing staff’s request to conduct an in-service program on coping with neonatal death. Healing Through Personal Knowing in Nursing Personal knowledge in nursing evolves from a nurse’s inner knowledge of self with the symbolic dimension described as an opening to the fullness of the life and a conscious awareness of life experiences. The understanding dimension of personal knowledge involves introspective awareness of the meaning of the patient’s experience based on the nurse’s own personal life experiences. Through the creative dimension of realizing, nurses are able to express an authentic, genuine self in interactions with others. Personal knowledge therefore allows nurses to enter the world of their clients through a deep understanding of their experience and with an intuitive sense of its importance. The critical questions asked by the nurse are “Do I know what to do? Do I do what I know?” (Chine & Jacobs, 1987; Chinn & Kramer, 1991). The next morning, Jane called me to ask if I would bring them their baby. Her parents and Jim were on their way to the hospital. Once again, I asked myself “Do I know what to do?” With knowledge, courage, and conviction, I answered yes. With the nursing care coordinator, I went to the morgue and cared for the baby. Wrapping her tightly in a pink blanket, and placing a pink-bowed hat on her head, I covered any evidence of the autopsy. I went upstairs by the back elevator, holding this dead baby girl in my arms, realizing how much she felt like the doll I used in Lamaze classes. With a prayer for strength, I brought her to her parents and grandparents. As they took her from my arms, I cried. As a mother myself, I felt their pain and anguish. Yet over the course of three hours, as I came in and out of their room, I saw them begin to accept their baby’s death. Their faces revealed a sense of peace and comfort. They remarked on her beauty as they gently touched her face and stroked her hands. They took turns holding and rocking her, caring for her as if she were alive. With their eyes and hearts filled with love, they named her Mary, a sweet and holy name for “their little angel.” The greatest sorrow that I have experienced as a nurse was taking this baby from her mother’s arms. All I could leave with them was a lock of her hair, and the blanket in which she was wrapped. This was my gift of love for a couple entrusted to my care. To this day, I cry when I recall that moment. The symbolism, understanding, and creating dimensions inherent in Carper’s patterns of knowing in nursing were made clear to me through this extraordinary nursing experience. Through years of nursing education and practice, I had acquired the knowledge, values, courage, and strength which enabled me to care for this family. The ways of knowing in nursing had become an integral part of who I was and how I practiced. I resumed home weary but with a sense of fulfillment. I believed that I had made a difference in the lives of this couple and family. Discuss how the death of a newborn illustrates Carpers four ways of knowing (Empirical, Aesthetic, Personal, and Ethical Knowledge). as discussed by the author. Based on a clinical nursing experience of your own, identify in your case study Carpers four ways of knowing. (Explain each of Carpers ways of knowing and relate it to your example). Assigmnent 3 (Case of Mrs. Mendez related to Interprofessional Theories) No unread replies.No replies. Interdisciplinary Philosophies and Theories Read the case of Mrs. Mendez Case Study.doc Family Theory Case Study “Mrs. Mendez” (Mrs. Maria Mendez is a 72-year-old Hispanic patient with advanced left breast cancer with metastasis to the lungs and bones. She is referred to your home care agency for wound care services. She has seven children: five daughters and two sons (all living in California). Her five daughters live within the Los Angeles area. Her eldest son lives in San Diego and the younger son has been distant from the family and has not had contact with the family for the last 18 months. Mrs. Mendez’s husband died seven years ago of lung cancer. Since that time she has lived with her youngest daughter, Maria. Initially, Mrs. Mendez discovered the breast lump herself but did not seek medical care for over a year. When Mrs. Mendez was diagnosed, her disease was considered advanced. She refused to have a mastectomy based in part by her cultural belief that the soul resides in the breast and should not be removed. At the urging of her children, she did undergo chemotherapy but recently has experienced increased bone pain and decided to discontinue the treatment regimen. The tumor in the left breast is now approximately the size of an orange with malodorous, purulent drainage. Home care was initiated for wound care and other symptom management services. Under the terms of her managed care/Medicare insurance plan, her care is referred back to her family care practitioner in her local community rather than her oncologist since she is no longer receiving cancer treatment. Mrs. Mendez’s condition continues to decline and her physician encourages her to seek hospice care. Mrs. Mendez has become very close to the home care nurses who provided the wound care and requests that her care continue with the home care agency rather than a referral to hospice. At this time, changes in her living arrangements are also made. Living with Maria over the last seven years has been very positive, but Maria has three young children and the intensive care of her mother at this stage of the illness is becoming a problem. The family emphasizes that Mrs. Mendez should move in with her eldest daughter, Gloria, who no longer has children living at home. Although her daughters have always been close to their mother and more involved in her care, the eldest son of the family, José, who resides in San Diego, is consulted for all decisions and has been the father figure of the family since Mr. Mendez’s death. Mrs. Mendez’s managed care plan allows for only two RN visits per week and must be reevaluated every three weeks by the case manager. In addition to the symptom management provided by the home care agency, Mrs. Mendez and her daughters use many alternative therapies which includes “cat’s claw”, herbs, and visits by a healer. Mrs. Mendez is religious and uses prayer to help cope with her illness. Her middle daughter, Christina, is devout in her religion and is in absolute denial that her mother will die. Christina comes nightly and holds a prayer vigil with her mother and also brings herbs and remedies that “will cure the disease”. Mrs. Mendez becomes increasingly withdrawn as conflicts arise among her children. Gloria and Christina are at odds because Gloria is most accepting of her mother’s impending death. Gloria was also the primary caregiver during her father’s illness with lung cancer. After three weeks of care by the home care agency (HCA), Gloria calls requesting that a nurse come as soon as possible because her mothers pain is worse. On physical assessment, the nurse notes that the breast tumor remains dry, however the tumor mass has increased and the breast is inflamed. The pain is described by Mrs. Mendez as an intense pressure pain at the site of the tumor in the base of the breast. She also describes a sharp stabbing pain in the left upper quadrant of the breast. In addition, Mrs. Mendez complains of intense pain in her mid-back which has made it very difficult to lay in bed and she has been unable to sleep for the last week. She has been taking one to two Vicodin every four hours PRN although yesterday Gloria reports that out of desperation the Vicodin was given approximately every two hours until Mrs. Mendez became extremely nauseated. The nurse recalls that morphine was ordered for the patient a few weeks ago in anticipation of increased pain not controlled with the Vicodin. Upon questioning, the daughter states that they have not used the morphine as they were “Saving it for the end.” Gloria also reports that the family is trying to minimize the use of the medicine since their mother is extremely constipated. Gloria continues to relate that the reason her mother is constipated is because Mrs. Mendez has not been able to continue her herbal remedies due to nausea. Mrs. Mendez appears very stoic with minimal expression of pain. Her only complaint is that she no longer is able to have her grandchildren over to visit due to her declining condition. Mrs. Mendez is initiated on a regimen of long-acting morphine, 60 mg at bedtime with 15 mg morphine immediate release (MSIR) for rescue dose. Over the next week, the long-acting morphine is increased to 120 mg BID supplemented with Imipramine 50 mg BID and Ibuprofen 800 mg TID. Christina has now moved into Gloria’s home and continues her evening prayer vigils. José calls several times a day to dictate his wishes regarding his mother’s care but has not been able to visit often from San Diego as he is in risk of losing his job. Gloria seems increasingly burdened with her mother’s care and her siblings’ involvement. Gloria follows the home care nurse to the car weeping because of the stress. Approximately one week later, the nurse receives a call from Gloria reporting that her mother has seemed to decline rapidly over the weekend. Mrs. Mendez awoke during the night with difficulty breathing and has been terrified of the possibility of suffocation. On exam, the nurse notes that Mrs. Mendez has developed extreme shortness of breath. She is also increasingly fatigued and the combination of exhaustion, dyspnea, and general decline has resulted in minimal intake of foods or fluids. José called this morning with strict orders that his sisters continue to feed their mother at all costs. He hopes to be able to come up from San Diego the following weekend to visit. Mrs. Mendez relates to the nurse that she knows she is dying and does not want to continue being a burden to her family. Mrs. Mendez’s physical condition has greatly improved due to aggressive symptom management by the HCA. The morphine dose has increased to 240 mg BID supplemented with 40 mg of MSIR approximately every two hours for dyspnea. With her breathing improved, she as been able to take sips of water and occasional amounts of other liquids. Mrs. Mendez’s condition, however, continues to decline and the home care nurse anticipates that she will die within the next two weeks. The HCA schedules a meeting with the primary nurse and social worker to discuss the growing tension in the family. Four of the daughters are now present in the home taking shifts to be at Mrs. Mendez’s bedside at all times. To make the family situation more difficult, Jose has learned that the young brother Pablo is living in Los Angeles and asks Pablo that he please visit his mother before she dies. Christina continues her prayer vigils and has asked members of her church to visit daily to hold prayer meetings with her mother. Mrs. Mendez tells the nurse that she cannot discuss her impending death with her family because they do not want to talk about it or hear that she is dying. At this point, Mrs. Mendez is very withdrawn and has little interaction with her family. Mrs. Mendez has now developed a pressure ulcer on her buttocks and requires a Foley catheter due to incontinence, which has intensified the physical care demands of her care. The HCA receives a call on Saturday evening requesting assistance with Mrs. Mendez as her condition is declining rapidly. The younger son, Pablo, arrived two days ago and has had a very tearful reunion with his mother and his sister, Gloria. The social worker and the nurse were very successful in the family meeting with facilitating communication among the children and establishing common goals for Mrs. Mendez’s comfort. All of the children with the exception of Christina, seem accepting of the impending death. Gloria’s husband, Michael, has been quite supportive of his mother-in-law’s care throughout her illness, but has strong feelings against death occurring within his home. The priest is called to give Mrs. Mendez communion and the Anointing of the Sick. The extended family is at Mrs. Mendez’s bedside, except for Christina who is in the kitchen crying. Source: HOPE: Home care Outreach for Palliative care Education Project. (1998). Funded by the National Cancer Institute. B. R. Ferrell, PhD, FAAN, Principal Investigator. Mrs. Mendez Case Study Questions Assess each family member. Assess the functioning of the whole family Identify the larger suprasystem and the subsystems and discuss their interactions. What are the positive and negative feedback loops? Is this family self-reflective working toward goals? Is the family able to create a balance between change and stability? What patterns are observed for the family? Is Gloria self-differentiated? What communication and interaction patterns are observed? What constitutes first and second order change in this family? What are the contextual constraints for change in this family? What values are being passed down through the generations? How you would describe this family based on Olsons Model of family? What plan would you develop for this family based on Theory Based Family problem solving? How is this family responding to stress? Are they crisis prone? What behavioral therapies may be of value to this family? ) As an advanced practice nurse, identify the various knowledge bases that you draw upon from the physical, emotional, spiritual, cultural, and social sciences in the care of Mrs. Mendez and her family. For example, Which science bases tells you about how cancer develops; which science bases tells you about pain and pain management; which science bases tell you about grief and loss or emotional states; which science bases help you understand the importance of spiritual assessment and care; which science bases help you to assess and intervene with the family both as individuals at their own developmental age and the family as a system; which sciences bases help you understand the cultural perspectives? Make a list of key concepts relevant to the case study. IDENTIFY PHYSICAL, EMOTIONAL, SOCIAL OR SPIRITUAL CONCEPTS RELATED TO MRS MENDEZ AS WELL AS VARIOUS FAMILY MEMBERS Identify from the middle range theories presented in your textbooks, one interprofessional or middle range theories associated with your concepts of interest, and give a rationale for its selection. GIVE INFORMATION ABOUT THE THEORY SELECTED AS YOU DISCUSS THE RATIONALE FOR SELECTION. Discuss how the selected theory guides both your clinical assessments and interventions for Mrs. Mendez or her family. (MAKE SURE YOU DISCUSS HOW IT INFLUENCES YOUR ASSESSMENT QUESTIONS AND THEN DISCUSS HOW IT INFLUENCES YOUR SELECTION OF INTERVENTIONS FOR MRS. MENDEZ AND HER FAMILY MEMBERS. Explain how knowledge from interprofessional health-related sciences informs advanced nursing practice. PROVIDE REFERENCES FOR THIS QUESTION. Assigmnent 4 (Students Clinical Interest and Related Theories) Conceptual Frameworks or Theories Relevant to your Clinical Problem and Population of Interest As change agents, Doctors of Nursing Practice identify clinical problems within the context of a population of interest. Your clinical problem could be a disorder or condition (e.g., HIV/AIDS, hypertension, depression, chronic illness, adolescent pregnancy) or a psychosocial or physiological characteristic (e.g., social support, health related quality of life, resilience, family communication patterns, mother-infant attachment, self-esteem). Your target population could be a cultural group (e.g., Hispanic elders, African American women), a diverse group (e.g., urban/rural Cuban Americans, low income women), or a vulnerable group (e.g., incarcerated adolescents, sex workers, IV drug abusers, severely mentally ill adults). Provide an introduction to the clinical problem of interest in your specific patient population, include: Your perceived need for change in practice and the rationale for such change Discuss the incidence and prevalence of the clinical problem Discuss the significance of the problem. (This introduction must be referenced from the literature). Identify two conceptual frameworks or theories that may be applied to the study of your clinical problem within the context of your target population. Discuss how the conceptual framework or theory is relevant to your clinical problem and target population.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Harbor UCLA Medical Center Family Theory Case Study appeared first on Homework Free Org.

HWC Are Integrated Physical Education Classes Inclusive Case Study

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

Case Study #3 — Are Integrated Physical Education Classes Inclusive? By Justin A. Haegele, Wesley J. Wilson, and Steven K. Holland Ms. Craig is a veteran physical education teacher who has been teaching at Long Beach Elementary School for the past 15 years. Long Beach Elementary School is one of 12 public school buildings in the Oceanside Public School District, located in a rapidly developing suburban area. The community of Oceanside is composed of predominantly of middle-class White families. Because of an aggregation in resources, including specialized staff (i.e., teachers for students with visual impairments, orientation and mobility instructors, physical therapists), most elementary-age students with disabilities living in the Oceanside community are enrolled at Long Beach Elementary. For the most part, students with disabilities, particularly those perceived to have more ‘mild’ disabilities by teachers and therapists, in Long Beach Elementary School receive their physical education (PE) instruction in integrated classes1 with their peers without disabilities. Ms. Craig teaches several PE classes throughout her day that include one or more students with disabilities. She is very mindful of providing an inclusive2 experience and believes she does so by modifying and adapting activities to ensure that students of all skill levels can participate in her classes. In fact, Ms. Craig uses an observational checklist, where she notes the action she takes to guarantee students with disabilities are included in her classes, which typically tells her that students are fully included in her classes most of the time. For example, she ensures that (a) all children sit together when she provides daily instructions, (b) all children perform warm-up activities together and can go at their own pace, and (c) she avoids exclusionary teaching practices like allowing students to pick their own teams and playing elimination games. Because of her focus on inclusivity, Ms. Craig has received praise from her school and recently received the elementary PE teacher of the year award from her state organization. She has even recently began talking to other teachers about how to make their classes more inclusive. Marty is an eight-year-old boy who has low vision3 with a visual acuity ranging from 20/400 to 20/150. He is in the third grade at Long Beach Elementary School and has been in Ms. Craigs integrated PE classes throughout his three years at the school. Although he enjoys some aspects of Ms. Craigs class and appreciates her efforts toward making the classes suitable for his needs, he has had several experiences that make him feel less than included in class. That is, there were several times during his PE classes that Marty4 did not feel a sense of belonging, acceptance, and value in the classes that Ms. Craig was teaching. For example, Marty recalls a number of instances where Ms. Craig exclaims how her class is inclusive during sessions and describes Marty and other students with disabilities as needing accommodations in order to be successful. These types of experiences make Marty feel exposed and incompetent. Recently, the PE teacher had even stopped class to showcase how successful he was at throwing a ball at a target with high color contrast; it is a feeling he has never forgotten. At times like these, Marty believes the difference between himself and his peers is exaggerated by Ms. Craig, even though it appears her heart is in the right place. These types of experiences make him strongly dislike PE, and instead, he occasionally tells his classroom teacher he is not feeling well in an effort to get a note from the nurse to withdraw from participating in PE activities. Complicating issues, a paraeducator, Mr. Veigh, is assigned to Martys class and is instructed to provide support to Marty and other students with disabilities. Mr. Veigh is a former college athlete and loves working in the PE classes with Ms. Craig. Because of this, he is incredibly engaged during PE, helping with modifications and accommodations throughout the class period. Unfortunately, however, this also makes Marty stand out quite a bit from his peers, and he feels like having Mr. Veigharound places a spotlight on him and his needs during PE. For example, in one instance during a kickball game, a ball was kicked toward Marty, and even though he could see it just fine and was moving toward it, Mr. Veigh yelled continuously where the ball was rolling and where Marty should move to retrieve it. Mr. Veigh would yell ‘go forward,’ ‘left three feet,’ and ‘OK, you are almost there.’ Marty remembers thinking this behavior was due to his low vision because Mr. Veigh would not act this way with any other students. According to Marty, it was bad enough having low vision and being in PE, but receiving extra attention because of Mr. Veighs yelling made it even worse. On days where Mr. Veigh was most engaged, other students would not even talk to Marty. He would think, Of course, who wants to talk to me when an adult is always right next to me? As such, Martys feelings of belonging and value in PE class suffered when Mr. Veigh emphasized his work with him. Of course, there were days where Mr. Veigh would work more closely with other students. On days like this, Ms. Craig relied on the ‘best practice’ of using peer buddies and would assign peers to be buddies with Marty. In Martys view, this further differentiates him from his peers, showing that he is incapable of participating in activities without help. In addition, many of Martys peers dislike being assigned to work with him and get frustrated with their experiences in PE being altered because they must deal with having him around activities in which they figure he should not even be involved. Therefore, most of the time, the help that Marty receives is not that helpful, as his peers see him as just ‘the blind kid,’ even though he is a visual traveler and visual learner. As a student, this makes Marty feel more incompetent than he likely would have if he were just to attempt to participate without help and fail. Further, when peers would try to help Marty, it would typically lead to him having negative feelings toward them because he would think that they thought less of him. Why do these people think I need their help? he would think to himself. Indeed, Marty appears to receive a good deal of attention from Ms. Craig, Mr. Veigh, and peer buddies throughout his PE classes, which highlights any educational needs he may have to complete the activities. These pronounced differences between him and his peers make fitting in challenging and lead to some uncomfortable social situations. For example, Ms. Craig has all students with and without disabilities stand together while receiving instruction or waiting to engage in activities because it is part of her observational checklist. However, this is a time where Marty seems to be a victim of bullying where peers tease him about his inability to see visual models at the front of the gymnasium and about the accommodations Ms. Craig says he needs during activities. These social situations are further exacerbated when Mr. Veigh hears the teasing and reprimands students for ‘picking on a blind kid.’ In other instances, Ms. Craig assigns people to teams for brief competitions in her classes rather than allows students to pick teams on their own. Even during games in which teams are assigned, Martys peers are not enthusiastic about him being on their team and make him feel as though he is a liability. Although Marty had the urge to engage in these activities with his peers, he viewed the social aspects of participation challenging to overcome and elected to act as a scorekeeper most of the time when competitive games were introduced. Clearly, Ms. Craig is satisfied with her teaching and receives positive feedback from her administration, peers, and professional organizations about how inclusive her classes are. She even frequently utilizes the observational checklist to evaluate these inclusive practices. However, Marty experiences PE in a way that is inconsistent with inclusive philosophies, and does not feel a sense of acceptance, belonging, or value among his peers and instructors. Some might suggest that rather than relying on a checklist to understand if classes are inclusive, teachers like Ms. Craig have a duty to communicate with students about their subjective experiences in their classes. Facilitation Questions — Respond to the following questions: 1. What is inclusive PE? 2. Why does Ms. Craig believe that her classes are inclusive? Is she correct? 3. Why doesnt Marty believe his PE classes are inclusive? Is he correct? 4. Are all integrated classes inclusive? 5. What steps can Ms. Craig take to ensure that she provides an education consistent with an inclusive philosophy? 6. What advice would one give to Mr. Veigh for him to act more appropriately during PE? 7. What training would be meaningful to provide to peer buddies before enrolling them to work with students with disabilities?

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post HWC Are Integrated Physical Education Classes Inclusive Case Study appeared first on Homework Free Org.

American Military University Participant Code Blue Where To Case Study

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

Read the Participant Code Blue_Where To? Case Study Open School Case Study: (AHRQ) Code Blue- Where To? (http://www.ihi.org/offerings/ihiopenschool/resourc… ue.aspx) Case Study from AHRQ WebM&M Learning Objectives At the end of this activity, you will be able to: ? List several ways to improve the effectiveness of code teams. Description A code blue is called on an elderly man with a history of coronary artery disease, hypertension, and schizophrenia hospitalized on the inpatient psychiatry service. House staff covering the code team do not know where the service is located, and when the team arrives, they find their equipment to be incompatible with the leads on the patient. Related IHI Open School Online Courses ? PFC 103: Having the Conversation: Basic Skills for Conversations about End-of-Life Care ? PS 103: Teamwork and Communication ? PS 104: Root Cause and Systems Analysis Key Topics Care coordination and transitions, engage patients and families in care, environmental design, hospital operations: rapid response teams, patient- and family-centered care, communication, satisfaction: patient and family, teamwork. The Case An 80-year-old man with a history of coronary artery disease, hypertension, and schizophrenia was admitted to an inpatient psychiatry service for hallucinations and anxiety. On hospital day 2, he had sudden onset of confusion, bradycardia, and hypotension. He lost consciousness, and a “code blue” was called. Participant Version The inpatient psychiatry facility is adjacent to a major academic medical center. Thus, the “code team” (comprising a senior medical resident, medical intern, anesthesia resident, anesthesia attending, and critical care nurse) within the main hospital was activated. The message blared through the overhead speaker system, “Code blue, fourth floor psychiatry. Code blue, fourth floor psychiatry.” The senior resident and intern had never been to the psychiatry facility. “How do we get to psych?” the senior resident asked a few other residents in a panic. “I don’t know how to get there except to go outside and through the front door,” a colleague answered. So the senior resident and intern ran down numerous flights of stairs, outside the front of the hospital, down the block, into the psychiatry facility, and up four flights of stairs (the two buildings are actually connected on the fourth floor). Upon arrival minutes later, they found the patient apneic and pulseless. The nurses on the inpatient psychiatry ward had placed an oxygen mask on the patient, but the patient was not receiving ventilatory support or chest compressions. The resident and intern began basic life support (CPR with chest compressions) with the bag-valve-mask. When the critical care nurse and the rest of the code team arrived, they attempted to hook the patient up to their portable monitor. Unfortunately, the leads on the monitor were incompatible with the stickers on the patient, which were from the psychiatry floor (the stickers were more than 10 years old). The team did not have appropriate leads to connect the monitor and sent a nurse back to the main hospital to obtain compatible stickers. In the meantime, the patient remained pulseless with an uncertain rhythm. Moreover, despite ventilation with the bag-valve-mask, the patient’s saturations remained less than 80%. After minutes of trying to determine the cause, it was discovered that the mask had been attached to the oxygen nozzle on the wall, but the oxygen had not initially been turned on by the nursing staff. The oxygen was turned on, the patient’s saturations started to rise, and the anesthesiologist prepared to intubate the patient. Chest compressions continued. At this point, a staff nurse on the psychiatry floor came into the room, recognized the patient, and shouted, “Stop! Stop! He’s a no code!” Confusion ensuedsome team members stopped while others continued the resuscitation. Although a review of the chart showed no documentation of a “Do Not Resuscitate” order, the resuscitation continued. The intern on the team called the patient’s son, who confirmed the patient’s desire to not be resuscitated. The efforts were stopped, and the patient died moments later. The Commentary Bruce D. Adams, MD, COL, MC, US Army, Chief, Department of Clinical Investigation, William Beaumont Army Medical Center Although it was ultimately discovered that this patient did not want resuscitation, many things went awry in this case, including a significant delay in possible defibrillation. In any cardiac arrest, time to defibrillation (Tdefib) is the single most important variable associated with survival, as mortality increases up to 10% for each additional minute of delay in defibrillation.(1) Great strides in improving the “chain of survival” have been achieved for both in-hospital and out-of-hospital cardiac arrest, from early access to emergency services to early CPR to early defibrillation.(2) In this case, there were 2 delays in locating the patient, problems with the equipment, and inadequate CPR training of the psychiatry staff. Some of these errors can (and do) occur in cardiac arrests on medical wards and other inpatient care areas. Yet the location of this arrestoutside the main hospitaldoubtless led to the poor technique, inadequately trained personnel, and malfunctioning equipment that we observed here. Hospital cardiac arrest teams (“code blue” teams) are accustomed and trained to manage just that”code blues” on admitted inpatients within the usual confines of the hospital walls. Once code blue teams are forced to leave those familiar borders, they are literally “out of their comfort zone.” The environment now is as medically austere as that an ambulance paramedic experiences when he resuscitates a patient 4 miles away from the hospital. Responding to Cardiac Arrest in Outlying Areas of the Hospital Complex For hospitals in the United States, The Joint Commission states that “Resuscitation services [must be] available throughout the hospital.”(3) The statement “throughout the hospital” is crucial. It implies that equipment, supplies, oxygen, and medical personnel must all be present and ready to respond to cardiac arrestnot just in emergency departments (EDs), intensive care units, and wards but also in the “soft” areas, such as this inpatient psychiatry facility. Given this standard, it is likely that this case would represent a sentinel event in the Joint Commission’s eyes. Joint Commission standards are not the only regulations governing the requirement to competently manage cardiopulmonary arrests throughout health care institutions. The Emergency Medical Treatment and Active Labor Act (EMTALA), a federal statute best known for governing the transfer of patients between hospitals, also specifically outlines the responsibilities of hospitals to provide emergency medical services. According to EMTALA, hospitals are required to provide emergency medical services to all patients “within the hospital.”(4) EMTALA specifically obligates the hospital when the emergency presents outside of the main hospital, as in this case, under two of its provisions: ? Even when not physically located in the main hospital building, hospitals must provide screening and emergency stabilization for any medical condition in nearby psychiatric units. The relevant language is: “EMTALA requires that a hospital’s dedicated emergency department would not only encompass what is generally thought of as a hospital’s emergency room, but would also include other departments of hospitals, such as labor and delivery departments and psychiatric units of hospitals.”(4) So the law actually considers the psychiatric unit legally (if not medically) to be on par with a full trauma center ED. This requirement underscores that psychiatric units must have robust training, equipment, and activation protocols for life-threatening conditions. ? An actual request by or on behalf of the individual wherever a prudent layperson would believe, based on the individual’s appearance or behavior, that the individual needs emergency medical examination or treatment.(4,5) While the actual care required is not dictated, the government does expect the hospital to either immediately arrange transport of the stricken individual to the ED or to “send out a crash team of physicians and nurses to the individual on site.”(4) The Hospital Campus 3 In 2000, Centers for Medicare & Medicaid Services (CMS) expanded the responsibility of the hospital to respond to any emergency presentation on the hospital campus or at any provider-based off- campus facility of the hospital. What is known as the “250-yard rule” arose from the definition of campus found in the Code of Federal Regulations section 413.65: Campus means the physical area immediately adjacent to the provider’s main buildings, other areas and structures that are not strictly contiguous to the main buildings, but are located within 250 yards of the main buildings, and any of the other areas determined on an individual case basis by the CMS regional office, to be part of the provider’s campus.(6) In 2003, CMS clarified and narrowed the hospital’s responsibility to respond to emergencies outside of the main hospital. The current legal state is dynamic, but the 250-yard zone continues to apply when defining the hospital campus. Note, however, that CMS is the ultimate judge of where that zone ends. Hospitals should err on the side of caution by developing with legal assistance appropriate policies to cover emergencies throughout the hospital campus. Managing Cardiopulmonary Arrests in Public (Non-Patient-Care) Areas of the Hospital About 1% of all in-hospital cardiac arrests will occur to visitors or staff either within its non-core clinical areas (clinics, psychiatric units, rehabilitation facilities, etc.) or within the building’s public areas such as gift shops, lobbies, or food courts.(7) Unfortunately, the code blue team typically arrives to these locations well past the recommended Tdefib benchmark of 3 minutes.(1) This translates into lost lives. Ironically, casinos or airports, with their robust public access defibrillator systems, may be safer for visitors than most hospitals!(7,8) The causes and solutions of delays are multifactorial: ? Automated External Defibrillators (AEDs) vs. Crash-Carts. Traditionally, code teams must roll cumbersome defibrillation equipment from distant clinical areas and locate and then assess the victimall before defibrillation. Pre-positioning lightweight public access AEDs throughout a hospital’s public areas and then utilizing available bystanders as first responders significantly shortens Tdefib for these situations.(9,10) ? Team Personnel. Code blue team members should be familiar with the geographic layout of their areas of responsibility as well as clinical staff that they may encounter. A map will help clarify these responsibilities and speed response times. Mock codes will help reveal these deficiencies while improving code team leadership skills.(11) Large hospitals may need more than one cardiac arrest response team. For example, in our hospital, the ED staff explicitly cover the first two floors and the parking lot while medical residents cover all else. ? Equipment. Simple things like oxygen connectors or defibrillator pads can prove to be most uncooperative under stress, but standardized and ergonomically designed resuscitation equipment saves valuable time.(12) Hospitals must institute measures to ensure daily inspection of crash-carts, including those in areas that rarely have cardiac arrests. “We are just a psychiatry unit” is no excuse, especially given the risks of physical and chemical restraints often used in inpatient psychiatry units. A free video is available (entitled “Shock, Shock, Shock: Are You Ready for a Cardiac Arrest?” [requires registration to view]) that 4 demonstrates how to “check the checker” and ensure that defibrillators are actually inspected.(13) ? Activation. Continually train all hospital employees and volunteers how to “activate the emergency response system.”(2) The activation system should be both simple and redundant (e.g., simultaneous activation with both digital pager and overhead public address systems). ? Response Systems. The Table shows several potential models for responding to these public areas. While “best” strategy depends ultimately on the hospital’s resources, we think the best solution is properly resourced code blue teams throughout the hospital campus. Large facilities may require more than one team to cover the entire area. The hospital CPR committee should be responsible for assigning team members and conducting at least semiannual practice mock codes. The hospital leadership through its CPR committee must also establish standards for BLS (for all hospital employees) and ACLS (for professional clinical staff) training. Take-Home Points ? Hospitals have a moral and legal obligation to respond appropriately to cardiac arrests throughout the hospital campus. ? According to Joint Commission and federal EMTALA regulations, the hospital campus can be defined as any type of medical facility located within 250 yards of the main hospital building plus any other area as determined by CMS. ? A rapid and robust response requires prior planning, training, and equipping of these outlying areas. ? CPR training should be performed on a regular basis for even these low-risk areas. ? Standardize equipment throughout the hospital to prevent ergonomic issues as seen in this case. References 1. American Heart Association and the International Liaison Committee on Resuscitation. Guidelines 2000 for cardiopulmonary resuscitation and emergency cardiovascular care, IX: the automated external defibrillator: key link in the chain of survival. Circulation. 2000;102(suppl 8):I60-I76. [go to PubMed] 2. American Heart Association and the International Liaison Committee on Resuscitation. Guidelines 2000 for cardiopulmonary resuscitation and emergency cardiovascular care, XII: From science to survival: strengthening the chain of survival in every community. Circulation. 2000;102(suppl 8):I358-I370. [go to PubMed] 3. Joint Commission of Accreditation of Healthcare Organizations: accreditation manual for hospitals. Oakbrook Terrace, IL: Joint Commission Resources; 2006:155-216. 5 4. US Department of Health and Human Services, Centers for Medicare and Medicaid Services. Clarifying policies related to the responsibilities of Medicare participating hospitals in treating individuals with emergency medical conditions. Federal Register. 2003;68:53248-53250. 5. Stiller JA. A first look at the 2003 EMTALA regulations. Health Lawyers Wkly. September 5, 2003. 6. US Department of Health and Human Services, Centers for Medicare and Medicaid Services. CMS Manual System: Pub. 100-02 Medicare Benefit Policy. Washington, DC: US Dept of Health and Human Services, Centers for Medicare and Medicaid Services; 2004. 7. Adams BD. Cardiac arrest of nonpatients within hospital public areas. Am J Cardiol. 2005;95:1370- 1371. [go to PubMed] 8. Faster care in a casino? Nursing. September 2005;35:33. 9. Adams BD, Anderson PI, Stuffel E. “Code Blue” in the hospital lobby: cardiac arrest teams vs. public access defibrillation. Int J Cardiol. 2006;110:401-402. [go to PubMed] 10. Warwick JP, Mackie K, Spencer I. Towards early defibrillation a nurse training programme in the use of automated external defibrillators. Resuscitation. 1995;30:231-235. [go to PubMed] 11. Kaye W, Mancini ME. Use of the Mega Code to evaluate team leader performance during advanced cardiac life support. Critical Care Medicine. 1986;14:99-104. [go to PubMed] 12. Adams BD, Easty DM, Stuffel E, et al. Decreasing the time to defibrillation: A comparative study of defibrillator electrode designs. Resuscitation. 2005;66:171-174. [go to PubMed] 13. Adams BD. Shock, Shock, Shock: Are You Ready for a Cardiac Arrest [videotape]? Asheville, NC: Quality America; 2007. 6 Table Table 1. Potential Models for Responding to Cardiac Arrests in Public Areas Discussion Questions Submitted by Kathy Meinbresse, BSN Student, University of Tennessee Health Science Center, Memphis, Tennessee, USA 1. What parts of this scenario really caught your attention? 2. Describe an emergency code you have witnessed. What went smoothly and what needed improvement? 7 o Is there a code/medical response team where you work? o What are the steps to activating the code team? o What emergency equipment is available to you? 3. Brainstorm ways to educate hospital staff about how to activate code teams. 4. You are selected for an improvement team in response to this event. What recommendations would you make? Consider: o Standardization of equipment o BLS/CPR for the First Responder training o Assessing the environment and all equipment upon entering the scene 5. Where is communication likely to break down at the code site? o Who should be notified in the event of a patient code? o How can you make Do Not Resuscitate orders available and effective? 5. The commentary mentions improving the chain of survival. Consider your own clinical environment. What changes would you suggest to shorten the time before access to emergency services, CPR and possible defibrillation? ©2007 Agency for Healthcare Research and Quality (AHRQ) Reprinted with permission of AHRQ WebM&M. Original citation: Franklin BD. Code Blue-Where To?. AHRQ WebM&M [online journal]. October 2007. Available at: http://www.webmm.ahrq.gov/case.aspx?caseID=162 AHRQ WebM&M is produced for the Agency for Healthcare Research and Quality by a team of editors at the University of California, San Francisco. The AHRQ WebM&M site was designed and implemented by Silverchair.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post American Military University Participant Code Blue Where To Case Study appeared first on Homework Free Org.

Liberty University Group Conflicts and Strategies Discussion

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

You will be required to write 200–250-word replies to at least 3 of your classmates threads. In your replies, expand on the discussion by analyzing and building upon the thread and incorporating at least 1 scholarly reference in each reply.. First reply: Baruch Ostrozynski DB5 COLLAPSE Conflict is an unfortunate part of life, and even when we try to avoid conflict it seems that at times it may be unavoidable (Forsyth, 2019). In fact, Forsyth (2019) notes that group disagreement can be found everywhere and occurs when one or more members of a group behaves in a manner that is unacceptable to other members (Forsyth, 2019). Consequently, it is my opinion that one of the main issues that leaders deal with in a group is the challenge of having a negative member who may disagree or complain often (Jacobs et al., 2016). The challenge is concerning when we attempt to avoid the member and focus on another group member or topic (Jacobs et al., 2016). Moreover, what at times can make the matter more difficult is when a group member may be negative due to not feeling that they can share safely. Interestingly, Corey et al. (2014) notes that if group members do not develop trust in the group, they may hesitate to further share their thoughts since they may feel they will be attacked for proposing an opinion. I am cognizant that it may be somewhat of a stretch to assume that a member may be negative or constantly complaining due to a fear of being ridiculed. However, it is for this reason why I find the notion to simply ask the member to leave the group to possibly be incorrect. Therefore, I agree completely with Jacobs et al. (2016) who notes that one strategy may be to talk to the member outside of group and attempt to understand why the member is behaving in a negative manner (Jacobs et al., 2016). Incidentally, some of the issues that Jacobs et al. (2016) discusses were precisely some of the concerns I had when I was choosing the members for my parenting group that I arranged for this class (Jacobs et al., 2016). For example, two issues that I did not want to occur was asking someone to join who would be too negative or would try to impress everyone and talk too much. In fact, I did not ask two people to join because I was almost certain that one would be a chronic talker and the other would have been quite negative. Obviously, in many groups the leader cannot decide who their preferred members will be. Fortunately, I was lucky enough to be able to decide who would be a good fit for my group. However, being that this is primarily not the case, a skilled leader must do what they can in handling the chronic talker or the negative member. Especially, since the result of the chronic talker in a group is quite similar to the negative member. The similarity occurs as a result of the group accomplishing very little due to both members attempting to take over the session from the leader (Jacobs et al., 2016). References Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (Eighth ed.). Forsyth, D. R. (2019). Group dynamics (Seventh ed.). Cengage. Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges (Second ed.). Brooks Cole. Second reply: Shalana Pennix Discussion Board 5 COLLAPSE This weeks readings address the topic of conflict. Conflict is very common when dealing with groups. When having different people in a group with many different opinions, cause for conflict between members or members and leader arise. The situation that I chose was dealing with mutually hostile members. This is a very common issue with groups. There are many reasons for this type of behavior. Members can either have differences before the meeting, or problems can arise during the meeting. When conflict arises in a group, ‘members stand against each other rather than in support of each other’ (Forsyth, 2019, p. 410). This makes it very difficult to maintain control and make progress within the group. If not dealt with, this can cause members to leave the group. Jacob et. al. (2016) states that, dealing with the issue at hand and understanding how the conflict started is important in helping them to become more positive in the future with others (Jacob et. al., 2016). Even though conflict can be overwhelming at times, its the leaders job to try and maintain control of the members. Corey et. al. (2014) states that, how successful the leader is at handling difficulties in the beginning, will decide how the members in the group will do in the future (Corey et. al., 2014). Making a point to talk with the members and get to the bottom of the situation helps to maintain control and eventually allows the members to move past the issue so that all members can gain satisfaction from the group experience. Jacobs et. al. (2016) suggests that, ‘sometimes leaders find it effective to pair the two members who dislike each other and then join the dyad to help them talk through their dislikes’ (Jacobs et. al., 2016, p. 420). This can be beneficial because it allows the two people to have a third party involved to keep things from becoming too hostile. Once, when I was involved in a group, I had a difficult time fitting in. When I started to become comfortable with being in the group there was a member that started causing problems within the group. This became very frustrating and caused me to say something to the other person. Unfortunately, this caused some strong emotions between us. The leader was very good at pulling us away from the group and asking what happened. After explaining the situation to her, she promptly dealt it. An activity that the leader used to bring us back together was to tell one another one thing that bothered us the most about them. We also stated one way we could make it possible to work together during the group. This was the best activity because it made us both evaluate ourselves and find a way to deal with things differently. So again, often all it takes to resolve conflict is communicating with both parties to find the cause of the disagreement, and then finding a solution to the problem. Therefore, its important to have an experienced leader in order to help facilitate these types of conversations. References Corey, G., Corey, M. S., & Haynes, R., (2014). Groups in action: evolution and challenges (2nd ed). Belmont, CA: Brooks/Cole, Cengage Learning Forsyth, D. R. (2019). Group dynamics (7th ed.). Boston, MA: Wadsworth, Cengage Learning Jacobs, E. E., Schimmel, C. J., Masson R. L., & Harvill, R. L. (2016). Group counseling: strategies and skills (8th ed.). Boston, MA: Cengage Learning Third reply: Jodilyn Gonia Discussion 5 COLLAPSE Conflict is something that is hard to avoid in many different social situations, everyone with different experiences and beliefs it is likely there will be difference and they mentioned. Unfortunately, while having those differences in opinions is not the issue in my opinion, it is when one is not respectful of other opinions even if they vary from their own. While it is acceptable to express those differences, it is not acceptable to tell others that their beliefs are less than because they are not the same as yours, the world is made up of differences. To me, conflict does not have to be a negative it can create a positive outcome, if everyone always agreed then it would be a society where things would never change. Having differences makes individuals unique, developments in many aspects of life are made through individuals having a difference in opinions. For instance, if everyone had the same thoughts and completed the same actions all of the time than it is likely the only differences us as individuals would have is what we looked like. Many individuals have different goals and aspirations for their life being the same or very similar would not allow for production of anything because we all would have the same job, therefore not job promotion, new ideas, etc. Conflict is in our everyday society all of the time, dealing with conflict is important and strategies on how to do so can include cooperation. Cooperation is when one works together with others to increase success, individuals having an effect on the other (Forsyth, 2019). Choosing instead to have this conflict and work towards cooperation is beneficial to me in many different aspects of ones life; teaching their child, professional, social, familial, etc.. While to me it is good to have conflict there can be a downfall when others cannot see past the issues going on to work together for a common good, while cooperating with others will account for that. Reference Forsyth, D. R. (2019). Group dynamics (7th ed.). Cengage.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Liberty University Group Conflicts and Strategies Discussion appeared first on Homework Free Org.

Liberty Organizational Planning for Quality Management in The Digital Age Responses

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

First reply: Mock Proposal for a Strategic Non-Profit Business Plan for SOUL FOOD KITCHEN for Aug 2020-Aug 2021 Approved by Nicole Hanlin, Chief Service Officer, on 8/23/2020 Update Status: on 8/30/2020 TABLE OF CONTENTS Executive Summary SectionPage Strategic Focus3 The Organization 5 Organisational Management6 Corporate Governance7 Human Resource & Market Analysis7 Research and Development7 Stakeholder Relationships and Alliances7 Risk Factors and Regulatory Compliance8 Strategic Marketing/Communication Plan8 Budget and Financial Management9 Strategic Action Plan (Logic Model)9 Appendices EXECUTIVE SUMMARY The Executive Summary is the last section of the business plan to be written. This section will be written at the end when you submit the final draft of your proposal. In general, limit it to 2–3 pages. In essence, it is a distillation of the overall business plan into a ‘hard hitting’, concise summary of key performance targets and initiatives. Typically, it would include: The Business opportunity; The Service or Product; The Market strategy; The Management team; Financial and cash projections; Investment strategies; and Fiduciary obligation to directors and customers/clients. Section One STRATEGIC FOCUS Vision Established in Aug 2020. The Soul Food Kitchen is a 501 (c)(3) non-profit organization whose goal is to feed and educate the spiritual and nutritionally hungry in Warren County, Virginia.Our vision is to ensure that anyone who needs fed, is fed, regardless of their circumstances.We will serve with respect and compassion, three meals a day, opening each meal with a word of prayer.Each volunteer will obtain and maintain the necessary food handling certificate to ensure the safety of our guests as well as the continued viability of Soul Food Kitchen is protected. Mission The Mission of Soul Food Kitchen is to feed people in need regardless of their circumstances. The Soul Food family strives to provide healthy and nutritious meals for breakfast, lunch and supper to all who come through our doors.When you leave, you will go home with whatever food you need to get through the night until we can be together again. Matthew 25:35 ESV ‘For I was hungry and you gave me food, I was thirsty and you gave me drink, I was a stranger and you welcomed me.’ Core Organizational Values INTELLIGENT FAITH We commit to share the word of Christ to all who sit at our table. (Acts 27:35; Matthew 26:26) SERVANT LEADERSHIP We commit to serving responsibly in our local community to any who have need. As Christ has served without judgement, let us too serve with respect and compassion. (Deuteronomy 8:10; Matthew 4:4) COMPASSIONATE SERVICE We commit to follow Christs example of compassion and benevolence toward those in need through active, altruistic, and responsible engagement, using our knowledge and abilities to promote the physical, mental, and spiritual well-being of the people we encounter and the communities we serve. (1 Peter 4:10) TRANSFORMATIONAL TEACHING We commit to equip ourselves and others with the knowledge, skills and abilities to make healthy choices and prepare healthy meals. (Colossians 1:10) CREATIVE EXCELLENCE We commit to developing and using our individual talents and resources in service of others all for the glory of Him who put all of humanity before himself. (1 Corinthians 10:31; Colossians 3:17) PERSONAL INTEGRITY We commit to faithfully apply the words of Jesus to our daily interactions with others, so they too may desire to come to know Him. (Proverbs 11:3) RESPECT FOR ALL We commit to treating all people with dignity and respect, demonstrated through honest and compassionate service. (Romans 12:10) Goals The goals of Soul Food is the meet the needs of the hungry in our local community through spiritual and nutritional feedings.We will prepare 3 nutritious meals a day, at 6am, 12 noon and 6pm, where anyone who comes can eat a meal, receive prayer, spiritual mentorship and a bag of grocery items to meet their dietary needs until they need to come again.We will also teach nutition classes once a month, that will highlight affordable seasonal options, teach everyone how to read nutrition labels[1] and how to prepare affordable healthy meals, which will help eliminate food waste according to Luiza, Costa & Thompson. Performance Objectives Write 3 or more performance objectives to support each of the strategic goals of the organization. Use the SMART acronym to create clear, concise action-oriented objectives. SMART objectives are Specific, Measurable, Attainable, Relevant, and Time-bound.State each objective as a target that has been achieved, including the Audience involved, Behavior desired, Conditions of evaluation, Degree of success, and End-point projected. S.M.A.R.T Objectives: 1. To secure a facility large enough to prepare and serve nutritious meals to 50 people per meal by Oct 2020. 2. To secure a pantry/room large enough to hold dry goods and parishable fruits/vegetables that each guest can opt to take with them when they leave, to tide them over until they need to return again. 3. For each volunteer to obtain the necessary food handling certification to ensure the safety and welfare of our non-profit and our guests. 4. To secure $1500 in monthly financial commitments from the local community to ensure Soul Food can serve those in need with their meals each day and the monthly nutrition class by Sept 2020. The performance objectives below form a performance scorecard for easily tracking the performance improvements generated by this plan. Section Twelve provides the inputs for this performance scorecard. The planning team determines the composition of the performance scorecard. Performance Area Performance Measures Target Time Frame PROGRAM OBJ. Financial Performance PROGRAM OBJ. Market & Customer and Performance PROCESS OBJ. Internal Efficiency and Effectiveness LEARNER OBJ. Short Term Effectiveness LEARNER OBJ. Long Term Efficacy and Effectiveness Section Two THE ORGANIZATION Chief Service Officers are Nicole Hanlin, Jane Doe and John Doe. Soul Food Kitchen was established in August 2020 to meet the nutritional needs of the hungry in our local area Each volunteer with Soul Food is responsible for obtaining and maintaining a food handlers certificate. To obtain, prepare and serve nutritious food to guests three times daily in our Soul Food kitchen in Front Royal, Virginia This is a beginner non-profit established Aug 2020 Based on our volunteer efforts with the local Cold Weather Shelter we have determined a need to feed the hungry and homeless, more than just during the cold months. We are committed to feeding the hungry 12 months a year, 365 days, 3 meals per day. According to Sharpe, ‘Food insecurity exceeds the 14% national level in severely disadvantaged households'[2]. Section Three ORGANIZATIONAL MANAGEMENT Current organisational structures and human resource capabilities will most likely require improvement to meet increasing business demands. Conduct an analysis of the current situation as well as growth projections for the company to identify the key organizational and human resource issues that must be addressed if these growth projections are to be realized. Then develop strategies with key performance measures and targets to address these key issues. Areas to be addressed typically include (for each item, show structures now and for the near future): Wages, salaries, and benefits will not exceed 20% of the budget allowances[1]. Training-In compliance with the Virginia Department of Health[2] we will follow all food handling guidelines as well as food safety basics. Section Four CORPORATE GOVERNANCE Board of Directors- Nicole Hanlin brings to the organization a servants heart. She has spent the last 20 years cultivating her own niche in the marketing field before switching lanes to the Human Services industry. Nicole is in charge of volunteer recruitment, food supply donations and dining room service with a word of prayer each time and time to minister to the needs of the heart for anyone who comes. Jane Doe has been a chef for the last 25 years and has a desire to feed the body and soul of anyone who comes.Jane is in charge of menu planning, dietary balance and the once monthly nutrition class. John Doe has been a jack of all trades his entire life and loves to dedicate himself to fulfilling the needs of others. John is in charge of set-up, clean-up and safety for our guests and staff. Our future prep cook will bring to the table the ability to be a team player, multitask, and have some sous chef experience. We expect to see the guest numbers increase at different seasons of the year and expect the need for additional help to follow. Company Constitution The purposes of the Soul Food Kitchen are: to operate a politically unaffiliated soup kitchen providing free meals to all who attend with meals prepared and served by a team of volunteers. Without limiting the generality of the foregoing, the Soul Food Kitchen may: (a) provide assistance to religious and charitable organizations who promote the health, welfare and education of the community at large (b) supply food and aid the hungry and/or provide relief to disadvantaged members of the public (c) heighten public awareness about the plight of those who suffer malnutrition and homelessness (d) educate the public on the topics of poverty and malnutrition through educational seminars and written and/or visual material (e) apply for, raise and receive grants, gifts, legacies, devices and bequests and to hold, administer, invest, expend or deal with the same in furtherance of the purposes of the Soul Food Kitchen (f) acquire by purchase, lease, licence or otherwise and to hold or dispose of any real or personal property or interest therein in furtherance of the purposes of the Soul Food Kitchen (g) do all such other acts or things as are conducive to the attainment of the core purpose of the Soul Food Kitchen [1] Luiza, T., Costa, F. M., & Thompson, B. (2020). Impact of consumers understanding of date labelling on food waste behaviour. Operational Research, 20(2), 543-560. doi:http://dx.doi.org.ezproxy.liberty.edu/10.1007/s123… [2] Sharpe PA, Liese AD, Bell BA, Wilcox S, Hutto BE, Stucker J. Household food security and use of community food sources and food assistance programs among food shoppers in neighborhoods of low income and low food access. Journal of hunger & environmental nutrition. 2017;2018;13:482-496. [1] Secondwind Consultants. What Percentage of Revenue Should be Spent on Payroll? Updated May 11, 2019. Accessed Aug 30, 2020. [2] Virginia Department of Health. https://www.vdh.virginia.gov/environmental-health/food-safety-in-virginia/ Accessed Aug 30, 2020 Second reply: Hayley Hudson Section 3 COLLAPSE Section Three: ORGANIZATIONAL MANAGEMENT President: Hayley Hudson- Provides leadership for the objectives and goals of the program. Serves as the face of the program and represents the program in all professional and social matters. Guides the focus of the program to ensure standards and values are upheld at all times. Vice President: Responsible for development and planning phases of the program. Delivers business presentations and spear-heads proposals for new ideas and incorporations for the program. Assuring delegation and a smooth operation of subordinates is kept. Assistant Vice President: Manages the personnel and employee portion of the program. Assists employees with their duties in a managerial post. Oversees marketing, human resources and operations for the program. Chief Financial Officer: Ensures financial stability and durability for the program. Runs analysis to ensure funds are distributed evenly and allocated for appropriately. Staffing Requirements Bachelors degree minimum (Preferred Masters degree for Vice-President) 2 years of experience in a public health related field No criminal record Great communication skills Efficient in Microsoft, Adobe Spark, etc Team Player ***All employees and volunteers operating in a medical capacity must have current licenses and/ or certificates and must keep these up to date*** Job descriptions and work design for management and staff: Management co-ordinates in order to ensure the ideals of the company are kept fundamental to the outcomes. Staff are responsible for the day to day interactions with youth, their parents and the participating community. Together, both management and staff build the program values and assist communities in building healthier youth and both pieces will form the program as a whole and ensure it benefits the intended participants/community fully. Human performance standards, measurement and feedback: All standards measureable are compared against the core values and objectives of the program. Non-violation of the founding ideas is essential to compliance within the program. Performance assessments will be administered to all employees and staff members. These evaluations will be based heavily on youth, parent and community member reports on behavior and conduct. Ensuring staff and employees are catering to the program participants in a respectful and genuine manner is essential to the program continuing to grow within the community. This program will run based on feedback from all levels within the chain of command as to be more inclusive and increasing a higher rate of generalizability. It will be easier to continue to cater to a changing crowd such as a community. Recruitment and induction: Youth participants are recruited through initial introductions in school settings. Their parents are solicited through youth recommendation and subsequent mailings that edify on the program and benefits. Induction into the program for youth, parents and community members involves a full presentational introduction about the program and expectations. Wages, salaries, and benefits: Employees will be compensated based on experience and qualifying education backgrounds. Increases in salary will be granted annually depending on qualifications grading performance, conduct and achievement, yearly reviews. Benefits will be provided to all full-time employees. Volunteers will not be compensated monetarily or be afforded benefits. Providing leadership and building employee morale: Leadership and team building training will be offered to all employees and staff. Building morale within the program is a priority in order to grow members rather than constantly filling positions. Training needs analysis: Initial training and refresher material will be administered monthly. There will also be mandatory recertification and it will be required that all licenses are kept up to date for applicable professionals. All employees and staff will submit to physical and mental evaluation in order to ensure they are competent and fit to be around children. Personnel performance evaluation: Aligning with the core values of the program will ensure all personnel are performing to program standards. Responses and feedback from program participants weigh heavily on members staying compliant in performance and conduct. Quality management: Adapting to and catering to the community is how this program will maintain compliance. Information management and security: Confidentiality as it pertains to participants/patients when dealing with any medical professionals adjoined to the program will be upheld. There will be no tolerance for confidentiality breaches, security and privacy will be extremely important. Performance improvement: There will be quarterly performance testing conducted on all employees. Salary increases will be a potential after yearly reviews and annual end of year reports will be the rewarding factor. Feedback from youth and their parents will allow staff to maintain their values for evaluation moments. Section Four: CORPORATE GOVERNANCE Corporate Structure Management President Vice President Assistant Vice President Chief Financial Officer Non-management Employed Medical Professionals Physical Education Counselors Dietary Education Counselors Community volunteers Company Constitution Article 1 Organization name – Lewisville Community Health Coalition Article 2 The founding objective of the Lewisville Community Health Initiative is to provide programs and activities that promote healthy lifestyles to the residents of the area with the ultimate goal of improving the overall health in the area and thereby reducing obesity rates. Board of Directors — will consist of 5 members which will be the President, Vice President, Assistant Vice President and the Chief Financial Officer along with one elected staff employee for a 5th vote to represent the non-managerial body of the program. Duty of Board of Directors — Provide guidance and wisdom for the direction of the program. Make decisions on behalf of all participating members. Board performance appraisal — All voting members will bear witness to each other in an appraisal. Duties as outlined for each member will be voted on compliance or lack of completion. This will include adherence to organization goals, mission, vision and quality or performance. The appraisals will be counted and compiled by a board advisor to avoid bias. Advisors to the board — Advisors shall be called upon to assist the board in any split decisions or called in to lend an outside perspective when influence is needed. The president shall also serve as a secondary advisor and reserve the right to impart influence or direction when needed. Board and management performance measurements — Completion of all organization trainings and classes on any subject. Meeting quarterly and annual goals. Lack of complaints and disciplinary warnings that may lead to probation or termination.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Liberty Organizational Planning for Quality Management in The Digital Age Responses appeared first on Homework Free Org.

RC Interaction of Members of Groups Leadership Discussion

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

You will be required to write 200–250-word replies to at least 3 of your classmates threads. In your replies, expand on the discussion by analyzing and building upon the thread and incorporating at least 1 scholarly reference in each reply. Integration of Scripture is encouraged, but is not required. Assertions must be supported by in-text references in current APA format. Use first person and single-spaced formatting and indent new paragraphs. Your threads and replies must be well written, well organized, and focused. Zarod Capers Forum 3 COLLAPSE Forum 3 Which of the different skills addressed by Jacobs et al. and Corey et al described and demonstrated different leadership skills during this weeks reading? As I reflect on my own leadership style, I ask myself which of the skills described in this weeks reading will be easy and which will be difficult to incorporate into my own leadership style. I will say my biggest opportunities for growth will be active listening and mini -lecturing and information giving, as it reflects my own leadership style (Jacobs, Schimmel, Masson, & Harvill, 2016). Based on my DISC assessment (personality test) I am a very expressive, meaning I enjoy voicing my opinion (Carbonell, 2011). Sometimes that can get in the way of allowing others to share while I actively listen. Mini — lecturing will be an issue as well, because my strong Alpha may take over the group. However, my dominate and inspiring personality trait allows me to master use of voice, identifying allies and modeling and self-disclosure. This is true as it relates to my leadership style, because people recognize my seemingly natural leadership skills. I stand out because of my confidence and optimism. I am sought after to take charge and make things happen. I am often viewed as a successful person because of my ability to direct and influence others. (Carbonell, p137, 2011). As a person grows as a leader they will evolve and use different styles over time. Obedience, power, and status can impact the leaders and members of a group. Power and status can affect how a member interacts with the leader. The way a member views their leader will determine the skills needed, as discussed in Jacobs books. Being obedient and disciplined also plays a part in the success of the group. The leader must maintain order, so that the group functions in a way that everyone benefits from it. References Carbonell, M. How To Solve The People Puzzle. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/MBS1878948/ Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills. Second reply: Isa Connelly Group Leadership Skills COLLAPSE As I read the assigned readings this week, I made the determination that I am mainly a transactional leader. I can see some emerging skills within myself in regards to transformational skills, but more experience and training is needed (Forsyth, 2019). A transactional leader is skilled in recognizing achievements, providing direction and feedback for the group, defining expectations, negotiating for resources, supervising, and intervening when appropriate (Jacobs, Schimmel, Masson, & Harvill, 2016). I have some work to do as I focus on improving my group leading skills to that of a transformational level. Some difficulties include challenging members with high standards as I attempt to inspire others. This is a difficult aspect for me as I am so used to just barely keeping my head above water and I have the tendency to project that feeling as we attempt to accomplish tasks as a group. I enjoy engaging with people on an individual level (a characteristic of an ideal transformational leader) but I feel I lack the energy necessary to develop and coach people beyond that (Forsyth, 2019). In the readings, we learn optimal attributes for an effective group leader. Some skills that come easy to me include active listening, clarification and questioning, linking, mini-lecturing, tone-setting, encouraging/ supporting and modeling/ self-disclosure (Jacobs, Schimmel, Masson, & Harvill, 2016). Personally, I find it very enjoyable to identify even the smallest improvements and victories and encourage those around me. In a group setting, I enjoy reading the body language of the members in an effort to further the conversation and set an affable tone. Digging down to the heart of the matter is fun for me, a hobby of sorts, and clarifying the main issue comes easily to me. We have all been blessed with gifts from God and I believe, at this stage in my life, I should be able to identify a few of those gifts. Some skills that are not a natural thing for me and need continued sharpening include the skill of reflecting, summarizing, identifying allies, and developing a keener sense of multicultural understanding. In reference to reflecting, I just plain forget to do it. I like to move forward and reflection happens in my mind, but my lips forget to voice it. Reflection is extremely important in order to keep the entire group on the same page while also allowing the individual member to feel that he/ she is being understood accurately (Jacobs, Schimmel, Masson, & Harvill, 2016). Summarizing is in the same vein as reflection as specific details are pulled from the speaker’s points in an effort to focus the group on the same raised concern. This does not come easily for me on the outside of my brain- but it is happening inside- I just forget to voice it and give the credit to the speaker. I tend to see the issue and run with it, all by myself. It would be an exercise in cohesion if I could learn to voice the great points made by group members and give them the credit for allowing the group to dig deeper. Multicultural competence is, I believe, an ever changing skill which will always need revisiting and continued education. We can always know more than we do about the cultures, taboos, and acceptable norms for all of God’s children. Just acknowledging the fact that the group is inherently different from one another while at the same time being inherently similar as children of God- bound together in love and a desire to understand, a group can build upon that foundation and become ultimately effective. Forsyth, D. (2019). Group dynamics (7th ed.). Cengage Learning Inc,. Boston, MA. Jacobs, E., Schimmel, C., Masson, R., Harvill, R. (2016). Group counseling: Skills and strategies (8th ed.). Cengage Learning, Boston, MA. Third reply: Rosalind Hilkey Leading Group Sessions COLLAPSE Groups are known to prosper with a positive leadership influence. In general, people prefer to be led than to be leaderless, which leads to promoting the group-level process that evaluates members who have inherent characteristics of either task or relationship-motivated leadership skills (Forsyth, 2019). The emergence of leaders can be determined by identifying traits in an individual that are likely suitable to move the group forward towards common goals. Traits such as expertise, mental and emotional intelligence, creativity, conscientiousness, organized, self-controlled, achievement-oriented, and comfort or willingness to speak are common and desirable leadership competencies (Forsyth, 2019). Sometimes leaders are moved forward by a group simply due to unchallenged bias such as the way someone looks. The implicit leadership theory (ILT) states that individuals in groups may be unaware of what drives their actions towards or away from leadership candidates. Group members are more likely to be acting upon preconceived ideas of leadership qualities that are believed to produce successful outcomes for the issue at hand (Forsyth, 2019). I have a democratic relationship-motivated leadership style stemming from my personality that presents confidently and relies on emotional intelligence when navigating and motivating groups. I use keen perception to link member commonalities while managing tone, energy, and pace (Jacobs et al., 2106). Active listening, using reflection and clarification, encouraging, and relaying pertinent information are observable skills needed for leading a group. More subtle skills such as the use of the eyes, tone of voice, energy, and self-disclosure as a means of modeling are powerful group influencers initiated by the leader (Jacobs et al., 2106). The most effortless group skills based on my leadership style promote a connection between members and the leader, so it is no surprise that the most challenging skill is in confronting, which identifies the error of an individual’s action causes isolation rather than promoting inclusion. Although I do not have a problem confronting people one on one, I have yet to learn how to confront in a group setting effectively. A democratic relationship-motivated leadership style promotes an agreed-upon “obedience” to leadership direction allotted by the groups endorsing power and status given to their leader(s). Of course, not all groups function well in this format, particularly when goals are mandated, such as in the case of an anger management learning group. The democratic group likely relies on referent leadership power based on mutual respect, but a more structured approach is likely needed with resistant participants (Forsyth, 2019). A court-appointed group leader would demonstrate a legitimate expert power stance to provide the structure needed to engage resistant group members. A hierarchical structure is likely to evoke more obedience; therefore, a court-appointed group leader would demonstrate status by exhibiting behaviors that signal deference and submissiveness (Forsyth, 2019). References Forsyth, D. R. (2019). Group dynamics (7th ed.). Boston, MA: Cengage. ISBN: 97811337408851. Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (8th ed.). Boston, MA: Cengage. ISBN: 9781305087309.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post RC Interaction of Members of Groups Leadership Discussion appeared first on Homework Free Org.

Concept of Human Rights Discussion Response

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

Jewish Discussion Initial Post 1 How do you feel about Lisas request? The concept of human rights has been at the center of different debates since the end of World War II. For many scholars, they are considered as inalienable rights that are inherent to a person. Tiedemann (2014) said that those rights must be directly reflected in the condition under which someone is recognized as a person with equal protection of his or her personhood. Aiming to increase the awareness of those rights throughout the world, in 1948, the General Assembly of the United Nations (U.N.) adopted a solemn document called the ‘Universal Declaration of Human Rights. As noted by Annas and George (1998), no other document has so caught the historical moment, achieved the same moral and rhetorical force, or exerted so much influence on the human rights movement. Among the different rights that are mentioned in this document, the right to freedom of religion is of particular importance. From that perspective, we can say that Lisas request must be welcome. It is a legitimate request because Lisa has the right to observe her religious practices without any fear. How might this request be honored? The case of Lisa revealed the importance of cultural competence in the workplace. Nowadays, considering the composition of modern societies with multiple cultures with different religious beliefs, the healthcare system of a country should not be composed of homogenous personnel. That is being said, diversity in the workplace must be the norm, especially when it comes to health care. Diversity in the workplace is important because it contributes to the organizations collective decision-making, effectiveness, and responsiveness to societal healthcare needs (Andrews & Boyle, 2016). Considering those advantages from workplace diversity, the request of Lisa must be honored accordingly. Then, the manager should be more considerate about Lisas request. He/she should see Lisas request as an opportunity to show respect to the culture of minority groups. He/she should honor Lisas request by allowing her to be off Friday and Saturday so she can practice her religious observances as dictated by her Jewish religion. Was the supervisor culturally competent in this situation? As the modern healthcare system is trying to incorporate the philosophy of cultural competency in the workplace, it is also necessary to envision some barriers that can prevent its application. One of those barriers to cultural competency is ethnocentrism. Andrews and Boyle (2016) defined it as a human tendency to view ones group as the center of and superior to all other groups. In other words, an ethnocentric is someone who thinks that his/her culture is more important than anyone elses culture. When ethnocentrism is manifested at work, no one cares about the cultural values and beliefs of their peer. However, if an organization wants to prosper, cultural competence must be the norm, but not an exception. It is considered as a complex integration of knowledge, attitudes, values, beliefs, behaviors, skills, practices, and cross-cultural interactions among staff from different backgrounds (Andrews & Boyle, 2016). In the case of Lisa, we can boldly say that the supervisor was not culturally competent to appreciate the cultural values of Lisas beliefs. This supervisor was ethnocentric because his/her behavior showed no respect for Lisas cultural values. He/she used an alibi to reject the request of Lisa. He/she had no right to tell Lisa to go back to New Jersey where she could be more comfortable. It is not up to the supervisor to determine the best place for Lisa to work. Denying her right to practice her religious observances is not acceptable and showed that the supervisor was not culturally competent. If Lisa were to discuss the issue at a team meeting, how could she present her concerns? The best way for Lisa to present her concerns in the meeting is to show the leaders of the organization that her rights were violated and the tendency of the supervisor and the staff to deny her cultural values is not beneficial for the organization. As we can see from the case study, that tendency was the norm inside the organization because both the supervisor and the staff perceived Lisa as ‘standoffish’. Then, we can certainly conclude that the organization itself was not promoting cultural competence in its environment. The second concern that Lisa could present in the meeting is her right to freedom of religion was violated. As a human being, Lisa has the right to work in an environment where her human rights are respected. One of the modern ethical theorists who gave a clear account of human rights is the British philosopher John Locke (1632-1704) who thought that human rights are permanent features of who we are (Fieser, 2011). Lisa must be seen as a Jewish employee with inalienable rights. Those rights are considered inalienable because they cannot be cast aside or given to someone else. They are inherent to human life. Violating those rights is like violating the dignity of human beings. Then, Lisa is a Jew, and she must be respected as a Jew. The third concern that Lisa can point out in the meeting is the behavior of the supervisor and the staff that can be considered as discriminatory. In the workplace, it is not fair to discriminate against an employee based on his/her religious beliefs. That can jeopardize the reputation and benefits of the organization, can lead to bullying in the workplace, and have negative consequences in terms of healthcare outcomes for the patients. Then, those attitudes and practices must not be acceptable in any form. What does EEOC say about honoring employees requests for time off for holidays? To fight discriminatory attitudes in the workplace, legal actions were undertaken to establish anti-discrimination policies that can protect all employees. Among those policies, the U.S. Equal Employment Opportunity Commission (EEOC) laws can never be overemphasized. In section 12 of the EEOC laws, the Title VII of the Civil Rights Act of 1964 was used as a reference to request that all employers reasonably accommodate the religious beliefs and practices of an employee unless doing that will cause hardship to the employer on the employers business conduct (EEOC, n.d). In the Title VII of the Civil Rights Act of 1964, it is clearly stated that an employer is prohibited from discriminating because of religion in hiring, promotion, discharge, compensation, or other ‘terms, conditions or privileges’ of employment, and also cannot ‘limit, segregate, or classify’ applicants or employees based on religion ‘in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee ( EEOC, n.d). References Andrews, M. M & Boyle, J. S. (2016). Transcultural concepts in nursing care (7th ed.). Wolters Kluwer Annas, J., George, D. (1998). Human rights and health–the universal declaration of human rights at 50. The New England Journal of Medicine, 339(24), 1778-1781. https://www.proquest.com/scholarly-journals/human-rights-health-universal-declaration-at-50/docview/223948577/se-2?accountid=10901 (Links to an external site.) Fieser, J. (2011). Moral Philosophy through the Ages. University of Tennessee at Martin. Mountain View, CA: Mayfield Publisher Tiedemann, P. (2014). Is There a Human Right to Freedom of Religion? Human Rights Review (Piscataway, N.J.), 16(2), 83–98. https://doi.org/10.1007/s12142-014-0342-2 (Links to an external site.) U.S Equal Employment Opportunity Commission. (n.d). Section 12: Religious discrimination. Retrieved from: Section 12: Religious Discrimination | U.S. Equal Employment Opportunity Commission (eeoc.gov) Post 2 How do you feel about Lisas request? Lisas request to have designated time off each week to observe her religious practices is valid and should have been considered by her supervisor. Working in healthcare, especially in this era of hospitals being short staffed with registered nurses as well as the mass exodus of nurses due to the Covid pandemic, I can understand the apprehension or worrisome feelings that her supervisor/ manger might have when reviewing her request. None the less, the supervisors response could have been more professionally appropriate, and less dismissive. According to a blog posting on PrimePay discussing the rules for giving employees time off for religious holidays, there is no federal law that requires an employer to give employees days off for religious holidays; however, under Title VII of the Civil Rights Act of 1964, employers may not treat employees differently because of their religion affiliations, and employees cannot be required to participate or not participate in religious activity as a condition of employment. Under Title VII, employers have an affirmative duty to provide a reasonable accommodation to employees for religious observances, such as requesting a day off to observe a religious holiday, unless the employer can demonstrate that providing such a reasonable accommodation would result in an “undue hardship” on the employer. Lisa has the right to her request and also has the right to be responded in a culturally sensitive manner. How might this request be honored? As per Title VII of the Civil Rights Act of 1964, reasonable accommodations should be made by Lisa’s supervisor or management to allow her to fulfill her religious duties and get time off, as long as there isn’t any hardships that compromises the area Lisa works in. The first step is having the supervisor read the letter that Lisa provided to elaborate on why she needs that day off. This would be able to give the supervisor some insight as to how important this time off is to Lisa. If the supervisor is not acknowledging the request, the next step is to go above her and have management intervene. Management could also be notified of the inappropriate comments that were made by the supervisor and address her feeling. To also offer a comprise, maybe Lisa could offer to work the days that she is already scheduled during the transitional period before she is granted the time off. Another initiative that Lisa could do is find any policies put in place at her facility or state laws that could support her request. Was the supervisor culturally competent in this situation? Cultural awareness and sensitivity helps to overcome ones personal ethnocentrism, primarily by learning about other cultures and the various methods and expectations of ethical, religious, and social perspectives in various fields to body language and other nonverbal communication (Impactly, 2021). In the workplace, this is extremely important, especially in curating an environment that makes employees fee comfortable, yielding employee satisfaction and increasing effective job performance. Lisas supervisor did not display cultural competency in this situation. Her comments of ‘consider going back to New Jersey where shed be more comfortable’ and also ‘try to fit in’ dismisses and demeans her culture/religious beliefs. The supervisor may not be familiar with Jewish heritage and/or religious practices, but being open to learning and understanding the differences presented in the workplace amongst individuals allows bias to be addressed, learning opportunities to be had, as well as allowing employees to openly express themselves within their rights. If Lisa were to discuss the issue at a team meeting, how could she present her concerns? In a team meeting, Lisa could bring up the need of allowing employees to take time off for religious purposes. This would introduce an open dialogue and allow the team members to gain some insight into Lisa’s personal life. One of the concerns that the supervisor raised to Lisa is that she is perceived as “stand-offish,” and voicing her concerns publicly could allow the staff to gain some understanding, allowing them to empathize with her. This could spark interest in learning about her culture/religion, promoting a culturally sensitive work environment. Lisa could also take the time to bring up the comments that her supervisor said to bring awareness to how it is important to be culturally sensitive and respectful in the workplace, and the need of respect in the area. Lastly, Lisa could use her seniority in the area to try to leverage her time of. She had dedicated 12 years of her nursing career to the emergency department at her hospital, and should at least give her the curiosity of seeing how they can work together to achieve a schedule that satisfies her and the areas needs. What does EEOC say about honoring employees requests for time off for holidays? The Employment Opportunity Commission (EEOC) is responsible for enforcing federal laws that make it illegal to discriminate against a job applicant or an employee because of the person’s race, color, religion, sex (including pregnancy, transgender status, and sexual orientation), national origin, age (40 or older), disability or genetic information. Title VII of the Civil Rights Act of 1964 prohibits employment discrimination based on religion. This includes refusing to accommodate an employee’s sincerely held religious beliefs or practices unless the accommodation would impose an undue hardship (more than a minimal burden on operation of the business), including religious holidays (U.S, Equal Opportunity Commission, 2014). References Cultural insensitivity and its impact in the workplace. Impactly. (2021, November 2). Retrieved February 27, 2022, from https://www.getimpactly.com/cultural-insensitivity… Experts, A. P. P. (2012, October 23). Rules for giving employees time off for religious holidays. PrimePay. Retrieved February 27, 2022, from https://primepay.com/blog/rules-giving-employees-t… U.S, Equal Opportunity Commission. (2014, March 3). What You Should Know: Workplace Religious Accommodation. What You Should Know: Workplace Religious Accommodation | U.S. Equal Employment Opportunity Commission. Retrieved February 27, 2022, from https://www.eeoc.gov/laws/guidance/what-you-should… Assignment 3 Thought Questions: Based on a research article which has tested a middle range theory, identify the evaluative criteria that inform the support or refutation of the theory based on the research findings (this may be discussed in the discussion or implication section of the article). Assignment 4 Thought Questions: Based on principles and guidelines for APRNs in a clinical encounter based on the Purnell Model, identify how these principles and guidelines would inform your encounter with the Mendez family? “Mrs. Mendez” Mrs. Maria Mendez is a 72-year-old Hispanic patient with advanced left breast cancer with metastasis to the lungs and bones. She is referred to your home care agency for wound care services. She has seven children: five daughters and two sons (all living in California). Her five daughters live within the Los Angeles area. Her eldest son lives in San Diego and the younger son has been distant from the family and has not had contact with the family for the last 18 months. Mrs. Mendez’s husband died seven years ago of lung cancer. Since that time she has lived with her youngest daughter, Maria. Initially, Mrs. Mendez discovered the breast lump herself but did not seek medical care for over a year. When Mrs. Mendez was diagnosed, her disease was considered advanced. She refused to have a mastectomy based in part by her cultural belief that the soul resides in the breast and should not be removed. At the urging of her children, she did undergo chemotherapy but recently has experienced increased bone pain and decided to discontinue the treatment regimen. The tumor in the left breast is now approximately the size of an orange with malodorous, purulent drainage. Home care was initiated for wound care and other symptom management services. Under the terms of her managed care/Medicare insurance plan, her care is referred back to her family care practitioner in her local community rather than her oncologist since she is no longer receiving cancer treatment. Mrs. Mendez’s condition continues to decline and her physician encourages her to seek hospice care. Mrs. Mendez has become very close to the home care nurses who provided the wound care and requests that her care continue with the home care agency rather than a referral to hospice. At this time, changes in her living arrangements are also made. Living with Maria over the last seven years has been very positive, but Maria has three young children and the intensive care of her mother at this stage of the illness is becoming a problem. The family emphasizes that Mrs. Mendez should move in with her eldest daughter, Gloria, who no longer has children living at home. Although her daughters have always been close to their mother and more involved in her care, the eldest son of the family, José, who resides in San Diego, is consulted for all decisions and has been the father figure of the family since Mr. Mendez’s death. Mrs. Mendez’s managed care plan allows for only two RN visits per week and must be reevaluated every three weeks by the case manager. In addition to the symptom management provided by the home care agency, Mrs. Mendez and her daughters use many alternative therapies which includes “cat’s claw”, herbs, and visits by a healer. Mrs. Mendez is religious and uses prayer to help cope with her illness. Her middle daughter, Christina, is devout in her religion and is in absolute denial that her mother will die. Christina comes nightly and holds a prayer vigil with her mother and also brings herbs and remedies that “will cure the disease”. Mrs. Mendez becomes increasingly withdrawn as conflicts arise among her children. Gloria and Christina are at odds because Gloria is most accepting of her mother’s impending death. Gloria was also the primary caregiver during her father’s illness with lung cancer. After three weeks of care by the home care agency (HCA), Gloria calls requesting that a nurse come as soon as possible because her mothers pain is worse. On physical assessment, the nurse notes that the breast tumor remains dry, however the tumor mass has increased and the breast is inflamed. The pain is described by Mrs. Mendez as an intense pressure pain at the site of the tumor in the base of the breast. She also describes a sharp stabbing pain in the left upper quadrant of the breast. In addition, Mrs. Mendez complains of intense pain in her mid-back which has made it very difficult to lay in bed and she has been unable to sleep for the last week. She has been taking one to two Vicodin every four hours PRN although yesterday Gloria reports that out of desperation the Vicodin was given approximately every two hours until Mrs. Mendez became extremely nauseated. The nurse recalls that morphine was ordered for the patient a few weeks ago in anticipation of increased pain not controlled with the Vicodin. Upon questioning, the daughter states that they have not used the morphine as they were “Saving it for the end.” Gloria also reports that the family is trying to minimize the use of the medicine since their mother is extremely constipated. Gloria continues to relate that the reason her mother is constipated is because Mrs. Mendez has not been able to continue her herbal remedies due to nausea. Mrs. Mendez appears very stoic with minimal expression of pain. Her only complaint is that she no longer is able to have her grandchildren over to visit due to her declining condition. Mrs. Mendez is initiated on a regimen of long-acting morphine, 60 mg at bedtime with 15 mg morphine immediate release (MSIR) for rescue dose. Over the next week, the long- acting morphine is increased to 120 mg BID supplemented with Imipramine 50 mg BID and Ibuprofen 800 mg TID. Christina has now moved into Gloria’s home and continues her evening prayer vigils. José calls several times a day to dictate his wishes regarding his mother’s care but has not been able to visit often from San Diego as he is in risk of losing his job. Gloria seems increasingly burdened with her mother’s care and her siblings’ involvement. Gloria follows the home care nurse to the car weeping because of the stress. Approximately one week later, the nurse receives a call from Gloria reporting that her mother has seemed to decline rapidly over the weekend. Mrs. Mendez awoke during the night with difficulty breathing and has been terrified of the possibility of suffocation. On exam, the nurse notes that Mrs. Mendez has developed extreme shortness of breath. She is also increasingly fatigued and the combination of exhaustion, dyspnea, and general decline has resulted in minimal intake of foods or fluids. José called this morning with strict orders that his sisters continue to feed their mother at all costs. He hopes to be able to come up from San Diego the following weekend to visit. Mrs. Mendez relates to the nurse that she knows she is dying and does not want to continue being a burden to her family. Mrs. Mendez’s physical condition has greatly improved due to aggressive symptom management by the HCA. The morphine dose has increased to 240 mg BID supplemented with 40 mg of MSIR approximately every two hours for dyspnea. With her breathing improved, she as been able to take sips of water and occasional amounts of other liquids. Mrs. Mendez’s condition, however, continues to decline and the home care nurse anticipates that she will die within the next two weeks. The HCA schedules a meeting with the primary nurse and social worker to discuss the growing tension in the family. Four of the daughters are now present in the home taking shifts to be at Mrs. Mendez’s bedside at all times. To make the family situation more difficult, Jose has learned that the young brother Pablo is living in Los Angeles and asks Pablo that he please visit his mother before she dies. Christina continues her prayer vigils and has asked members of her church to visit daily to hold prayer meetings with her mother. Mrs. Mendez tells the nurse that she cannot discuss her impending death with her family because they do not want to talk about it or hear that she is dying. At this point, Mrs. Mendez is very withdrawn and has little interaction with her family. Mrs. Mendez has now developed a pressure ulcer on her buttocks and requires a Foley catheter due to incontinence, which has intensified the physical care demands of her care. The HCA receives a call on Saturday evening requesting assistance with Mrs. Mendez as her condition is declining rapidly. The younger son, Pablo, arrived two days ago and has had a very tearful reunion with his mother and his sister, Gloria. The social worker and the nurse were very successful in the family meeting with facilitating communication among the children and establishing common goals for Mrs. Mendez’s comfort. All of the children with the exception of Christina, seem accepting of the impending death. Gloria’s husband, Michael, has been quite supportive of his mother-in-law’s care throughout her illness, but has strong feelings against death occurring within his home. The priest is called to give Mrs. Mendez communion and the Anointing of the Sick. The extended family is at Mrs. Mendez’s bedside, except for Christina who is in the kitchen crying.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Concept of Human Rights Discussion Response appeared first on Homework Free Org.

Walden University Population Health Management Discussion

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

HE009 Assessment Instructions Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you submit your required pre-assessments and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency. Overview In this Work Product Assessment, you will identify and research the health needs of a specific population, define a problem, and develop a plan in collaboration with public health agencies and community-based organizations, for addressing that problem. The five parts of the Assessment will take you from an initial needs analysis through the creation of a budget. Instructions To complete this Assessment, do the following: Be sure to adhere to the indicated assignment length. Download the APA course paper template available here. Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment. Jellybean Diagram Logic Model Template Timeline Template Budget Template Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. To pass this Competency, you must achieve a minimum rubric score of ‘Meets Expectations’ (‘Achieved’) or ‘Above Expectations’ (‘Mastered’). You will have three attempts to successfully complete this Assessment. Each attempt will count towards your total three attempts to achieve this Competency. Rubric All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring. This Assessment requires submission of three (3) files. Save your files as follows: Save the written narrative from Part I-5 and the Logic File as HE009_Narrative Save the completed budget template as HE009_Budget Save the completed timeline template as HE009_Timeline You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu. Important Note:?As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism.?All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials.?Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site. This assessment has five parts. Click each of the items below for more information on this Assessment. Part 1: Needs Analysis For this Assessment, you will first select a priority population on which to focus. The population could be defined by geographic boundaries, such as a city, town, or neighborhood, or by demographics within the community, such as senior citizens, infants and toddlers, children, teens, men, or women. You may also define the community by locale, such as urban, rural, or suburban. The population can be further narrowed by race/ethnicity, socioeconomic status, gender or sexual orientation, or specific situations: pregnant women, children at risk for obesity, senior citizens living below the poverty line, victims of domestic abuse, veterans, etc. It is suggested that you select a population in which you have an interest or are familiar. Keep in mind the availability of data for the population you select. The more narrow the population or geographic area, the more difficult to find data. The more broad, however, the more difficult it might be to determine meaningful trends. Once you select the priority population, you must determine how you will collect information and data regarding the authentic health needs of that population. Keep in mind that a needs analysis is taken to ensure that an initiative is based on clear evidence and is, in fact, needed. Consider: What existing health regulations or policies might prompt an initiative for this population? What are the populations greatest health needs? What initiatives already exist addressing the needs? What financial and human capital are available to this population? In what ways might the population be underserved? What organizations and health programs serve this population? What initiatives have been successful and not successful in the past? Consider these approaches to information and data collection: Start with public health agencies. These are often the best source for local and targeted information, and public health staff can also point you toward sources of the statistical information that you need. Check individual states and towns for community health statistics. Speak to members of the community and ask questions. Qualitative as well as quantitative data is valuable, and information gained can further focus your efforts. Review media and research. Speak to community organizations. For example, United Way, local senior centers, after-school programs, veterans services, baby clinics, maternal and child health services, support groups, or whatever organizations are involved with the selected population. Locate the statistics that can help pinpoint and verify needs, and provide the persuasive quantitative data you will need to inform an initiative. Look at resources listed in this Competency and other online resources. In a 2-page needs analysis, briefly describe the results of your research. Include the following: A description of the priority population or community. A list of at least five chosen indicators (statistics that you have found) and comparison to the state or national levels (Note: It may be helpful for you to organize this information in a table first.) A list of at least three stakeholders (individuals, organizations, etc.) representing the priority population that you wish to receive feedback from concerning their perceived health needs, including an explanation of how the stakeholders are relevant to the priority population. Identification of the health need you wish to address based on gaps between indicators among your priority population and state/national averages. A data-based rationale for selecting this need. A brief description of at least five sources you used to verify this need. DESCRIPTIONS OF EXISTING FINANCIAL AND HUMAN RESOURCES, POLICIES, AND PROGRAMS IN PLACE FOR THIS POPULATION. Part 2: Planning Model for a Health Initiative You will now focus on a planning model that aligns to the health need you have identified and wish to address. A planning model is a comprehensive framework for creating a health initiative (also called a health program) and, in particular, guides the goals, specific objectives, and theoretical considerations of the initiative. Many different planning models are applied in healthcare. Most address common elements such as engagement of the community, prioritization of health issues, and development of a goal or vision. When selecting a planning model for a health initiative it is important to select one that best provides a strong correlation between the model and identified health needs. Refer to the Jellybean Diagram included with this Assessment as an example of a model in population health that demonstrates the relationships between community partners, and all who could be involved in health program planning. In a 3- to 4-page narrative, describe the planning model of your initiative as follows: List the goal (at least one) and objectives (2–3) of your initiative based on the identified health need of your priority population. With the intended goal(s) of your health initiative in mind, select one planning model that provides a direct correlation between the model and initiative objectives. Identify and describe the planning model you have selected. Provide a rationale for choosing this model. Why is it most effective for your program? Describe specific aspects of your initiative including: Inputs: What resources will go into the program? Include collaboration between a public health agency and community-based organization. Include at least four additional resources as appropriate to your initiative, such as other stakeholders or partners, staffing time, money, volunteer availability, equipment, technologies, etc. Activities: What are the events or actions that will take place? What will actually be done? These can include: early planning and assessment activities, training sessions, phone campaign, media outreach, community meetings, presentations at city council meetings, and local events (such as, a health fair or fundraiser[s] for a specific issue). Outcomes: What are the intended outcomes of the initiative? These include short-term, intermediate, and long-term outcomes. Part 3: Timeline for Initiating a Health Initiative Assume that your health initiative has been approved. With the planning you have already accomplished, consider a 1-year timeline for initiating the program. Ask yourself: For this initiative to launch in 1 year (the typical timeline for grants and evaluations), what activities need to happen by when? Create a timeline of your activities for launching your health initiative using the Timeline Template provided. Save this file as HE009_Timeline_firstinitial_lastname (for example, HE009_Timeline_J_Smith). Part 4: Budget Proposal for a Health Initiative A WELL-THOUGHT OUT BUDGET PROPOSAL IS A CRITICAL PART OF GETTING ANY HEALTH INITIATIVE APPROVED. CREATE A BUDGET PROPOSAL FOR YOUR HEALTH INITIATIVE USING THE BUDGET TEMPLATE PROVIDED. In addition, create a 2-page budget narrative as follows: Explain each category and item. This might include donations that might be covering some costs. Describe potential funding sources for the health initiative. Consider local corporate sponsors, community organizations, special interest groups, or any other place that you might realistically go looking for money. Describe any community partner collaboration (i.e., financial, gifts, or bartering) for this initiative that includes at least one public health agency and a community-based organization. Save this file as HE009_Budget_firstinitial_lastname (for example, HE009_Budget_J_Smith). Part 5: Logic Model for a Health Initiative

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post Walden University Population Health Management Discussion appeared first on Homework Free Org.

PEMT 303 Harold Washington Reinforcement to Increase Appropriate Behaviors Case Discussion

SmithJ — Fri, 14 Jul 2023 12:21:21 +0000

PEMT 303 — Case Study Reinforcement to Increase Appropriate Behaviors (excerpt from Case Studies in Adapted Physical Education) Amaury Perez is a veteran adapted physical education (PE) specialist at Everglades High School in the Collier County Public School District located on the southwest coast of Florida near Naples. A typical school day starts around 7:15 a.m. for Amaury as he parks his car in the parking lot at the school building. Amaury enters the spacious gym and is comforted by the still quietness of the warm early morning. He enters the PE office and sits down at the computer to make a few edits to his lesson plans and to quickly check his e-mail messages. At 8:07 a.m. each morning, like clockwork, Ms. Marjorie peeks her head in the office door to speak and offer a smile. Marjorie is a paraeducator who works with Amaury throughout the school day. She is attending evening classes at the local university to earn a K–12 PE teaching certificate. Everglades High School was opened in the late 1990s. If you were to spend some time there, you would notice how teachers at Everglades High demonstrate consistent teamwork and collaboration across subject areas. This spirit of community and teamwork is due primarily to the excellent motivational and leadership skills of the school principal, Mr. Holmes. The school has a culturally diverse student body, faculty, and staff. The student population is 12% African American/Black, 3% Asian, 14% Latinx and Latin American immigrants, 68% White, and 3% others. The community is made up of mostly low- to middle-class families and has a dependable parental support base regarding the schools academic mission and athletics. Under Mr. Holmess leadership, Everglades High has established several community-focused after-school programs, such as the popular English courses designed for adults for whom English is a second language. In addition, Mr. Holmes has convinced his faculty and staff of the benefits and importance of including students with disabilities in the general education curriculum. Ms. Pity, the general PE teacher at the school, is supportive of inclusion and depends heavily on Amaurys expertise in teaching the children with disabilities. In fact, Amaury was hired to help ensure effective inclusion practices took place in the general PE classes at the school. They usually divide the classes by gender, with Ms. Pity taking responsibility for the girls and Amaury taking the boys. He has students with various disabilities included in his classes, such as those with asthma, autism spectrum disorder, diabetes, attention deficit hyperactivity disorder, hearing impairments, learning disabilities, intellectual disabilities, speech and language impairments, and physical disabilities such as cerebral palsy and spina bifida. Amaury has the assistance of Ms. Marjorie and periodic visits from Stephanie, the speech pathologist. Amaury is a 34-year-old male who is originally from Puerto Rico. He earned a masters degree in adapted PE at a flagship university in Ohio. He is finishing his seventh year at the school and enjoys teaching physical education and coaching for Special Olympics. Amaury is very organized and seems to be a motivated worker. His knowledge of sports and fitness is impressive. Amaurysenthusiasm and charming personality shows when he teaches. He enjoys talking and interacting with the students, and he gives lots of praise to students who behave in appropriate ways. However, if a student does misbehave, Amaury quickly intervenes to stop the misbehavior using a firm voice and expressions of genuine disappointment in the inappropriate behaviors. Yet Amaury is careful that he never criticizes the student; rather, he identifies very explicitly what the inappropriate behavior was and what the student should do as an alternative. In his classes, although he seldom raises his voice, Amaury is the dominant force. He uses his professional training, knowledge, and charm to get the most out of his students. He is always in charge and has remarkable self-control. At times he is direct and assertive, whereas at other times he can be caring and sensitive to the needs, interests, and abilities of his students. Although Amaury leads the class sessions, he invites Ms. Marjories input and comments. She is willing to assistant in any way she can and will add her comments now and then. But for the most part, she gathers the equipment to set up for the lesson, assists those students with disabilities who need hands-on help, and helps train and direct the peer tutors in their roles. Amaury and Ms. Marjorie work well together. The ninth-grade students change into their PE uniforms in the locker room. They are required to wear an Everglades Eagles short-sleeve shirt and black shorts or sweatpants. For various reasons, changing clothes can become a very difficult time for these ninth-grade boys. For example, Shawn has cerebral palsy and sometimes needs help unbuttoning his shirt. Carl, a boy with autism spectrum disorder, sits and stares at the wall, and the other boys without disabilities are busy screaming and yelling as they are geared up for the sports games they hope to play. When class is over, and it is time to change back into their regular school clothes, the locker room experience can get even more hectic. The boys argue about having bad attitudes or even about a particular sequence of events that occurred in one of the games they were playing. Amaury knows that the daily arguments, teasing, and chatter that occur in the boys locker room must be handled in an effective and thoughtful manner. So, he decides to have an awareness talk1 with all the ninth-grade boys. He explains to them that their locker room behavior is completely unacceptable and that because many of them have not listened to his warnings, he will implement the ‘quick change and no talking rule’ (Hodge, Lieberman, & Murata, 2012). For all students, he then went on to explain what the ‘quick change and no talking rule’ was all about. 1. No talking in the locker rooms, unless it is to help a peer. If you do help a peer, you can earn one point on the tally sheet. 2. If you talk, then you lose at least one point from the tally sheet. However, if you do not talk while changing in the locker room, you can earn one point. 3. If you quickly change your clothes and find your position on home base within three to five minutes, you earn one point. 4. If you show enthusiasm and team spirit by cheering and demonstrating good sports behavior throughout the class period, you can earn up to three points. 5. If you participate fully in the planned activities without need for a warning from Mr. Perez or Ms. Marjorie for any type of inappropriate behaviors throughout the class period, you can earn up to three points. 6. If you have earned less than five points by the end of the week then you will visit the talking bench2 with Mr. Perez or Ms. Marjorie for a 1:1 conference; students earning less than three points will have a conference with Mr. Perez, and he will call their parents to discuss any inappropriate behaviors or lack of participation, enthusiasm, or other concerns. 7. If you have earned ten or more points by the end of the week, you earn a chance to get one item out of the prize bag. Prize bag items included gift certificates to the local bowling alley, gift certificates to local fast food restaurants, movie passes, and other things teens like. Amaury randomly but regularly monitors the locker room during changing times. He records students behaviors as he walks around with a pen and a tally sheet on a clipboard. Marjorie keeps track of the tallies for the girls locker room and also tallies behaviors during the class period. The students all know how they can receive or lose points, and most of them go out of their way to make sure that they earn a prize by the end of the week. The tally sheet consists of several categories: quick change and no talking, helping others, enthusiasm, participation, team spirit such as cheering for a peer, and good sports behavior. This token economy system,3 combined with a response costs strategy, was implemented to encourage the ninth-grade students to change clothes in the locker room quickly without arguing and unnecessary talk. In addition, all students could earn prizes for appropriate behaviors such as participating in planned activities and showing enthusiasm, good sports behavior, and team spirit. The strategy is working very well, as there are fewer arguments and more time for actual game play. In the days ahead, Amaury plans to make fewer random checks contingent on the boys continuing to show that they can behave appropriately while in the locker room and change clothes quickly and quietly. Facilitation Questions 1. What was the most critical issue in this case? What were the related issues? 2. What were some of the specific elements that contribute to these issues? 3. Who were the characters in the case? What role did the characters play in creating and solving these issues? 4. How would you deal with the issues that Amauryidentified in this case? 5. What would you do to address the locker room concerns? What were the specific inappropriate behaviors? What strategies would you have used? 6. Why is it important to create a positive relationship with students, as well as fellow coworkers? How might Amaurys relationship with Ms. Marjorie impact his inclusion pedagogy and behavior management strategies? 7. How do you go about creating positive relationships with students and coworkers? Is this more or less difficult to do with those who may be viewed as similar or different from yourself (i.e., students with disabilities or ethnically, culturally, or linguistically diverse groups)?

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

1. Set Clear Goals and Plan Ahead

2. Create a Productive Study Environment

3. Actively Engage in the Course

4. Manage Your Time Effectively

5. Develop Effective Communication Skills

6. Utilize Available Resources

7. Stay Motivated and Engaged

8. Seek Support and Clarification

Conclusion

The post PEMT 303 Harold Washington Reinforcement to Increase Appropriate Behaviors Case Discussion appeared first on Homework Free Org.