Advanced Healthcare Education: NSG 6002

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Advanced Healthcare Education: NSG 6002

(Advanced Healthcare Education: NSG 6002)

NSG 6002 likely refers to a course code or designation within a specific educational institution or program, particularly in the field of nursing or healthcare. Without further context, it’s challenging to provide an exact description of what NSG 6002 entails. However, in many educational settings, course codes like this typically represent a specific course or module within a curriculum.

Assuming NSG 6002 is related to nursing or healthcare education, it could cover topics such as advanced nursing practice, healthcare management, research methodologies in nursing, pharmacology, or specialized areas of nursing practice such as pediatric nursing, gerontology, or psychiatric nursing.

With only 200 words, it’s difficult to delve deeply into the specifics of NSG 6002. However, courses like this usually aim to provide students with advanced knowledge and skills necessary for their roles in healthcare settings, preparing them for various challenges and responsibilities they may encounter in their professional careers. These courses often blend theoretical knowledge with practical applications, incorporating case studies, simulations, and clinical experiences to ensure students are well-prepared for the complexities of modern healthcare delivery.

NSG 6002

I need to answer to this post. APA format, reference and citation are very important

The landscape of healthcare continues to change as the needs of those who need the services live longer and face multiple illnesses due to genetics, lifestyle, or just by luck. The Affordable Care Act (ACA) aims to provide better care, better health, and be cost-effective (Nash, Fabius, Skoufalos, Clarke, & Horowitz, 2016).  The ACA enables millions to become insured and contained several tools to maintain cost (Emanuwl, Sharfstain, Spiro, & O’Toole, 2016). Even with these goals, the ACA must continue to strive to better serve the changing healthcare arena. Many initiatives have been created, and much more are still in the process.

The CDC website list several initiatives, strategies and action plan aimed to improve health care (CDC, 2017). Listed is a few of them.

  1. Chronic Disease _The National Action Plan for Cancer Survivorship- establishes awareness on issues faced by survivors
  2. Healthy People- Awareness of health topics with resources and data
  3. National Strategy for Suicide Prevention-Resources on mental health issues, substance abuse, and suicide hotline
  4. US National Vaccine Plan- Ensures safe supply and access, prevention strategies for prevention and disease of vaccines

References

CDC. (2017). National Health Initiatives, Strategies, and Action Plans.  Retrieved fromhttps://www.cdc.gov/stltpublichealth/strategy/index.html

Emanual, Z., Sharfstein, J., Spiro, T., & O’Toole, M. (2016). State options to control healthcare cost and improve quality. Health Affairs. Retrieved from https://www.healthaffairs.org/do/10.1377/hblog20160428.054672/full/

Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J., & Horowitz, M. R. (2016). Population health: creating a culture of wellness. Burlington, MA: Jones & Bartlett Learning.

 
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Culture And Health

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Culture And Health

(Culture And Health)

Culture profoundly influences health beliefs, practices, and behaviors. It shapes perceptions of illness, treatment-seeking patterns, and adherence to medical advice. Cultural competency in healthcare ensures effective communication and respect for diverse beliefs and values. Understanding cultural nuances enhances patient care, promotes trust, and reduces health disparities, leading to better health outcomes.

QUESTIONS

Watch online video clips from the documentary “Unnatural Causes: Is Inequity Making Us Sick?” Go to http://www.unnaturalcauses.org/video_clips.php, use the dropdown next to “Select Filter” in the center of the page in order to watch the clips associated with each episode.

  • Episode 5: Three Clips
  • Episode 6: Three Clips
  • Episode 7: Two Clips

Based upon ALL of the video clips you have watched over the last few weeks, thoroughly answer each part of the following questions.  Number your responses to correspond with each question – e.g., 1a, 1b, 1c, 2a, 2b, 3a, 3b, 4a, 4b, 4c.

1. (a) Why do we typically think of health only in terms of health care and personal behaviors? (b) What are the sources of these messages? (c) Who benefits from them? Explain.

2. (a) What social and economic conditions support and encourage healthy choices? (b) What social and economic structures affect health that have nothing to do with individual choices?

3. When confronted with evidence of health inequities, many people from United States respond that the outcomes are unfortunate but not necessarily unjust. (a) Define the term “just”.  (b) Do you agree or disagree that the outcomes are not necessarily unjust? Explain why or why not.

4. (a) What policies at the local, state or federal level (e.g., education, transportation, employment, etc.) might reduce social and economic inequities? (b) What would a more equitable society look like? (c) Who can make it happen?

*Utilizing and citing at least two new academic sources, investigate and expand upon all four questions.  Your class textbook WILL NOT count as a new academic source; Use APA style; See Rubric.

 
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Employee Legal Handbook Presentation Final project

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Employee Legal Handbook Presentation Final projectc

(Employee Legal Handbook Presentation Final project)

Question description  Final project

You will submit a professional presentation (using PowerPoint or a similar format), developing an organization’s employee legal handbook that could be utilized during new employee orientation. The setting may be an acute care hospital or long-term care facility with 200-bed capacity.

This presentation will include:

  • An APA title page
  • A description of the organization you developed. In a well-organized presentation, first define the organization you are using to develop the handbook. Provide the organization’s name, type, size, location, and the licensing organization. Then, provide a listing of all employee professions for the organization you have selected for your Portfolio Project.
  • A listing of all employee professions or disciplines
  • A list of the topics developed in the Module 5 milestone Include the following topics by title, using an outline format to break down your handbook entries. Topics: legal principles, rights, credentialing/scope of practice, legal employment qualifications (I-9, EEOC, etc.), HIPAA (confidentiality, privacy, security), consent, legal representation (POA, Guardian, etc.), abuse reporting, organizational regulations (staffing, etc.), end of life, federal/state regulations and future implications in healthcare law using a seperate slide for each topic.
    • A paragraph or two defining and discussing the significance of this specific topic and how it applies to the new employee entering your healthcare organization
  • A list of twelve multiple choice questions, one for each of the twelve topics listed from above, that could be used as a post-test following the new employee orientation to the legal handbook
  • A minimum of four academic sources
  • A reference slide(s) formatted in APA and utilizing the sources you outlined..

Presentation Requirements:(Employee Legal Handbook Presentation Final project)

**Below I also attached the annotated bibliography that needs to be completed with at least four sources, you will use these four sources in this paper also, make sure you attach the sources from the module 6 paper into the power point slides in this project. Overall the popwerpoint slide final project needs to be competed, along with module 6 annotated bibliography which is attached below.***

 
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Virtual Poster Conference

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Virtual Poster Conference

(Virtual Poster Conference)

The Virtual Poster Conference offers a dynamic platform for researchers, scholars, and professionals to showcase their work in an interactive digital format. Hosted entirely online, this innovative event brings together participants from diverse disciplines and geographical locations, fostering collaboration and knowledge exchange without the constraints of physical boundaries.

Participants have the opportunity to present their research findings, projects, and ideas through digital posters, which can incorporate multimedia elements such as videos, animations, and interactive graphics. This multimedia approach enhances the engagement and accessibility of the presentations, allowing viewers to explore the content at their own pace and in-depth.

Attendees can browse through the virtual exhibition hall, where they can view posters, engage with presenters through live chat or discussion forums, and network with peers from around the world. The platform also facilitates interactions between presenters and attendees, enabling meaningful discussions, feedback exchange, and potential collaborations.

The Virtual Poster Conference promotes inclusivity by eliminating barriers to participation, such as travel costs and scheduling conflicts, making it accessible to a broader audience. Additionally, the digital format reduces environmental impact by eliminating the need for printed materials and transportation.

Overall, the Virtual Poster Conference redefines the traditional conference experience by leveraging digital technology to create a dynamic and interactive platform for academic exchange and collaboration.

Virtual Poster Conference

For a written transcript, please click herePreview the documentView in a new window.   Poster presentations at conferences are effective methods of communicating research findings. The discussion of the research being presented is a key element in poster conferences. During professional conferences, poster presenters speak with other psychology professionals providing insights into the information offered within the poster as well as explaining key elements of the research findings. See the PSY699 Poster submission guidelines (Links to an external site.)Links to an external site. for templates and guidelines to aid in the creation of your poster.  For this week’s discussion, you will be submitting a link to your Pathbrite folder where your colleagues will find your poster presentation along with a brief detailed explanation of the materials included in it. Poster presentations are typically informal affairs with limited time for presenters to provide extra information. In keeping with this, your explanations of the materials will be limited to specific parameters. To explain the research presented in your poster, you will be creating a 3- to 5-minute screencast video. You may use any screencast software to create this video. (For further assistance with specific free-use screencast software please see the Quick-Start Guide for Screencast-O-Matic (Links to an external site.)Links to an external site.) Within the screencast video, you will create a voice over that will point out unusual, unique, and important aspects of the research presented in the poster. Be certain to visually indicate the specific sections or headers where the elements are located to guide your viewers through the materials. The link to the screencast will be attached to the poster page within your Pathbrite Portfolio so that your colleagues may interact with your insights into the materials.

 
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A family health assessment

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family health assessment

( A family health assessment)

Details:  Select a family to complete a family health assessment. (The family cannot be your own.)  Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:  1. Values, Health Perception  2. Nutrition  3. Sleep/Rest  4. Elimination  5. Activity/Exercise  6. Cognitive  7. Sensory-Perception  8. Self-Perception  9. Role Relationship  10. Sexuality  11. Coping  NOTE:

Your list of questions must be submitted with your assignment as an attachment.  After interviewing the family, compile the data and analyze the responses.   In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.  Identify two wellness problems based on your family assessment.  Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

.  You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.  Health Assessment   1  Unsatisfactory  0.00% 2  Less than Satisfactory  75.00% 3  Satisfactory  79.00% 4  Good  89.00% 5  Excellent  100.00%   80.0 %Content   20.0 % Develops Open-Minded, Family-Focused Questions for Each of the 11 Identified Health Patterns The development of open minded, family-focused questions for each of the 11 Identified Health Patterns is not offered. The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns is offered, but may be lacking in quality to elicit needed information.

The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and appropriate for eliciting needed information. The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and are appropriate while structured in a way that shows sensitivity to the patient’s culture and beliefs

. The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns that are both thoughtful in content and in how they support each other in eliciting a holistic view of the patient.   30.0 % Summarizes the Findings for Each Functional Health Pattern Brief summarization of the findings for each functional health pattern for your family is not offered. Brief summarization of the findings for each functional health pattern for your family is offered, but incomplete, lacking relevant information. Brief summarization of the findings for each functional health pattern for your family meets the requirements of the assignment.

Brief summarization of the findings for each functional health pattern for your family is supported by accurate details. Brief summarization of the findings for each functional health pattern for your family is supported by accurate details along with thoughtful reflection.   30.0 % Wellness Problems Identification of two wellness problems based on your family assessment is not offered. Identification of two wellness problems that you identified about your family based on your assessment are offered, but incomplete, lacking relevant information.

Identification of two wellness problems that you identified about your family based on your assessment meet the requirements of the assignment. Identification of two wellness problems that you identified about your family based on your assessment are supported by accurate details. Identification of two wellness problems that you identified about your family based on your assessment are supported by accurate details along with thoughtful reflection.   15.0 %Organization and Effectiveness   5.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.   15.0 %Organization and Effectiveness   5.0 % Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established.

Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.   15.0 %Organization and Effectiveness   5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader.

Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.   5.0 %Format   2.0 % Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style. All format elements are correct.   3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used.

Reference page is present. Citations are incoansistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.   100 % Total Weightage

 
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Reflective Paper

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Reflective Paper

(Reflective Paper)

Week 6 Final Paper

Submit Assignment

  • Due Monday by 11:59pm
  • Points 30
  • Submitting a file upload

Reflective Paper

This assignment requires that you synthesize your learning and reflection in the context of the following:
In your Reflective Paper, discuss some of the specific information you learned in this course and the value that they have added to your body of knowledge. Discuss the anticipated impact of this information on your personal and professional life. You may focus on two or three of the topics as a basis for your work:

  • State the major tenets of classical conditioning, instrumental conditioning, and memory (as it relates to learning) as they apply to the field of psychology.
  • Explore and analyze the relevance of issues of diversity in learning and memory.
  • Develop and improve an ability to deconstruct different psychiatric disorders through the view of the learning theorist.
  • Demonstrate critical comparative psychology skills in order to determine important similarities and differences in the various counseling approaches and interventions using the different learning theories.

Must be 6 to 8 double-spaced pages, and formatted according to APA style as outlined in your approved APA style guide. (Please remember that body length does not include cover page or reference page).
Must include a cover page that includes:

  • Student’s name
  • Course name and number
  • Title of paper
  • Instructor’s name
  • Date submitted
  • Must include an introductory paragraph with a succinct thesis statement.
  • Must address the topic of the paper with critical thought. 
  • Must conclude with a restatement of the thesis and a conclusion paragraph.
  • Must use APA style as outlined in your approved APA style guide to document all sources. 
  • Must include at least two (2) relevant research articles which:
  1. support the methodological relevance of your topic,
  2. discuss previous work on research and analysis in the area, and
  3. cover research aspects of the evaluation methods of previous work and their current day implications and applications.

Must include, on the final page, a reference list that is completed according to APA style as outlined in your approved APA style guide.

Point Value of this Assignment: 30

 

Resources

Readings

  1. Textbook
    Terry, W.S. (2018). Learning & memory: Basic principles, processes, and procedures. (5th ed.) United Kingdom: Routledge.
    Chapter 12: Individual Differences in Learning and Memory

Multimedia

  1. Video:
    Discovering Psychology: Responsive Brain:  http://www.learner.org/series/discoveringpsychology/04/e04expand.html (Links to an external site.)Links to an external site.
    This video depicts neuro-cognitive responsivity to learning and experience. Click “view programs,” click “Discovering Psychology: Updated Edition,” Find the assigned video for the week and click on the VoD icon (make sure pop up blocker is off).

 

Final paper

Here you are just synthesizing what you have learned throughout the course. Make sure to thoroughly discuss the 2-3 points you’ve decided to focus on.  Ask yourself how a learning theorist might view a certain psychiatric disorder, so you might pick apart the criteria needed to diagnose a particular disorder and discuss it through the lens of learning theory and contrast that with another theorist. Use your critical thinking skills to discuss different learning theories and how they apply to counseling and interventions. How might they differ from each other when it comes to counseling? How are they similar?

As always, please let me know if any part of any discussion or assignment isn’t clear.

References

Gordon, J.A. (2011). Students with TBI: Recommendations for rehabilitation. Journal of Medical Rehabilitation 11(1) 55-60.

 
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Nursing: Evidence-Based Practice

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Nursing: Evidence-Based Practice

(Nursing: Evidence-Based Practice)

Description:

Reflect on the research articles you have reviewed to date that relate to your clinical question. Please refer to all the unit resources (e.g., readings, recordings, announcements, etc.) to facilitate this process. With these thoughts in mind, post your thoughts on the following:

  1. In the articles you have reviewed, what statistical tests are being used for data analysis?
  2. Are the statistical tests being used appropriately for the type of data being produced and the question being asked?
  3. Do the authors appropriately indicate implications of the data analysis, or do they overstretch?

In the articles that have I reviewed listed below, I need to know what statistical tests are being used for data analysis?

· A key study for my PICOT project is titled “How Accurate are Self-Reports? An Analysis of Self-Reported Healthcare Utilization and Absence When Compared to Administrative Data” (Koerner & Zhang, 2017).  The authors evaluated the data using Pearson’s correlation and multivariate logistic regression models.

·  Correlation is a statistical method used to assess a possible linear association between two continuous variables, while Pearson’s correlation coefficient is a test statistics measuring the statistical relationship, or association, between two continuous variables (Mahan, Clark, Anderson, Koller, & Gates, 2017).. Pearson’s correlation coefficient (r) is a measure of the strength of the association between the two variables; it is the best method of measuring the association between variables of interest because it is based on the method of covariance, and covariance is a measure of the joint variability of two random variables (Koerner et al., 2017). If the data is normally distributed, in other words, bell-shaped, and symmetrical about the mean, tests such as the histogram, and normality tests may be used to evaluate if the distribution is normal (McCrum-Gardner, 2008).

· Are the statistical tests being used appropriately for the type of data being produced and the question being asked?

· The majority of studies may be evaluated with the proper evaluation of over 100 statistical tests to choose from. Tests are chosen depending on the type of research questions being asked, the type of data being analyzed, and the number of data sets or groups being evaluated.

· The first question to be asked is what scale of measurement the data will be, nominal, ordinal, or interval. The study in question involves interval data. The second question is the reason for the analysis; as an example, paired groups or independent groups?

· Yes, the statistical tests are appropriate for the type of data being produced, and for the type of questions being asked.

· Do the authors appropriately indicate implications of the data analysis, or do they overstretch? 

· Based on our readings and videos, I saw no evidence of data-stretching. For example, data was collected over two calendar years, a lengthy, non-selective inclusion period. A potential confounding factor was that all participants had to have been enrolled in the company health insurance program a minimum of 320 days as a condition of inclusion in the study. Another potential confounding factor was that only hourly employees were included in the two-year study. In addition, pregnant employees were excluded from the study, as these employees are atypical of the general employee population in that their healthcare utilization would be temporarily altered. These factors may have influenced the results, by excluding participants with different reporting habits. After recognizing these potential limitations, their findings mirrored multiple studies previously conducted.

· The authors also noted potential improvements for future studies, including inclusion of a more diverse employee population, and examining why there exists a difference in self-reporting based on participant sex.

References(Nursing: Evidence-Based Practice)

· Koerner, T. K., & Zhang, Y. (2017). Application of linear mixed-effects models in human neuroscience research: A comparison with pearson correlation in two auditory electrophysiology studies. Brain Sciences, 7(3), page 26. doi:http://dx.doi.org.prx-usa.lirn.net/10.3390/brainsci7030026

· Mahan, K.R., Clark, J.A., Anderson, K.D., Koller, N.J., & Gates, B. J. (2017). Development of a tool to identify problems related to medication adherence in home healthcare patients. Home Healthcare Now, 277-82. doi: 10.1097/nhh.0000000000000539

· McCrum-Gardner, E. (2008).  Which is the correct statistical test to use? British Journal of Oral and Maxillofacial Surgery 46 (2008) 38–41

· Short, M., Goetzel, R., Pei, X., Tabrizi, M., Ozminkowski, R., Gibson, T., & … Wilson, M. (2009). How accurate are self-reports? Analysis of self-reported health care utilization and absence when compared with administrative data. Journal of Occupational & Environmental Medicine, 51(7), 786-796. doi:10.1097/JOM.0b013e3181a86671

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Types of Statistical use(Nursing: Evidence-Based Practice)

There were six articles retrieved on my PICOT question, (3) were quantitative research, (1) is a mixed method, (2) qualitative research, and (1 )integrative review. The (3) quantitative research were critically appraised and used the following statistical analysis; central standard tendency (mean, median, mode), a probability value to test the significance of results, binomial regression, and binomial distribution, chi-square test, Fisher’s exact test, and measures of standard deviation. Lastly, a study about changing Intensive Care Unit (ICU) culture to reduce CAUTI the research study used statistical process control charts to see the process of improvement in the reduction of catheter-associated infection post-implementation (Maxwell, Murphy and McGettigan, 2018).

Appropriateness of the statistical test (Nursing: Evidence-Based Practice)

The purpose or hypothesis of the study is in the introduction of each literature. The research question aims to evaluate the effectiveness of the CAUTI bundle in the pediatric intensive care unit and adult intensive care unit. To provide patient safety, the use of an appropriate statistical tool in research is essential. According to McCrum-Gardner (2007), using the right scale of measurement will convey accurate results in research.  One research study use sample size is 390 (nominal) children ages from 1 month to 18 years old and admitted in the ICU for 48 hours that needed foley catheter insertion. The exclusions are positive urine culture and less than 48 hours of ICU admission. In addition, the Categorial variable is analyzed using X2 or Fisher exact test. The prevalence rate was calculated using the number of disease within the specified time over the population under risk x 100. The research study shows Foley catheter utilization was calculated by dividing the total number of device days by the total number of patient days (Sönmez Düzkaya, Bozkurt, Uysal, and Yakut,2016). Moreover, the three quantitative research use an appropriate tool and results show that daily CAUTI BUNDLE implementation and changing ICU culture regarding the standard practice showed a significant reduction of catheter-associated urinary tract infection in pediatric ICU and adult ICU.

Conclusion(Nursing: Evidence-Based Practice)

The implication of the research study indicates that prevention of CAUTI with the use of CAUTI bundle checklist and application of process improvement had a significant impact on the decreasing morbidity, mortality and healthcare cost. Also, the length of study allowed the researchers to see a significant, consistent change in the reduction of CAUTI.

References

Maxwell,M.,Murphy, K., and McGettigan, M. (2018)Changing ICU culture to reduce catheter-associated urinary tract infections. Canadian Journal of Infection Control,33 (1) ,39-43 . Retrieved from https://ipac-                   canada.org/photos/custom/pdf/Marcia%20Maxwell_Spring2018.pdf

McCrum-Gardner, E. (2007). Which is the correct statistical test to use?British Journal of Oral and Maxiofacial Surgery, 46, 38-41. Retrieved from https://class.esa.edu/bbcswebdav/institution/USA1/201830/MSN/IPE_7050/readings/McCrumGardner_Which_is the_correct_ statistical_test_to_use_pdf

Sönmez Düzkaya, D., Bozkurt, G., Uysal, G., & Yakut, T. (2016). The effects of bundles  on catheter-associated urinary tract infections in the pediatric intensive care unit.Clinical Nurse Specialist: The Journal For Advanced Nursing Practice, 30(6),341-346. doi:10.1097/NUR.0000000000000246

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Philosophical Viewpoints: Social Welfare

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HUM 220 – Philosophical Viewpoints On Social Welfare Policies

(Philosophical Viewpoints: Social Welfare)

HUM 220 delves into the philosophical underpinnings of social welfare policies, examining various viewpoints on the role of government and society in providing assistance to those in need. The course explores classical and contemporary philosophical theories that inform the development and implementation of social welfare programs.

One perspective often discussed is that of utilitarianism, which emphasizes the greatest good for the greatest number. Utilitarians argue that social welfare policies should be designed to maximize overall happiness and well-being, even if it means redistributing resources from the wealthy to the less fortunate.

On the other hand, libertarianism advocates for minimal government intervention in social welfare, emphasizing individual liberty and voluntary charity over compulsory taxation and redistribution. Libertarians argue that excessive government involvement can infringe upon personal freedoms and stifle economic growth.

Additionally, the course may examine perspectives from communitarianism, which emphasizes the importance of community and social cohesion in addressing welfare needs, and feminism, which critiques traditional welfare policies for neglecting the specific needs of women and marginalized groups.

Through critical analysis and discussion, students in HUM 220 explore the strengths and weaknesses of these philosophical viewpoints, considering their implications for social justice, equality, and the overall well-being of society. By engaging with these diverse perspectives, students gain a deeper understanding of the complex ethical dilemmas inherent in social welfare policy-making.

(HUM 220 – Philosophical Viewpoints On Social Welfare Policies)

In this assignment, you will examine the ideological struggles that underlie policymaking in the United States. This includes the following:

  • The historical legacy of fear of a strong central government and how this fear has influenced the development of the US Constitution.
  • The ideological divisions in the United States’ politics which fall primarily along a Conservative–Liberal continuum.

Research areas of social welfare policy using your textbook, the Argosy University online library resources, and the Internet.

Select an area of social welfare policy in which you are interested. Respond to the following:

  • Identify the aspects of the policy that reflect a conservative perspective and the aspects that reflect a liberal perspective.
  • Explain the impact of the mixed ideological foundation on the focus and structure of the policy.

The political ideologies of a country are very specific to its cultural history. Keeping this in mind, respond to the following:

  • Discuss how the policymaking of one other country aligns with or differs from the United States due to its cultural history.
  • Provide examples to explain why the policymaking is similar or different.

Write your initial response in 300–400 words. Apply APA standards to citation of sources.

By the due date assigned, post your response to the appropriate Discussion Area. Through the end of the module, review and comment on at least two peers’ responses. Cover the following items in your posts:

  • Provide a statement of clarification.
  • Provide a point of view with rationale.
  • Challenge a point of discussion, or draw a relationship between one or more points of the discussion.
 
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Unit 3 Study Questions:

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Unit 3 Study Questions:

(Unit 3 Study Questions:)

Unit 3 Study Questions:

Below you will find a list of study questions to help you prepare for the Unit 3 Test. Please carefully review these questions before, during, and after you read (and re-read, and re-read) the textbook chapters. The test questions will cover the same content as the study questions (although they may be worded differently).

Chapter 7

  1. Nietzsche announces the death of God in a parable      about

a. A madman holding a lantern

b. A lonely prophet walking the earth

c. Jesus

d. A desert hermit living in a cave

The madman’s proclamation that “God is dead” refers to the fact that

a. He has found incontrovertible proof that God never really existed in the first place

b. God has temporarily withdrawn Himself from the world, only to return at the end of time

c. People have ceased to believe in God

d. None of the above

3. The madman finds the death of God to be so terrifying because

a. All of his contemporaries are grief-stricken at the sudden disappearance of God, and do not know how to recover from this frightening piece of news

b. Without God human life is devoid of any intrinsic purpose, value, and meaning

c. Both A and B

d. None of the above

4. Shakespeare’s Macbeth says that life “is a tale told by an idiot, full of sound and fury, signifying nothing.” This would be an example of

a. Theism

b. Virtue ethics

c. Hedonism

d. Nihilism

5. “Life itself is essentially appropriation, injury, conquest of the strange and weak, suppression, severity…and at the least…exploitation.” Nietzsche here refers explicitly to

a. The Will to Power

b. Slave Morality

c. Judeo-Christianity

d. The German people

6. Each of the following is a characteristic of an aristocratic society EXCEPT:

a. They come into being through conquest

b. Master Morality

c. They are the embodiment of will-to-power

d. They champion full equality among all members of society

7. Master morality is to slave morality as

a. nobility is to baseness

b. higher is to lower

c. affirmation of life is to negation of life

d. All of the above

8. The “good” of master morality is to the “good” of slave morality as

a. Noble is to despicable

b. Mediocrity is to excellence

c. Despicable is to noble

d. Rare is to exceptional

9. The “evil” of slave morality is to the “bad” of master morality as

a. cowardly is to heroic

b. lover is to beloved

c. self-glorification is to resentment

d. mediocrity is to excellence

10. The “good” of master morality is to the “evil” of slave morality as

a. resentment is to honor

b. hero is to coward

c. base is to noble

d. They are one and the same thing

11. According to Nietzsche, the modern liberal democratic ideal

a. encourages slavishness

b. is the only honorable value to be found in Judeo-Christianity

c. is embraced by master morality

d. is shunned by slave morality

12. Nihilism is the belief that

a. God is evil

b. Nothingness is an illusion of the mind

c. If we remain ignorant we will annihilate ourselves

d. The world is meaningless

13. According to Nietzsche, the slavish individual expresses _________ for the noble types.

a. admiration

b. resentment

c. a feeling of kinship

d. affection

14. According to Nietzsche, slave morality originates from

a. a feeling of superiority

b. the need for slaves to survive

c. economic inequality

d. faith in a higher power

15. According to Nietzsche, master morality originates from

a. the aristocratic man’s spontaneous self-glorification

b. resentment toward other aristocratic men

c. the need to combat low self-esteem

d. a will to the denial of life

Chapter 8(Unit 3 Study Questions:)

1. Ortega can best be described as

a. a nihilist

b. an elitist

c. a feminist

d. an egalitarian

2. According to Ortega, the masses have begun to insinuate themselves in each of the following areas EXCEPT:

a. politics

b. education

c. the priesthood

d. the arts

3. According to Ortega, the phenomenon of the “masses” as a concentrated group gaining power and influence in all sectors of society

a. is nothing new

b. is consistent with the rise of fascism in Spain

c. is a recent phenomenon

d. is a cause for great celebration

4. Each of the following is true about the mass man EXCEPT:

a. he is the “average” man

b. he belongs exclusively to the working class

c. he is comfortable in his mediocrity

d. he is not particularly ambitious

5. Each of the following is true about the “select individual” EXCEPT:

a. he snobbishly believes that he is simply superior to everyone else

b. he sets very high standards for himself

c. he assigns himself great tasks

d. his presence is not limited to any particular socio-economic stratum of society

6. The select individual is to the mass man

a. as higher is to lower

b. as rare is to common

c. as noble is to vulgar

d. all of the above

7. Before the advent of the “crowd phenomenon,” artistic, political, and intellectual enterprises were directed by

a. anybody who wanted to take part

b. only those who were select individuals

c. only those who were qualified or at least thought to be qualified

d. all of the above

8. According to Ortega, hyperdemocracy 

a. is a threat to liberal democracy

b. is the mass man’s way of imposing itself on the rest of society

c. is the mass man’s way of stifling human excellence

d. all of the above

9. Each of the following is a characteristic of the “select individual” EXCEPT:

a. judges himself against a high standard.

b. complacency

c. qualified for intellectual, aesthetic, and political endeavors

d. runs the risk of being crushed under the weight of the mass

Chapter 9(Unit 3 Study Questions:)

1. Sartre’s phrase “existence precedes essence” means that

a. God created man as a “blank slate” on which he can make his own essence.

b. Man created God in his own image

c. Man first has an essence, and then he confers on himself existence

d. Man exists in a godless universe, without any determinate nature or essence: he creates his own essence through his actions.

2. According to Sartre, when you choose how to live, you are choosing

a. for your loved ones

b. for all mankind

c. for nobody but oneself

d. none of the above

3. In Sartre’s view, the existentialist finds the fact that God does not exist

a. deeply distressing

b. liberating

c. insignificant

d. absurd to the point of being comical

4. Sartre argues that when he speaks of anguish, he is referring to

a. the feeling of having been abandoned by God

b. the fact that we are not responsible for our actions

c. man’s feeling of total and deep responsibility for all mankind

d. all of the above

5. According to Sartre, each human being is the sum total of his/her

a. hopes

b. actions

c. beliefs

d. ambitions

6. Sartre argues that when he speaks of forlornness, he means that

a. We are not responsible for our actions

b. We can never truly understand human nature

c. God does not exist, so we must face all of the consequences of this

d. all of the above.

7. Sartre criticizes certain atheists in the 1880s that wanted to create an atheist ethics on the grounds that

a. without God, there can be no a priori standard of good to which everyone is bound to conform.

b. there can be no salvation without embracing our Lord and Savior Jesus Christ

c. atheists are generally very immoral people

d. none of the above

8. Sartre argues that when he speaks of despair, he means that

a. when one chooses, one chooses for oneself only

b. one should reckon only with what depends on our will

c. life is a tale told by an idiot

d. all of the above

9. According to Sartre, the value of one’s feeling is determined by

a. the way one feels

b. what one believes

c. the way one acts

d. all of the above

10. Each of the following is true for Sartre EXCEPT:

a. You are the sum total of your hopes and dreams

b. Responsibility for one’s actions involves being responsible for everyone

c. Man’s situation is characterized by anguish, forlornness, and despair

d. We are condemned to be free

Chapter 10(Unit 3 Study Questions:)

1. According to Dalrymple in the “Frivolity of Evil” essay, human beings are predisposed to commit evil.

T/F

2. According to Dalrymple in the “Frivolity of Evil” essay, “depression” and “unhappiness” are one and the same.

T/F

3. According to Dalrymple in the “Frivolity of Evil” essay, the Welfare State’s policies promote a sense of gratitude and civic and personal responsibility in the citizenry.

T/F

4. According to Dalrymple in the “How—and How Not—to Love Mankind” essay, both Marx and Turgenev displayed a deep and abiding interest in the individual lives and fates of real human beings.

T/F

5. According to Dalrymple in the “How—and How Not—to Love Mankind” essay, there is a temptation, particularly within the intelligentsia, to suppose that one’s virtue is proportional to one’s hatred of vice.

T/F

6. According to Dalrymple in “What We Have to Lose,” civilization does not require that that human beings practice self-control with respect to their appetites and desires.

T/F

7. According to Dalrymple in “What We Have to Lose,” human civilization is impervious to decay or destruction.

T/F

8. According to Dalrymple in “What We Have to Lose,” barbarism triumphs wherever civilized human beings do nothing.

T/F

9. According to Dalrymple in “The Roads to Serfdom,” socialist thinkers are correct in their assumption that, because humanity has made so much technical progress, everything—including problems of production and consumption—must be susceptible to human control.

T/F

10. According to Dalrymple in “The Roads to Serfdom,” collectivist or socialist ideology undermines personal responsibility and encourages uniformity of behavior and taste.

T/F

 
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Comparing Infection Prevention Methods

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NSG6101 Comparing Infection Prevention Methods

(Comparing Infection Prevention Methods)

APA, Reference, ans citation (3 paragraph)

Is the use of soap and water or alcohol-based-rubs more effective in preventing nosocomial infections?

The type of research design for this question would be quantitative as it is using numerical objective data that deduces the effects of either the use of soap and water versus an alcohol-based-rub; utilizing causality in which it gives a cause and effect (Grave, Grove, & Sutherland, 2017, pp. 192-194).  “Quantitative research may be interventional or nonintervention…. Interventional designs test the effect of an intentional action, called an intervention, on a measured result” (Grave, Grove, & Sutherland, 2017, p. 192). Therefore, this theory would be interventional as it explores specifically the effects of using soap/water against the use of an alcohol-based-rub.

This design was chosen as it specifically meets the criteria to be classified as quantitative methodology utilizing interventional design.  In a specific clinical trial by Clinicaltrials.gov it identifies the design as interventional regarding the investigation of efficacy of water/soap and alcohol-based-rub for surgical hand preparation (2012).

For patients of 70 years and older, how effective is the use of the influenza vaccine at preventing flu as compared to patients who have not received the vaccine?

The research design would be quantitative and interventional as this theoretical question uses statistical data that numerically defines the impact of the flu vaccine on the prevention of developing the flu of elderly persons.

Rational for choosing this design is that it encompasses the criteria for a quantitative design as it approaches the problem in “black and white” and gives statistical data to prove or disprove the impact of the flu vaccine on the elderly population in regards to the prevention of the flu.  Within the study findings by the Centers for Disease Control and Prevention (CDC) within a study that addressed all ages and further delineated those aged greater than 65 years. The findings of the study concluded for all participants of the study by the CDC (2018) as follows, “Vaccine effectiveness was estimated as 100% x (1 – odds ratio [ratio of odds of being vaccinated among outpatients with influenza-positive test results to the odds of being vaccinated among outpatients with influenza-negative test results]); odds ratios were estimated using logistic regression.
Statistically significant at the p<0.05 level” (table 2).

What is the difference in attitudes of male and female college students toward condoms?

Research design in relation to the attitudes towards condoms for female and male college students would be qualitative design as it allows for open ended responses that can lead to further theory development.

Rational for choosing this design is that this theoretical question seeks to garner further information and understanding into the college studies prior experiences, attitudes, beliefs, and their personal preferences.  The question is open-ended allowing for the exploration of the various attitudes regarding the usage of condoms from the female and male perspective.

Strengths and Weaknesses of Design

Quantitative Design:  Strengths to the quantitative design are that findings can be generalized to the public, samples participants can be selected to represent the population studied, provides clear documentation, allows for replication of the study, and offers the ability to control the effects of extraneous variables that may affect the interpretations of causality.  Weakness may include difficulty obtaining data, errors in self-report via questionnaires, method of research is inflexible, data that is reduced to numerical value can result in a loss of information, untested variables can account for discrepancies in findings, and erroneous or skewed findings (InterAction, n.d.a).

Qualitative Design:  Strengths of the qualitative design include the flexibility/evolution of the theory, holistic view of the theoretical question, greater number of participants allows for greater understanding in view of a complex question, and narrative reports are better understood than statistical data.  Weaknesses involve the lack of clarity may be frustrating, does not allow for generalizations, lack of consensus in evidence, interpretation is too subjective, and questionable validity (InterAction, n.d.b).

References

Centers for Disease Control and Prevention. (2018).  Interim estimates of 2017–18 seasonal Influenza vaccine effectiveness — United States, February 2018.  Retrieved from https://www.cdc.gov/mmwr/volumes/67/wr/mm6706a2.htm?s_cid=mm6706a2_w

Clinicaltrials.gov. (2012). Study of the efficacy of plain soap and water versus Alcohol-based rubs for surgical hand preparation.  Retrieved from https://clinicaltrials.gov/ct2/show/study/NCT00987402?sect=X5016

Gray, J., Grove, S., & Sutherland, S. (2017).  Burns and Grove’s: The practice of nursing research.  St. Louis, MO: Elsevier.

InterAction. (n.d.a). Annex 1: Strengths and weakness of quantitative evaluation designs. Retrieved from https://www.interaction.org/resources/training/annex-1-strengths-and-weaknesses-quant-evaluation-approaches

InterAction. (n.d.b).  Annex 2: Strengths and weakness of qualitative evaluation designs.  Retrieved from https://www.interaction.org/resources/training/annex-2-strengths-and-weaknesses-qualitative-evaluation-designs

South University. (2018).  Research design.  Retrieved from https://myclasses.southuniversity.edu/d2l/le/content/23546/viewContent/551430/View

 
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