Psychological Research & Public Policy/Law

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Psychological Research & Public Policy/Law

(Psychological Research & Public Policy/Law)

Psychological research is and has been applied to many areas of daily life. From television commercials to a first grade classroom, you can see the effects of research in action. When psychological research is used to influence and shape public policy, in general, and specific laws, trained forensic psychologists and forensic psychology professionals typically are behind the scenes. Individuals who understand psychological research and the legal/political/legislative process are excellent candidates to help meld these two seemingly dissimilar areas.

To prepare for this Discussion:

  • Review the article, “Washington’s Sexually Violent Predator Law:Legislative History and Comparisons With Other States.” Think about how historical and forensic psychological research contributes to the establishment of law and policy.
  • Review the article, “Stalking: Lessons From Recent Research.” Pay particular attention to how research is used to influence community action and thereby affect public policy.
  • Review the article, “Sexually Violent Predator Evaluations: Empirical Evidence, Strategies for Professionals, and Research Directions.” Consider how the findings described in this article might be helpful in influencing or setting public policy.
  • Using the Walden Library, identify and review a psychological research study that you believe has influenced a change in public policy or law.
  • Reflect upon the population studied, the key data and results, and other important takeaways of the research study.
  • Think about how this research study might influence public policy and/or law in forensics or in forensic settings.

With these thoughts in mind:(Psychological Research & Public Policy/Law)

Post by Day 4 a brief summary of the research study you selected. Be sure to include the population studied, key data and results, and other important takeaways of the article. Then, explain how a forensic psychology professional might use the results of the study to influence public policy and/or law in forensics or in forensic settings.

 
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Writing Development.

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Writing Development.

(Writing Development.)

Prior to beginning this discussion, please read “Writing, Early” (pp. 212-219) and “Writing, Advanced” (pp. 220-226) in your required text as well as “Using Blogs to Improve Students’ Summary Writing Abilities” and “An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities” in your required articles.

Based on your resources this week, explain the theoretical perspectives of early versus late writing development. Apply skeptical inquiry to a brief discussion about why language acquisition is an important component of learning how to write. Apply the concept of writing acquisition to your own academic success. Has your own development for language and for writing affected your success? How? Based on the evidence suggested in “An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities,” only 25% of students can be classified as proficient writers (Harris & Graham, 2013). Apply ethical principles and professional standards of learning and cognition psychology to this complex and growing concern by playing the role of the expert. What suggestions do you have, based on empirical evidence and theory, for increasing the competency of writers in this country? As a scholar, how important is it to encourage competent writing in others? What strategies could you employ to improve your own writing? Your initial post should be 450 to 600 words in length and thoroughly discuss each of the elements in the prompt.

Guided Response: Review several of your colleague’s posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse. What was similar and different about your post and your peer’s with regard to writing development? Share an example with your peer of how writing development has positively or negatively affected you or someone you knew in the past. Is your peer’s suggestion for improving writing competency plausible?

Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post. Peer responses may vary in length but should be detailed and thought provoking. Your grade will reflect both the quality of your initial post and the depth of your responses.

 
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Humanistic Transpersonal & Existential Psychology.

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Humanistic Transpersonal & Existential Psychology.

(Humanistic Transpersonal & Existential Psychology.)

Humanistic, transpersonal, and existential psychology are branches of psychology that emphasize the human experience and the potential for personal growth.

Humanistic psychology focuses on individual potential and stresses the importance of growth and self-actualization. It was developed as a reaction against the deterministic nature of psychoanalysis and behaviorism, advocating for a holistic approach. Key figures include Carl Rogers, who introduced client-centered therapy, and Abraham Maslow, known for his hierarchy of needs.

Transpersonal psychology extends beyond the personal to include spiritual experiences and higher states of consciousness. It integrates principles from psychology, spirituality, and metaphysics, aiming to understand the higher aspects of human nature. Prominent contributors like Stanislav Grof and Ken Wilber explore altered states of consciousness and mystical experiences.

Existential psychology delves into the human condition, emphasizing themes like freedom, responsibility, meaning, and the inevitability of death. Influenced by existential philosophy, it encourages individuals to confront existential anxieties and create meaningful lives. Viktor Frankl’s logotherapy, focusing on finding purpose, and Rollo May’s emphasis on anxiety and creativity are significant contributions.

Details:

The importance of capturing the “lived experience” of a person is the basis of the works of Husserl, Dilthey, Heidegger, Sartre, and Maerlea-Ponty in studying human phenomena which includes concepts of freedom, free-will, death, resilience, grit, and determination. The collection and interpretation of this information is typically done through an interview using basic, open-ended questions to capture the lived experience of the individual. It is important for researchers to have a sense of how qualitative research instruments such as interview questions are felt and interpreted by the interviewee. In this assignment, you will respond to a typical, open-ended, qualitative interview question.

Directions:

Write a paper (500-750 words) in which you reflectively respond to the following qualitative interview question as though you were being interviewed:

QUESTION

The experience of being a doctoral learner is unique to the individual, although it is also a shared experience. In as much detail as possible, describe a time since starting your doctoral program when you experienced your identity as a doctoral learner.

 
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Nursing Barriers to EBP

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Nursing Barriers to EBP

(Nursing Barriers to EBP)

Comment For This

Barriers that may be preventing nursing practice from achieving this   goal is education and attitudes regarding evidence-based practice   (EBP).  A national survey of nurses found that many healthcare   organizations reported that EBP was consistently used in their   organization, but only about a third said their colleagues   consistently used these practices.  In addition, nurses with more   education tended to have more confidence in implementing   evidence-based practice.  However, the longer nurses had been   working in healthcare, the less interested they were in learning more   about evidence-based practice.  The average age of nurses is 47,   and these nurses were educated at a time when evidence-based practice   was not well integrated into educational programs.  As a result,   many nurses are practicing the way they were taught while new   graduates who have learned to take an evidence-based approach to care   are meeting these nurses in real-world settings where they encounter   this prevalence of a “this is the way we do it here”   culture (Biss, 2016).

This survey points to a lack of understanding as the root problem as   implementing EBP is the exact process that needs to be integrated in   order to achieve and sustain quality and safety in health care.    This problem likely exists among other hospital leaders, not just   nurses.  Without leadership support and engagement, it’s   nearly impossible for an organization to sustain a culture of EBP   (Biss, 2016).  In addition, many nurses surveyed were unsure of   how to measure patient outcomes which signifies a real gap in the   preparation of nurse leaders.  Nurse leaders with graduate and   doctoral degrees must master EBP and a part of that is measuring   outcomes of evidence-based practice changes.  The first step in   achieving the 2020 goal remains in nurse leaders possessing these   skills. This would lead the way so hospitals and their staff will be   capable of practicing evidence-based care in a consistent manner.

 
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EHR Life Cycle

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EHR Life Cycle

(EHR Life Cycle)

Question description

GRADING RUBRIC AND FORMAT MUST BE FOLLOWED

Create a slide presentation (12-15 slides; 20 minutes long) for a HIM team of a health care organization that is considering upgrading its existing EHR or implementing a new one. Address in the presentation: SDLC, migration plans, and best practices for successful EHR implementations.

MUST INCLUDE SPEAKER NOTES

EHR Go- Follow instructions from document download

Complete these specific EHR Go activities before beginning Assessment 2. You will be incorporating information from these activities into your assessment:

  • This activity will provide you with a chance to document new information in an EHR. As you complete the activity, think about the workflow process. How could it be improved?
  • This activity will help you identify best practices for an EHR implementation. It will also introduce you to meaningful use. As you complete the activity, think about the workflow process. How could it be improved?

    For Assessment 2, select a different case study than you selected for Assessment 1. This time, choose a case study that allows you to focus on various aspects of the system development life cycle (SDLC). Analyze your selected case study and then incorporate appropriate elements into your assessment. Remember: Choosing a case study that allows you to meet the assessment’s scoring guide criteria is your responsibility.

    FORMAT:(EHR Life Cycle)

  • Welcome (1 slide)
    • How will you open your presentation in a way that engages your audience? For example, consider a compelling quote, a startling fact or statistic, or a thought-provoking question.
    Best Practices (1 slide)
    • What is a best practice?
    • How do we know something is a best practice?
    System Development Life Cycle (SDLC) Stages (2 slides)
    • What are the SDLC stages?
    • What occurs during each stage?
    • Why is it important for your audience to understand the SDLC stages?
    Successful EHR System Implementation Requirements (2 to 3 slides)
    • What are the best practices for a successful EHR system implementation?
    • Was the EHR implementation from your case study successful or not? Why or why not?
    • What could have been done differently for a more successful implementation?
    Migration Plans for EHR Implementation (2 slides)
    • What were the process steps (migration plan) used to implement the EHR in your case study?
    • How effective was the migration plan for the EHR implementation in your case study?
    • What could have been done differently in the migration plan for a more successful implementation?
    Workflow and Needs Assessment for EHR Implementation (2 slides)
    • What are best practices for workflow and needs assessment for EHR system implementations?
    • How effective were the workflow and needs assessment processes in your case study?
    • What could have been done differently in these processes for a more successful implementation? Be sure to provide examples from your EHR experience in this course or in the workplace.
    Closing (1 slide)(EHR Life Cycle)
    • Prepare a list of three to five questions that you would expect to receive during the Q&A; session.
    References (1 slide)
    • List any references used during the presentation.
    Resources: Workflow
    Resources: Systems Development Life Cycle (SDLC)

 
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Capstone Project: Milestone 2.

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Capstone Project: Milestone 2.

(Capstone Project: Milestone 2.)

  1. Create a proposal for your Design for Change Capstone Project. Open the recommended assignment specific Milestone 2 Design Proposal Outline (Links to an external site.)Links to an external site.. Use this to write your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice.
  2. The format for this proposal will be a paper following the Publication manual of APA 6 th edition.
  3. The paper is to be four- to six-pages excluding the Title page and Reference page.
  4. As you organize your information and evidence, include the following topics.
    1. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association(2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
    2. Change Model Overview: Overview of the ACE Star model (the model we have been discussing this session); define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members.
    3. Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change.
    4. Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings.
    5. Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.
  5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
  6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.

Rubric(Capstone Project: Milestone 2.)

NR451_Milestone2_2NR451_Milestone2_2CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroductionIntroduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.)25.0 ptsIntroduction to the plan is nursing focused, and evidence-based. Potential interventions clearly identified.22.0 ptsIntroduction to the plan is missing one of the elements listed in the first column.20.0 ptsIntroduction to the plan is missing two elements listed in the first column.10.0 ptsIntroduction lacks evidence to support need for change and/or potential solution is not evidenced-based.0.0 ptsIntroduction is missing.25.0 pts
This criterion is linked to a Learning OutcomeChange Model OverviewAn overview of the ACE Star model as a guide for change is given. Scope of the problem is identified. Stakeholders are identified. Team members and their roles and practice area are identified and discussed. State how nurses should use this model as a guide to facilitate change.50.0 ptsOverview of the ACE Star model is given. Scope of problem is identified. Rationale for change is present. Stakeholders are identified. Practice area, team members and role are discussed.44.0 ptsAll elements in the first column are included but discussion of one or more items lacks details.40.0 ptsOverview is missing one of the elements from the first column.19.0 ptsOverview of the ACE Star model is given. Scope of problem is not identified. Rationale for change is not present. Stakeholders are not identified. Practice area, team members and role are not discussed.0.0 ptsChange Model Overview is missing all elements of the first column.50.0 pts
This criterion is linked to a Learning OutcomeEvidenceEvidence is provided thru basic information that indicates a change is needed. For example, there have been 6 urinary tract infections over the last two months and there were none present the last two years at the same time period. What are some of the evidence-based interventions you discovered in your Evidence Summary that do you plan to use?50.0 ptsEvidence summary is thoroughly provided with information of the current problem in the work setting indicating a change is needed. Interventions discovered in Evidence Summary are used in planning for change.44.0 ptsEvidence summary contains all elements in the first column, however, one or more items lacks detail.40.0 ptsEvidence is vaguely provided through information of the current problem in the work setting indicating a change is needed. Some of the interventions discovered in Evidence Summary are used in planning for change.19.0 ptsEvidence is provided through information of the current problem but is not convincing. Interventions discovered in Evidence Summary are not used in planning for change.0.0 ptsEvidence summary is not provided.50.0 pts
This criterion is linked to a Learning OutcomeTranslationActivities to achieve the final steps of change are fully described. What is needed to achieve? How do you translate what information you have gathered into practice? Include measurable outcomes. How do you inform staff? What is your plan of action to pilot the plan? What is the timeline?50.0 ptsActivities to achieve final steps of change are fully described. Ways to translate evidence into practice are discussed (outcomes). Methods to inform staff, activities planned for plan of action and timeline are discussed.44.0 ptsActivities to achieve final steps of change are adequately described.40.0 ptsActivities to achieve final steps of change are briefly described.19.0 ptsMinimal description of the activities to achieve final steps of change.0.0 ptsActivities for final change plan are missing. Translation of evidence into practice is missing.50.0 pts
This criterion is linked to a Learning OutcomeConclusionClear, solid summary of the key points, ACE Star model and steps of the change plan are included; ways to sustain the change plan are described.25.0 ptsDetailed summary of main points using ACE Star model. Ways to sustain plan are thoroughly described.22.0 ptsSummary of main points/model is brief. Ways to sustain plan are briefly described.20.0 ptsSummary of main points/model is vague. Ways to sustain plan are vaguely described.10.0 ptsSummary of main points/model OR ways to sustain plan are not described.0.0 ptsSummary is missing. There is no plan to sustain change.25.0 pts
This criterion is linked to a Learning OutcomeMechanicsAPA format 6th edition. Grammar, sentence structure, punctuation, and spelling correct. References, citations correct. Paper formatted in APA format. 0-1 errors25.0 ptsAPA format 6th edition. Grammar, sentence structure, punctuation, and spelling correct. References, citations correct. Paper formatted in APA format. 0-1 errors22.0 ptsTwo to three errors in elements from the first column.20.0 ptsFour to five errors in elements from the first column.10.0 ptsSix to seven errors in elements from the first column.0.0 ptsMore than seven errors.25.0 pts
Total Points: 225.0PreviousNext

 
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Nurse’s Role in Health

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Nurse’s Role in Health

(Nurse’s Role in Health)

Nurses play a crucial role in the healthcare system, significantly contributing to patient care and overall health outcomes. They serve as the primary point of contact for patients, providing essential care, support, and education. Nurses perform a wide range of duties, from administering medications and treatments to monitoring patient progress and managing chronic conditions. Their role extends beyond physical care; they offer emotional support and guidance, fostering a holistic approach to health.

Nurses also play a key role in health promotion and disease prevention. They educate patients and communities on healthy lifestyles, vaccination, and disease management, thereby reducing the incidence of illnesses and promoting well-being. In public health settings, nurses contribute to policy development, health screenings, and community outreach programs.

Furthermore, nurses are integral in coordinating care among various healthcare providers, ensuring that patients receive comprehensive and continuous care. They advocate for patients’ needs and rights, ensuring ethical and equitable treatment.

In the face of healthcare challenges, such as the COVID-19 pandemic, nurses have demonstrated resilience, adaptability, and dedication, highlighting their indispensable role in safeguarding public health and advancing the quality of care.

Power Point

It is important to promote the professional role of the nurse to provide health promotion and disease preventive care. Collaborating with other health care professionals and consumer groups in the community in redesigning health care can help meet the goals for Healthy People 2020. Refer to http://www.healthypeople.gov/ to open the Healthy People 2020 home page. 1.Select the “Topics & Objectives” tab to access the 2020 Topics & Objectives – Objectives A-Z page. 2.Select one of the Healthy People “Topic Areas” for improving health.

Develop a PowerPoint presentation (15-20 slides) with accompanying speaker’s notes and citations.   In the presentation, address the following:

1.State the objective of the presentation.

2.State the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area.

3.Explain how the focus area relates to the individual, the family, and the community, as well as to all age groups throughout the life span.

4.Identify ways to enhance or optimize health in the selected focus area using evidence-based research. A minimum of three peer-reviewed articles must be utilized.

5.Address the health disparity among different segments of the population for the selected focus area.

6.Provide a brief description of at least two community resources and at least two website resources for professionals and clients.

7.Provide a brief profile of at least one health-related organization for the selected focus area.  APA style is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.  This assignment uses a rubric.

 
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Project Management organization

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Project Management organization

(Project Management organization)

Question description

Primary Discussion Response is due by Wednesday (11:59:59pm Central), Peer Responses are due by Sunday (11:59:59pm Central).

(PM600 -1502B -03) Phase 1 Discussion Board Primary Task Response: Within the Discussion Board area, write 600–800 words that respond to the following scenario with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

Additional Information:

You and the rest of the team are meeting for the first time with Jim Young. Jim did a great job introducing everyone to each other in the meeting and describing his vision for the project. After Jim’s presentation on the project scope for the new GPS cargo tracking system device, you realized there were still some information gaps that needed further discussion.

Sam, the chief executive officer (CEO), and Gloria, the chief financial officer (CFO), have joined the team for a working lunch. During a discussion, you realize that everyone on the team, including Same and Gloria, are at odds on who should be included in the project communication. Everyone has a different understanding of who the project stakeholders are and their level of importance on this project.

“I really don’t understand why this topic is important. I consider myself and Gloria to be the most important stakeholders of this project. The only thing you need to worry about is to make us happy,” says Sam.

“Are we not all stakeholders in this project? I agree with you Sam that our interest as stakeholders should be placed higher than everyone else, but I do believe the team members have a stake in this project as well,” says Gloria.

“Well you both do pay the bills, but we need to make sure we can manage everyone’s expectations accordingly,” says Jim with an uncomfortable smile. “I am concerned with how team expectations could cause scope modification. Communication is key here, right?”

“What if the team members outlined their ideas about the role of the project stakeholder, their level of importance, and how best to handle communication and conflict?” you say.

“Great idea!” says Jim. “Can you draft something for the team asking for their ideas, which we can discuss at our next meeting?”

“Sure,” you say.

Back at your desk, you draft an e-mail to the team members stating that each person will need to bring a clearly defined, ranked stakeholder list. Because the project is just kicking off, you will also want to complete the following:

Define a project

Explain the difference between a project and standard operations

Describe the five process groups

Identify the project sponsor(s) and key stakeholders

 
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Selecting Research Methods

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Selecting Research Methods

(Selecting Research Methods)

Nursing /Public Health) (Selecting Research Methods)

1 PG APA FORMAT, NOT INCLUDING MIN 4 REFERENCES (NOT PAGE)

READ scenario and answer the 3 questions

Discussion: Selecting Research Methods

Health researchers not only systematically plan and implement health studies but also apply research findings to advance the health professions’ knowledge base and professional practice. The types of questions the researchers ask are what determine whether a quantitative, qualitative, or mixed-methods approach is most suitable for a particular research study.

Research questions that ask “what” explore relationships between variables. Such questions require a quantitative approach. For example: “What” is the rate of influenza in my community? “What” is the relationship between selected demographic characteristics and a diagnosis of influenza?

Questions that ask “why” or “how” require a qualitative approach. For example: “Why” might Latina women in a particular neighborhood be wary of accessing reproductive health services?

Studies that seek an answer to “what,” “why,” and “how” questions employ a mixed-method approach of both quantitative and qualitative methods.

Post an explanation of the research method you would choose to conduct the public health study proposed in the scenario. Explain why you would choose this research method over others. Include in your explanation the benefits and limitations of the research method you selected. Be sure to indicate the sources used in your response, either course readings or other outside sources, using correct APA 6th edition form and style.

SCENARIO: Discussion Scenario Imagine that you are the director of a community health clinic that specializes in diabetes mellitus type 2 (DB2) diagnosis and management. According to research conducted by clinic employees, a significant percentage of the individuals who attend the clinic for this disease are not adhering to the diabetes management plans that the clinic provides. As the director, you wonder if there is some way to identify, at the point of diagnosis, those patients who are most likely to avoid adhering to their medications and post-diagnosis management plan. Doing so would enable the clinic to target potential nonadherers for more intensive education about DB2 management. You have hired a professional health researcher to design a study to answer the following questions:

1. Are there demographic and other characteristics associated with people who are likely to be nonadherers to the DB2 post-diagnosis management plan? If so, what are the determinants?

2. Can one predict who is likely to be a nonadherer?

3. What type of research study design is required to answer these research questions, and why?

 
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Exploring Religion and Psychology

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Exploring Religion and Psychology

(Exploring Religion and Psychology)

Answer any four of the following questions :

1. In describing those instances when religion fails, Kenneth Pargament warns the reader that his evaluation is value laden and that “…value issues cannot be avoided in scientific study, and the psychology of religion and coping is no exception to this rule.” Is Pargament correct that psychology cannot avoid claiming a number of biases? Does science also include bias when addressing its understanding of truth?

2. A number of scholars of American religion including Karen Armstrong have suggested that fundamentalism is a modern phenomenon, drawing from the certainty of the scientific world view and the rationalism that has characterized religion in the West since the Enlightenment. Yet, Pargament describes American Christian fundamentalism as a type of failure suggesting that it has been responsible for creating prejudice and discrimination. Is Pargament correct or, contrary to his beliefs, does fundamentalism represent a successful form of religious coping?

3. What dimensions of mysticism are appropriate subjects of study in the psychology of religion? What areas of mystical experience pose difficulties for sustained psychological study?

4. William James was the first theorist to suggest that religious experience is pluralistic and defined by the role of the individual. Describe the impact of this idea for the study of religion and its implications for other disciplines such as the Anthropology and Sociology of Religion which have understood religion as primarily an aspect of culture and community.

5. In 1965 Harvey Cox wrote The Secular City which described the marginalization of American religion. Almost forty years later, in the wake of 9/11, many Americans have experienced the re-emergence of spirituality in their lives in a time now called post secular. At the same time, many people increasingly distance themselves from organized religion. If we are entering a new period in which the sacred occupies more of a central role in our lives, what does this suggest about the role of both boundaries and orienting systems in American religion? How, in the new American religious landscape, have the boundaries and orienting systems changed?

6. In developing his theoretical approach to coping, Kenneth Pargament builds on the work of a number of other theorists including Viktor Frankl and William James. Explain the connections between these early theorists and Pargament’s approach. Why would Pargament’s work have not been possible without these earlier studies?

7. Imagine that Karl Jung and Kenneth Pargament could have met. If the two theorists sat down together, what would they each have to say about the other’s work as it applies to religion? Specifically, what would Pargament say about the process of individuation, archetypes, and the role of the collective unconscious in human experience? How would Jung feel about orienting systems, the nature of conservation/transformation, and the process of coping as a form of learned behavior?

 
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