community perception towards nurses

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community perception towards nurses and the nursing profession

(community perception towards nurses)

Question description

This course has been amazingly interesting to me and I quite enjoyed seeing the theorists behind my every day nursing practice. I do not I think I realized how hard the nurses before had to work and advocate to ensure our patients were receiving the best care, and to ensure nursing was a valued and respected profession. We have made significant strides since the times many of these theorists were implementing their ideas, and modern-day nurses have these nurses to thank! It is because of them I am able to work in a safe environment to provide safe care to my patients, and that nurses are now respected to speak up and advocate for the health of our patients. They allowed us to actually care and feel with our patients instead of just doing tasks directed by others. I love my profession, and these theorists made nursing the way it is today. This course has given me more respect for this profession and it has given me new insight into how I treat my patients and why my nursing practice is the way that it is. Hopefully it has inspired some to create new nursing theory and to continue to advance this profession!

According to Colley, nursing theory gives nurses a sense of identity, and a directed way to care for patients; it allows nursing to be viewed as a unique profession and shows nurses can greatly contribute to healthcare (Colley, 2003). I do believe I have met the objectives of this course. I understand how these theories set the foundation for nursing to be multicultural, caring, and a profession of advocacy. I understand how patients are not just their illness, but parts of health and illness. Nursing theorists have allowed current nurses to advocate and educate our patients, ensuring we are preventing further instances of illness. This course has allowed me to think and view how these theories apply to my current practice and how I can better for my patients in my day to day work. I am able to think about their theories and I have been finding myself spending more quality time with patients due to learning about these theories. I found the importance of this class to be more one of caring and on a deeper level than just nursing skill and tasks. In my associate degree program, the goal was to ensure I could perform the tasks in order to safely be a nurse. This course has allowed me to view nursing in a broader light and to be able to focus on the critical thinking aspect of the profession and made me think of how I can better forward this profession.

Reference

Colley, S. (2003). Nursing theory: its importance to practice. Nurs Stand, 17(46), 33.

 
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Discipline-Based Literature Review2

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Discipline-Based Literature Review2

(Discipline-Based Literature Review2)

Prior to beginning work on this assignment, watch the video PSY620 Scholarly Resources and review the PSY620: Analyzing and Citing Scholarly ArticlesPreview the document

Learning and cognition is a broad discipline. For this  Discipline-Based Literature Review, you will research at least two  peer-reviewed articles published within the last ten years to support  your analysis of each of the following topics:

  • Operant conditioning
  • Classical conditioning
  • Behaviorism
  • Social learning theory

When conducting your research, consider the issues that arise within  these different disciplines. In your analysis of each topic, explain the  theoretical perspectives and empirical research that are pertinent to  the field of learning and cognition. Within this analysis, apply ethical  principles to the evaluation of each theoretical approach and consider  issues that arise in research related to that area. Support your  statements with evidence from your selected articles.

The Discipline-Based Literature Review

  • Must be six to eight double-spaced pages in length, not including the title or references pages, and formatted according to APA style. as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph.
  • Must address the topic of the paper, including each construct, with critical thought.
  • Must end with a conclusion paragraph.
  • Must use at least eight scholarly sources (two per topic) in addition to the required resources.
    • The Scholarly, Peer Reviewed, and Other Credible Sources .  table offers additional guidance on appropriate source types. If you  have questions about whether a specific source is appropriate for this  assignment, please contact your instructor. Your instructor has the  final say about the appropriateness of a specific source for a  particular assignment.
  • Must document all sources in APA style as outlined in Citing Within Your Paper .
  • Must include a separate references page that is formatted according to APA style as outlined in Formatting Your References List.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

 
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Professional Presentation Strengths & Weaknesses

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Professional Presentation Strengths & Weaknesses

(Professional Presentation Strengths & Weaknesses)

Respond to the 6 statements with a 175 word response also with source APA required

Question description

QUESTION 1 Discuss one personal strength and one weakness you have regarding professional presentations. Name one method for improvement for each of these, and discuss why it is important for you to work on these skills if you want to present your findings in a more formal setting.

RESPONSE 1 If there is one strength that I have is that I am of the minority in that I actually enjoy doing presentations. To do so, however, I have to feel passionate about the subject that I am speaking on. I have had the opportunity to present presentations from nursing and EMS groups to Boy Scouts. I have been blessed in that I was able to do a presentation for the Minister of Health and the Governor of Kalifi, Kenya. The crazy part of that presentation is that I had almost time to prepare and hand to ‘wing it’.

Some of the tricks I learned along the way is that you must prepare and rehearse. Presenting to a practice group before the presentation is very helpful. For me the best idea was to choose people that would be honest in their criticism. Someone who actually counts the number of times you say “Um” is humbling but valuable. Videotaping or recording yourself and doing playback is also helpful to help identify weaknesses in regard to language, enunciation and body language.

You also need to know your material. If you have to read a powerpoint to your audience, then you either need to change you powerpoint or change your presentation. You should always elaborate on what’s on the screen, not read it to your audience. They can already read.

My weakness is that I tend to talk too fast and thus lose clear enunciation. I also have to be careful about linguistics. Being from the Midwest I tend to say, “you betcha” which doesn’t come off as being very professional.

(Professional Presentation Strengths & Weaknesses)

North (2018) offers ten tips on how to improve your public speaking:

  • Being nervous is normal. Practice and prepare.
  • Know your audience, the speech is about them, not you.
  • Organize your material in the most effective manner.
  • Watch for feedback and adapt.
  • Show off your personality.
  • Use humor, tell stories, use effective language
  • Don’t read unless you must. Use an outline.
  • Use your voice and body language effectively, omitting nervous gestures.
  • Grab their attention early and have a dynamic ending.
  • Use audiovisual aides wisely.
  • Remember, practice does not always mean perfect.

I’m happy to see that I was already using many of these steps to prepare myself but reviewing them still comes in handy.

Reference:

North, M. (2018). 10 tips for improving your public speaking skills. Harvard Extension School, Harvard University. Retrieved from https://www.extension.harvard.edu/professional-development/blog/10-tips-improving-your-public-speaking-skills

RESPONSE 2(Professional Presentation Strengths & Weaknesses)

My personal strength when providing a professional presentation is that I talk loud enough for everyone to hear. I also have no problem looking my audience in their eyes as I scan through the room. I also would say that I am comfortable with my body language that I use enough hand gestures and facial expression, although I tend to not walk across the room.

My weakness is that I always get nervous before the presentation. But nervousness before presentation is healthy, because it shows how important the presentation is to you, and that you want to do well in the presentation (University of Washington, 2018). Below are some tips to not let anxiety take over the presentation:

  • “Use nervousness to your advantage—channel it into dynamic energy about the topic.
  • Remind yourself that you and the audience have the same goal, and, therefore, they want you to succeed as much as you do.
  • Speak about what you know. Keeping your presentation within the realm of your knowledge and experience will build confidence and minimize nervousness.
  • Focus on delivering your message, not on how you feel.
  • Smile. Be relaxed, poised, and at ease on the outside, regardless of how you feel internally. Acting relaxed can help make you relaxed.
  • Keep presenting! Your anxieties decrease the more presentations you give”. (University of Washington, 2018, para. 4)

It is important for us to work on our weaknesses on public speaking because we want to get our message across with confidence, so the audience may be influenced.

University of Washington (2018). Presentation tips. Retrieved from https://www.washington.edu/doit/presentation-tips-…

RESPONSE 3

Effective presentation skills have a mixture of a variety of elements. Good preparation, interesting and engaging content is essential. One personal strength I have regarding professional presentations is that I plan and practice my presentation several times until I can speak comfortably and fluently. I am usually well prepared and have confidence in answering any questions following my presentation. A poor prepared presentation often detracts from an informed and timely message (Bourne, 2007). One method of improvement is to not have as much information. I very often find myself having too much information regarding my topic which can lead to a longer and boring presentation.

My greatest weakness is fear of public speaking. The thought of speaking in front of an audience creates a variety of nervousness and anxiety. One method that can help manage my fear of speaking is by using physical relaxation techniques such as deep breathing exercises to help calm my body and ease the tension.

Knowing yourself and what you can do, can help you to recognize and overcome your weaknesses. It is imperative to learn the skills and techniques needed to increase the level of confidence and performance when presenting in a formal setting (Bourne, 2007).

Bourne, P. E. (2007). Ten simple rules for making good oral presentations. PLoS Computational Biology, 3(4), e77. http://doi.org/10.1371/journal.pcbi.0030077

QUESTION 2

Sustaining change can be difficult, as there are many variables that can affect implementation. One critical component of EBP is to ensure that practice change is part of an organization’s culture so it will continue to impact outcomes over time. Name two potential barriers that may prevent your EBP change proposal from continuing to obtain the same desired results 6 months to a year from now, and your strategies for overcoming these barriers.

RESPONSE 4(Professional Presentation Strengths & Weaknesses)

It is not easy to implement change, let alone to sustain it. Yoder-Wise suggests that all nurses should be change agents, where nurse leaders can facilitate the change, and where direct-care nurses can remain open to and engage in new models of evidence-based practice and new models of care (Yoder-Wise, 2015).

There are two types of barriers when it comes to implementing EBP: individual, and organizational barriers. Individual barriers include the degree of familiarity of EBP, and individual perception about EBP. Organizational barriers include the lack of support, especially from other roles like physicians, and the lack of authority for nurses to make changes throughout the field, that requires multidisciplinary change. (Jordan, Bowers, Cur & Morton, 2016)

My strategies to overcome individual barriers is to provide explanation of what EBP is, and why it is important to nursing practice. I would also look for volunteers who are passionate about this topic to be advocates in their place of work. Continuous dissemination of EBP change should influence not only individuals, but also other disciplines. This would also address the organizational barriers.

Jordan, Bowers, Cur & Morton (2016). Barriers to implementing evidence-based practice in a private intensive care unit in the Eastern Cape. Retrieved from https://www.ajol.info/index.php/sajcc/article/view…

Yoder-Wise, P. (2015). Leading and Managing in Nursing, 6th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/978032318…

RESPONSE 5

The impact of evidence-based practice on nursing and patient outcomes is clearly evident. For evidence-based practice to be successful and sustainable, a culture of EBP readiness must exist through ongoing leadership support, EBP resource availability, and adoption of EBP implementation framework. Developing an evidence-based practice culture enhances nurses’ ability to engage in scholarly activities for project implementation and dissemination in the workplace. It is vital to continue to maintain and adapt EBP and to evaluate its integrity and sustainability.

Potential barriers that may prevent the evidence-based practice project from continuing would be lack of staff involvement, and lack leadership support. Studies have revealed that healthcare professionals are often unware of, and lack familiarity with the latest evidence-based guidance.

In order to address these barriers staff must be involved in training to sustain the process. It is imperative to communicate the vision for the types of changes within the environment that are desired and why they are needed to improve practice. Staff should be involved in the beginning of the change and adequately trained to sustain the improved process. Leaders within the organization should be able to effectively communicate their support of the EBP process to staff and inform them of the importance of applying EBP into practice. Studies have revealed that in order for evidence-based practice to be successful in the organization, support from all levels is essential (Sanders et al., 2010).

Sanders, S., Mackin, M. L., Reyes, J., Herr, K., Titler, M., Fine, P., & Forcucci, C. (2010). Implementing evidence-based practices: Considerations for the hospice setting. The American Journal of Hospice & Palliative Care, 27(6), 369–376. http://doi.org/10.1177/1049909109358695

RESPONSE 6(Professional Presentation Strengths & Weaknesses)

We have all worked very hard on our change projects the past several weeks, and some of us may actually see their efforts put into practice. It is a tough road to see a change project put into practice, but the test comes when the change becomes accepted and enduring. We have witnessed the obstacles that stand in the way of bringing change, but there are also obstacles to sustained change. Organizational culture plays a major role in either acceptance or neglect of the change process.

Tacia, Biskupski, Pheley and Lehto (2015) identified several barriers. Along with institutional and cultural barriers, the authors also acknowledge that lack of knowledge and lack of motivation or also factors that interfere with long-lasting change. Lack of knowledge refers to EBP, and thus, “these nurses may not be able to recognize criteria that reflect high quality research”. In regard to motivation, the authors quoted a nurse manager as saying, “ A lot of them (nurses)… want to come and do their job and … Somewhere along the line . . . they have forgotten about the need to stay current, their responsibility to the profession, their patients, and to their license . . . ”

I have seen that many times. I know many nurses who are incredibly bright and hard-working but lack the desire to read the most current data or to go back to school. We cannot expect that the institution is going to feed us the things we need to know, and learning on the job is not always comprehensive, timely or safe for our patients. These are difficult barriers to overcome. It is important that we understand these obstacles if we are going to bring forth lasting change. Developing a change process is only part of the equation. If we don’t work on a plan to develop lasing change, then our efforts may very well fail.

Reference:

Tacia, L., Biskupski, K., Pheley, A., and Lehto, R. (2015). Identifying barriers to evidence-based practice adoption: a focus group study. Clinical Nursing Studies.doi: 10.5430/cns.v3n2p90 Retrieved from http://www.sciedupress.com/journal/index.php/cns/a…

 
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Classmate Discussion Response

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Classmate Discussion Response

(Classmate Discussion Response)

Week10 Discussion Response To Classmates

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation regarding treatment. I need this completed by 02/01/19 at 7pm.

Read a selection of your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (N. Joh)(Classmate Discussion Response)

Exposure to social media that depicts standards of beauty can negatively impact female girls and adolescents and contribute to peer competition (Ferguson, Munoz, Garza, & Galindo, 2014). One of the most prevalent faces (and bodies) on social media today is the Kardashian family. A quick google search and one will find thousands of articles dedicated to the praise, scrutiny, and shock at the impact this family has had on the country. Change that search to the image option and an endless supply of photoshoots, selfies, and magazine covers are at your fingertips. Looking specifically at the Instagram account of Kim Kardashian, I will explain how her account makes me feel and why. Then I will explain one way exposure to this specific media might affect an adolescent girl and how.

My Reaction

When scrolling through Kim’s four thousand plus pictures on Instagram, the first thing I am struck with is inadequacy. Her life, in all aspects, looks perfect. Despite my wisdom to know that is not true, the young, insecure, red-headed, freckle-faced girl inside of me feels I fall terribly short of the woman I “should” be. As a girl growing up I suffered from raging insecurity and body dysmorphic disorder, which caused depression, isolation, and massive interference with the quality of my life. Even now, as a grown woman who has had extensive therapy and come into her own as I have aged, I still feel the twinge of insecurity, inadequacy, and jealousy when scrolling through Kim Kardashian’s Instagram page.

Potential Impact

On Instagram alone, Kim Kardashian West has 126 million followers, that is almost half of the population of the United States of America (U.S. and World Population Clock, n.d.). That is a tremendous amount of exposure and impact. Kim is known for someone who is a fashion icon, a trendsetter, and one of the most beautiful women in the world (Kirst, 2015). She is also someone who has access to unlimited plastic surgery, the best photographers (and Photoshoppers), high-end make-up, and designer clothing, and yet she depicts herself as a normal woman who is down-to-earth. This creates an unrealistic image in the mind of any person, let alone a young and impressionable teenager girl. The impact is borderline epidemic. Kim Kardashian is the woman that most women ask to be made to look like when undergoing plastic surgery (Seacrest & Goldberg, n.d.). Kim’s unrealistic body image, unique genetic features, and prevalence of social media could impact young girls negatively who are looking to social media to define beauty. From make-up purchases, clothing style, specific workouts to sculpt the body, and even a desire for plastic surgery, Kim’s impact could influence young girls everywhere.

References(Classmate Discussion Response)

DSM-5 BridgeDocument: Eating Disorders and Body Image

Ferguson, C., Muñoz, M., Garza, A., & Galindo, M. (2014). Concurrent and Prospective Analyses of Peer, Television and Social Media Influences on Body Dissatisfaction, Eating Disorder Symptoms and Life Satisfaction in Adolescent Girls. Journal of Youth & Adolescence, 43(1), 1–14. https://doi-org.ezp.waldenulibrary.org/10.1007/ s10964-012-9898-9

Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

Kim Kardashian West (@kimkardashian)

• Instagram photos and videos. (n.d.). Retrieved January 31, 2019, from https://www.instagram.com/kimkardashian/?hl=en

Kirst, S. (2015). The Kardashian’s Social Media Influence. Retrieved January 31, 2019, from https://www.forbes.com/sites/seamuskirst/2015/12/17/the-kardashians-social-media-

influence/#2e8d54b81f03

Seacrest, R., & Goldberg, E. (Writers), & Kardashian, K. (Producer). (n.d.). Keeping up with the Kardashians [Television series episode]. CA: E! Network.

U.S. and World Population Clock. (n.d.). Retrieved January 31, 2019, from https://www.census.gov/popclock/

2. Classmate (N. Pra)

Advertisement

The advertisement that I choose was of a clothing line by Fenty x Savage by Rihanna. It is a lingerie brand that has recently sparked popularity in its inclusiveness of all women. In this particular advertisement, I found a range of models from pregnant to plus-sized women of all skin-tones. There were also the stereotypical “model” type women (tall and thin), but they were not the sole focus for Rihanna’s products. Her clothing line includes bras, panties, and lingerie (pajamas, robes, etc) (Savage x Fenty, 2019).

Feelings

I really enjoy the wide audience that Rihanna seems to gather, and her inclusiveness of representing her product on real women, of all different shapes, sizes, colors, and ethnicities. There are too many facets of media that portray unrealistic women. These models are unrealistic because editors photoshop their image, altering their body shape, size, and facial appearance. In countries like France and Israel, a law has been passed that requires a small disclaimer on each photograph stating that the model’s body has been digitally altered. Established laws like this keep the perspective of society in a real frame of mind, dissuading individuals from feeling poorly about their own bodies when comparing them to others (Tiggemann & Brown, 2018).

Effects on Children and Adolescents

Children and young adolescents are too young to appreciate Rihanna’s clothing line, but older adolescents and beyond have the ability of wearing and running into her advertisements more frequently. Rihanna is also a very popular musical figure, and children, adolescents, and adults have the ability of looking her up and finding the businesses attached to her name, including Fenty x Savage. Finding a performer like Rihanna who is pro-women, in all of our shapes, sizes, and colors, is a positive influence that can shape the way our young clients think and break the pattern of body insecurity in social media (Savage x Fenty, 2019).

Resources(Classmate Discussion Response)

Savage x Fenty. (2019). Retrieved from https://www.savagex.com/
Tiggemann, M., & Brown, Z. (2018). Labelling fashion magazine advertisements: Effectiveness of different label formats on social comparison and body dissatisfaction. Body Image, 25, 97–102. https://doi-org.ezp.waldenulibrary.org/10.1016/j.bodyim.2018.02.010

3. Classmate (A. Mor)

You Have to Eat them to Defeat Them

I found a really cute advertisement that was made in the U.K to get kids to eat more vegetables. The advertisement showed the vegetables as evil veggies, coming from underground to take over the world. The only way to defeat them was to eat them and the kids were the heroes to defeat them! They saved the world by eating all the veggies and helping the adults.

How did you feel about this Advertisement?

This discussion was really cute to me and it made me laugh. It also made me think about my intake of vegetables and how this world is really unhealthy. In my eyes, there are a lot of advertisements of fried and fast foods and not enough advertisements on just simply eating healthy. There are of course advertisements of exercising but not enough healthy restaurants.

How might this advertisement affect a child or adolescent?

This advertisement may get kids to be excited to eat their veggies because they want to be a hero just like the kids in the advertisement. Kids are very adamant of what their peers do and think of them. Seeing this would make them think that this is the thing to do (McElhaney, Antonishak, Allen, 2011). Being accepted by one’s peer group seems likely to pave the way for successful social functioning throughout the course of adolescence and into adulthood (McElhaney, Antonishak, Allen, 2011). This could also put pressure on a child who really ddoesn’t like veggies and may feel like they won’t be a good individual because they don’t eat it.

References(Classmate Discussion Response)

Jardine, A. (2019). You have to eat them to defeat them

https://adage.com/creativity/work/itvveg-power-eat-them-defeat-them/969931

McElhaney, K., Antonishak, J., & Allen, J. (2011). “They Like Me, They Like Me Not:

Popularity and Adolescents’ Perceptions of Acceptance Predicting Social Functioning Over Time.

Bottom of Form

Required Resources

Readings

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

  • Chapter 13 “Feeding and        Eating Disorders”

· Geller, J., & Dunn, E. C. (2011). Integrating motivational interviewing and cognitive behavioral therapy in the treatment of eating disorders: Tailoring interventions to patient readiness to change Click for more options . Cognitive and Behavioral Practice, 18(1), 5–15.
© 2011 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS. Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via the Copyright Clearance Center.

· Raich, R. M., Portell, M., & Pelaez-Fernandez, M. A. (2010). Evaluation of a school-based programme of universal eating disorders prevention: Is it more effective in girls at risk? Click for more options European Eating Disorders Review, 18(1), 49–57.
© 2010 by JOHN WILEY & SONS, INC. Reprinted by permission of JOHN WILEY & SONS, INC. via the Copyright Clearance Center.

· DSM-5 BridgeDocument:Eating Disorders and Body Image Click for more options

Optional Resources

· Francisco, R., Narciso, I., & Alarcoa, M. (2013). Parental influences on elite aesthetic athletes’ body image dissatisfaction and disordered eating. Journal of Child & Family Studies, 22(8), 1082–1091.
Retrieved from the Walden Library databases.

· Khan, F., & Chowdhury, U. (2011). Eating disorders in children and adolescents. British Journal of Medical Practitioners, 4(1), 10–15.
Retrieved from the Walden Library databases.

· Lock, J., & Fitzpatrick, K. K. (2009). Advances in psychotherapy for children and adolescents with eating disorders. American Journal of Psychotherapy, 63(4), 287–303.
Retrieved from the Walden Library databases.

· Talleyrand, R. M. (2010). Eating disorders in African American girls: Implications for counselors. Journal of Counseling & Development, 88(3), 319–324.

 
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labour study related essay2

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labour study related essay2

(labour study related essay2)

Question description

The purpose of the term paper has been defined by Rivlin (1942) as:

“…to give able students an opportunity to do systematic, critical, or constructive work independently under the guidance of the instructor; to supplement the student’s knowledge of the field by wider reading and thinking, and by greater practical handling of the material than is possible through daily assignments; and to enable the student to explore more fully some phase of the course in which he has a special interest or for which he is particularly well qualified to investigate because of previous courses, yet which should not take up too much of the time of the class.”

The term paper / annotated bibliography assignment for this class is to be completed in three stages, with due dates as specified on the course syllabus.

First Stage

The first stage assignment is a topic proposal that states your topic in an introductory paragraph or two (250-400 words)and briefly (125-150 words each) summarizes in your own words a minimum of four (4) relevant scholarly sources (journal articles, book chapters or similar resources).

Required weekly readings from the syllabus will not be counted in the minimum number of sources for this and subsequent assignments but these may be included as supplementary references above the minimum counts. The purpose of the writing assignment is to provide an opportunity to conduct “wider reading and thinking” beyond what has been assigned by the instructor (see quote from Rivlin, below).

Second Stage

The second assignment will increase the number of sourcesreviewed to a minimum of eight and expand the length of the summaries for each entry, including the original four, to 200-250words. Your introduction for this stage should be about one-page (approx. 350-400 words). When I mark your first two assignments, I will offer suggestions for further readings and revisions and it will be prudent to take these suggestions into account in your final paper.

Third Stage

The final assignment may be either a standard term paper or an annotated bibliography. It should be based on your analysis of no fewer than eight sources. If your final paper is an annotated bibliography, you will also be required to include a three to three and half page introductory discussion that synthesizes and evaluates the persuasiveness of the various analyses and evidence surveyed a brief conclusion in addition to the article summaries. If you choose to do a standard term paper, you may integrate the synthesis and overview discussion with the analysis from the source materials.

 
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Building Access Control System

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Building Access Control System

(Building Access Control System)

Question description

Case Study 1: Building an ACCESS CONTROL SYSTEM

As a member of the Information Security team at a small college, you have been made the project manager to install an access control system (ACS) in a dormitory. The ACS will automatically unlock the dormitory doors via an electronic proximity reader and integrate with an existing SECURITY CAMERA SYSTEM.  The cameras are designed to face and rotate to record a person as they use their identification card to unlock the door.
Create a 3-4 page PROJECT PLAN for this project in which you:

  1. Include a one-half page project scope statement.
  2. Define five (5) major tasks, each with one to two (1-2) subtasks. Also write a brief description for each task.
  3. Create a Gantt chart illustrating the project tasks (use MICROSOFT PROJECT or a similar project management program).
  4. Create a system diagram illustrating the equipment and connections required for this project (use Microsoft Visio or a similar SOFTWAREpackage).

Your assignment must:

  • Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
  • Include charts or diagrams created in Excel, Visio, MS Project, or one of their equivalents such as Open Project, Dia, and OpenOffice. The completed diagrams/charts must be imported into the Word document before the paper is submitted.

The specific Course Learning Outcomes associated with this assignment are:

 
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Measuring Health Care Quality

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Measuring Health Care Quality

(Measuring Health Care Quality)

Defining & Measuring Quality In Health Care Organizations

As stated above, Quality is multidimensional and involves the perspectives of various stakeholders, including patients and families. As noted in this week’s Learning Resources, defining quality is not a simple, straightforward task. Yet, it provides an essential foundation for being able to measure and assess quality, and, ultimately, to improve it.  In this Discussion, you consider definitions and measurements of quality. As you proceed, think about why it is important for organizations to be able to quantify quality and compare current performance to previous performance, to a set of standards, and/or to performance in other organizations.

By Day 3:  Post a definition of quality for your selected organization.

1.  Describe at least one quality-related measure that is currently being monitored within the organization.

2. Summarize the data collection process for this measure, and explain how this information is communicated to or among the staff.

3.  Identify at least one strength and one weakness related to how quality is defined, measured, and/or monitored within the organization.

Required Readings  Hickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.

•Chapter 6, “Evaluating of Health Care Information Systems and Patient Care Technology” (pp. 143-170) This chapter examines federally mandated use of health information technology to improve health care and care delivery.   Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. (2013). Integrating quality and strategy in health care organizations. Burlington, MA: Jones & Bartlett Learning.

•Review Chapter 3, “General Concepts in Quality” (pp. 45–82) (assigned in Week 4)    The authors discuss historical perspectives of quality in various industries, and explain the multifaceted nature of defining quality in health care settings.

•Chapter 4, “Current State of Quality Measurement: External Dynamics” (pp. 83–98)    This chapter describes many of the government, nonprofit, and for-profit groups / organizations that contribute to the establishment quality standards and support research to improve the quality of health care.

•Chapter 5, “Current State of Quality Measurement: Internal Dynamics” (pp. 99–110)    This chapter focuses on mandatory and voluntary quality measurement in organizations.

•Chapter 6, “Measuring Quality of Inpatient Care” (pp. 111–132)    This chapter explains the terminology use in quality measurement (e.g., measures, indicators, metrics), and notes that measurement is a critical foundation for the ultimate aim of creating effective changes to improve quality.

•Chapter 8, “Quantifying the Quality Performance Gaps” (pp. 161–177)

 
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Therapy Business Feasibility Plan

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Proton Therapy Center Business Feasibility Plan

(Therapy Business Feasibility Plan)

Question description

Proton Therapy Center Business Feasibility Plan

This team assignment is the preparation of a semester-long report/study applying the course contents to the issues of an actual business feasibility plan based on the contents of a case study.

The objective of this assignment is to demonstrate through application the course concepts by developing a real-life business feasibility plan (this is short of a full- fledged business plan). It is clear, that given the limited amount of time and resources, the plans can’t be fully fledged, ready-to-go business plans. Especially in the area of final supply side of businesses, teams will have to work with qualified guesses – since this class only introduces the topic of entrepreneurial finances.

This assignment is worth twenty (20) percent of the semester grade.

You have been asked to develop a Business Feasibility Plan based on the attached Case Study “Proton Cancer Therapy Center: An Entrepreneur’s Dilemma” by Marlene Mints Reed and Rochelle Reed Brunson (2011), Entrepreneurship Theory and Practice, 35: 1091–1100. This case analysis is to serve as the background information and launching-point for teams to being a contemporaneous business planning endeavor. Each team is to select a location for their project different from that of the Case Analysis (i.e., not in Houston, Texas).

Team Formation: You are to assemble a team of fellow classmates of your choosing of two (2) or three (3) members. It is expected that all group members make equal contributions to the project. A single grade will be given to all members of the team.

Business Feasibility Plan Content: A basic outline of a business plan is as follows. A Business Feasibility Plan differs in that the financial projections are not as robust. In this instance, financial projections will be limited to start-up costs, profit/loss, cash- flow and a breakeven analysis. Otherwise, each of these sections should be fully developed based on the information found within the Case Analysis and through research to being the business plan concurrent with 2018.

 Executive Summary
 Company/Entity Description  Market Analysis
 Organization & Management  Services or Product Line
Marketing & Sales
 Funding Request
 Financial Projections
 Appendix

Materials:

Relevant materials – articles, examples, forms, teaching notes, etc., for the development of a business plan will be provide during the semester. However, it is recommended that teams begin researching business planning, business plans, start-up guides, etc. to help form the contents of the plan.

A recommended initial source is the U.S. Small Business Administration (SBA) and their recommendations for creating a business plan.

SBA.gov » Starting & Managing a Business » Starting a Business » Create Your Business Plan

https://www.sba.gov/writing-business-plan

Reference all sources within your document (except for the textbook case analysis) in the accepted ASCE referencing style. To cite material found in the text, use a modified title-page method as follows: (Text, p.x) to identify the page within the textbook.

A comprehensive guide to the ASCE reference style is available on the ASCE Website on the “Home / Journals / Authors / Publishing in ASCE Journals” page as the e-book: “Publishing in ASCE Journals: A Guide for Authors.” Refer to the “Referencing” section therein.

http://ascelibrary.org/doi/book/10.1061/9780784479…

Criteria for the assignment will include elements such as:

 Depth of research investigation (covering Case Analyses content, Proton Therapy, medical development, etc.).

 Completion of all aspects of the assignment (research, business plan content, translation to contemporary location).

 Incorporation of course material.
 Writing clarity, organization, conciseness, and grammar.

Document: The Proton Therapy Center semester project is to be submitted in PDF form via e-mail and supplied in hardcopy at the time of presentation. Convert all text files (Word Documents), graphics, spreadsheets (Excel Files), or other file types into PDF format and combine into a single cohesive report.

Presentation: A twenty (20) minute presentation of the business feasibility plan is to be made. A copy of any presentation materials – PowerPoint slides, handouts, etc. are to be submitted in PDF form via e-mail and supplied in hardcopy at the time of presentation.

 
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Media & Crime Log Entry II

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Media & Crime Log Entry II

(Media & Crime Log Entry II)

In this module, you will have an opportunity to add to your media and crime log by applying theories presented in this course to media portrayals of crime. The American public is fascinated with crime and therefore, there is no shortage of media depictions of crimes and criminals. In this assignment, you will use the scholarly knowledge you have gained in the course to analyze how the media portrays crime.

You are now familiar with biological, psychological, and sociological theories of crime. In M2: Assignment 2, you wrote a log entry applying psychological theories of criminal behavior to analyze articles or news stories. In this assignment, you will write your second log entry.

Research newspaper or magazine articles related to crime using the print or online news media.

Select two articles or news stories and apply at least two theories from the biological, psychological, and/or sociological perspectives to each article or news story.

Write an analysis of each article or news story addressing the following:

  • What is the purpose of the story as you perceive it?
  • How is crime or criminal justice portrayed?
  • What feelings or reactions are evoked in you by the article?
  • How would you explain the reported criminal behavior using the two theories you selected? Explain your choice of theory.

Give complete citation for the selected article and include a digital copy if possible.

Write a 2–3-page log entry in Word format.

Media & Crime Log Entry IIArticle 1: “Teen Vandalism in the Suburbs”

This article describes a series of vandalism incidents committed by teenagers in a suburban area. Applying the sociological theory of social disorganization, the high crime rate can be attributed to the breakdown of communal institutions such as schools and family structures, leading to diminished social controls and increased deviance among youth. Additionally, the biological theory of genetics and temperament suggests that some teenagers might possess genetic predispositions towards impulsive behavior and risk-taking, which, when combined with a lack of community supervision, results in criminal activities like vandalism.

Article 2: “Corporate Fraud Scandal: CEO Indicted”

The second article details a corporate fraud scandal where a CEO was indicted for embezzling millions. The psychological theory of moral development is relevant here; the CEO’s actions can be understood as a failure in moral reasoning, indicative of a pre-conventional level where personal gain overrides societal norms. Furthermore, the sociological theory of strain (anomie) explains the CEO’s criminal behavior as a response to societal pressures to achieve financial success by any means necessary. This pressure creates a strain that leads individuals to commit crimes when legitimate avenues appear insufficient or blocked.

By examining these articles through the lenses of various theories, we gain a deeper understanding of the multifaceted nature of criminal behavior.

 
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EvidenceBased Practice Proposal Evaluation

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EvidenceBased Practice Proposal Evaluation

(EvidenceBased Practice Proposal Evaluation)

Question description

Evidence-Based Practice Proposal: Section G: Evaluation of Process

In 500 words (not including the title page and reference page), develop an evaluation plan to be included in your final evidence-based practice project. Provide the following criteria in the evaluation, making sure it is comprehensive and concise:

  1. Describe the rationale for the methods used in collecting the outcome data.
  2. Describe the ways in which the outcome measures evaluate the extent to which the project objectives are achieved.
  3. Describe how the outcomes will be measured and evaluated based on the evidence. Address validity, reliability, and applicability.
  4. Describe strategies to take if outcomes do not provide positive results.
  5. Describe implications for practice and future research.

Prepare this assignment according to the APA 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.

Upon receiving feedback from the instructor, refine “Section G: Evaluation” for your final submission. This will be a continuous process throughout the course for each section.

Below is the previous section please use this information in section G

Evidence Based Practice Proposal- Section F Implementation Plan

Setting(EvidenceBased Practice Proposal Evaluation)

This EBP project is proposed to take place in a small rural critical access hospital emergency department providing care 24 hours each day and 365 days each year. The proposed service area includes 1 county in rural Georgia and 2 adjacent counties also in rural Georgia.

Participants

The participants will be those patients > 18 years of age presenting to ED triage with possible sepsis and NEWS score of > 3. The project will compare electronic medical records (EMR) of pre- implementation (before protocol initiation) with those EMRs from post- implementation. This will involve identification, initial contact and nurse compliance with sepsis protocols. An approval form for the implementation will be obtained from administration prior to the implementation. All patients < 18 years of age will be excluded. The project sponsor will avoid any manipulation, participant’s privacy and confidentiality will be protected completely any information that is obtained will be for the purpose of selecting subjects.

Timeline

The timeline for the project will be 16 months’ implementation, and data collection of EMRs for the same amount of time.

Resources

Putting evidence- based research into practice requires a number of resources for effective implementation. These resources aid the healthcare professional in getting to know the answers to important questions. There will be a need for funding resources such as education and personnel, equipment such as computers and labels, educational materials and information technology.

Methods and Instruments

Data collection will be from EMRs pre- and post- implementation by chart review. Data will be entered into a purchased and downloaded Statistical Package for the Social Sciences (SPSS) and compared.

Intervention

This will be a multi-faceted project. With first step being the identification and appraisal of best available evidence pertaining to the care of patients with sepsis, severe sepsis and septic shock in the ED. Sepsis screening tools will be added to the computer system to include the NEWS score which will trigger activation of the steps included in the sepsis protocol including activation of code sepsis alert, moving the patient immediately to an ED bed, blood samples being drawn for cultures, CBC, CMP, chest radiograph, and alerting the ED physician of potential sepsis for implementation of the sepsis care bundles described in the SSC guidelines of 2012. All nurses, lab and radiology personnel, and physicians will be trained and educated on all protocol steps.

Data Collection Plan(EvidenceBased Practice Proposal Evaluation)

Data collection will be from the EMRs pre-and post-implementation. Data to be collected includes, chief complaint on arrival to triage, age > 18 years, NEWS score, SIRS criteria, sepsis screening information, and nurse compliance with sepsis care protocol components. Primary data results are nurse compliance with sepsis care bundle components, secondary data to be compared are mortality rates, ICU admissions, and length of stay. All due diligence will be taken to ensure that information will be kept private and confidential. All data will be managed and maintained by the project manager. Data analysis will be entered the SPSS for statistical analysis. Utilizing a chi square test of independence to calculate screening compliance pre-and post- implementation. Secondary analysis will include examining compliance impact on the secondary data on pre-and post- protocol implementation patients whose EMR indicates a diagnosis of sepsis.

Strategies to manage barriers

There are a variety of strategies that are utilized in overcoming barriers to the implementation of evidence-based practice, there is need for formal evaluation to ascertain the impact on the proposed change, knowledge, attitude and skills of nurses are identified as the main barriers to EBP in sepsis care included in this is the lack of baseline knowledge of sepsis care, lack of triage recognition and delay of diagnosis leading to decrease protocol use and poor patient outcomes. Utilization of online systems to obtain databases with appraised evidence to enhance the awareness along with education and training on good communication. A commitment must be made to advance evidence-based practice and allocate efficient resources for implementation.

Feasibility(EvidenceBased Practice Proposal Evaluation)

Evaluation of the feasibility of the implementation of the EBP practice focuses on the knowledge, skills, personnel cost and computer related cost. Clinician knowledge and skills indicate that they are prepared to get the research into practice. Personnel costs are justified in that there will be staff employed to ensure the effective implementation of the plan. All special lab labels will be used to identify stat lab tests for sepsis patients ensuring that results are obtained in < 1 hour as recommended in the SSC guidelines. Computer related costs will be incurred with the purchase of SPSS program, and the addition of the NEWS score trigger and are justified in their necessity for the project.

Plan to maintain, revise, extend or discontinue

Here the project team will evaluate the efficacy of the timely implementation for the ED sepsis care protocol. If the proposed ED sepsis care protocol is ascertained as ineffective, it shall be discontinued. The project manager anticipated providing the required education and training to identify the any needed revisions early to ensure implementation of the best evidence- based sepsis protocols. There will be ongoing education and updates as needed to ensure that all practitioners are using all the best evidence in practice and all protocols remain up to date. Extension of the implementation period is not anticipated now due to the extended length of the current plan, any possible need for extension will be assessed later.

 
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