Taking Action: Advocacy Letter, Identify The Problem, Finding The Legislation

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Taking Action

In this course, you have been introduced to ethics, social problems, and social policy. This assignment will prompt action from you to help resolve a social issue. You must learn about a problem, find a piece of legislation addressing your concern, and act to help solve the problem.

Using the textbook, the Argosy University online library resources, and the Internet, do the following:

1. Identify the Problem

Select and research a social issue based on the course readings or personal interest.

Then, address the following:

·         Define and describe the social issue in detail using a variety of relevant outside sources.

·         Explain the social context of the social issue.

·         Identify and describe ethical concerns related to the social issue.

·         Determine what population is most impacted by the social issue.

2. Find the Legislation

Use credible government sources to find and learn about a piece of legislation related to your chosen social problem or issue.

Then, address the following:

·         Explain how the piece of current legislation relates to the social problem or issue. Make sure you provide a description of the piece of legislation.

3. Write an Advocacy Letter

In order to help resolve the social issue, you must take action. Identify your elected representative(s) and find their contact and e-mail addresses.

Write an advocacy letter regarding the piece of legislation and your support of or opposition to it.

The purpose of an advocacy letter is to support or oppose the legislation that affects a social issue of concern to you. This letter is a way for representatives to stay in touch with the constituents they represent. The letter consists of a brief introduction identifying and addressing the social issue of concern (through personal experience, if applicable), an identification of the piece of current legislation that addresses your chosen issue, and your request advocating your representative to support or oppose the legislation.

Be sure to address the following in your letter:

·         Identify the purpose of your letter.

·         Identify House bill (HR) or Senate bill (S) number of the legislation.

·         Briefly summarize the social problem or issue.

·         Explain the importance of the legislation as it relates to your issue.

·         Advocate for or against the legislation in a knowledgeable and respectful tone. This includes the following:

o    Evaluating the proposed impact of the legislation on target population

o    Proposing possible ways the legislation can influence the social problem or issue

Sample http://vizedhtmlcontent.next.ecollege.com/pub/content/70f13db6-f60b-4349-851b-bee3a6129964/AUO_HUM220_M3_A2_SampleLetter.pdf

 

Review samples of advocacy letters. Use either of the sample letters as a template for your own letter.

 

Write a 3–5-page report in Word format that begins with an Advocacy Letter followed by a supporting report of 3–5-pages. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.

 
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Beck Depression Inventory Assessment

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Introduction

 

This unit will focus on how counselors assess their clients during the initial stages of the counseling process. How will you gather the information that will assist in describing the client’s presenting issues; current level of functioning; strengths and limitations; risk factors; characteristic patterns of thinking, feeling, and behaving; and possible areas for focus in the counseling process? Much of this information may come from a structured initial interview or biopsychosocial assessment, which frequently occurs during the first intake session. Counselors also use more formal types of assessments in early sessions, such as a mental status exam, depression/anxiety inventories, symptom checklists, or other self-report measures.

 

Having familiarity with the range of assessment instruments and processes available to counselors and understanding when they can be used to produce reliable and valid information to assist in the counseling process are important parts of professional development. Your site supervisor can discuss your current fieldwork site’s approach to assessment and may also be able to provide more information about the way other agencies or practitioners in your area approach using methods to assess clients, track their progress, and evaluate therapy outcomes.

 

Objectives

 

To successfully complete this learning unit, you will be expected to:

 

1.      Review various assessment tools designed to address specific disorders.

 

2.      Identify the strengths and limitations of assessment tools.

 

3.      Gauge the effectiveness of selected assessment tools in soliciting client data and facilitating interaction.

 

4.      Discuss cultural characteristics that impact the selection and application of assessment tools.

 

I have selected the Beck Depression Inventory for this paper.

 

Utilize one or more specific methods of assessment with a client you are working with at your fieldwork site. Ask your site supervisor to assist you in selecting an assessment that is appropriate for your client and that is currently used at your site (such as the Beck Depression Inventory, Beck Anxiety Inventory, mental status exam, biopsychosocial assessment, ecomap, genogram, or another developed assessment instrument).

 

 

 

 

 

If your fieldwork site does not use any methods for a formal evaluation process with clients, select at least one assessment tool that you believe would be appropriate for your client, and discuss its use with your site supervisor.  A structured interview, biopsychosocial assessment, and genogram are less intrusive methods of assessment than using a developed instrument and should be discussed as possibilities with the site supervisor. Once you have permission from your supervisor to use this assessment method, set up a time to administer it with your client.

 

After you have collected client, couple, or family data using the various assessment tools given to you by your agency or organization (as well as any other assessment tool from your readings, with your site supervisor’s approval), synthesize, summarize, and write your assessment of the client, in a 3–4 page paper that:

 

5.      Offers a brief description of your client, couple, or family, omitting any personally identifying information.

 

6.      Describes the rationale for using these particular assessment forms (that is, agency policy, diagnostic clarification, and so on).

 

7.      Gauges the effectiveness of selected assessment tools in soliciting client data and facilitating interaction.

 

8.      Identifies the strengths and limitations of assessment tools.

 

9.      Discusses cultural characteristics that impact the selection and application of assessment tools.

 

10.Identifies the limitations of these tools in gathering data and building the helping relationship.

 

 

 

Criteria Non-performance Basic Proficient Distinguished

 

 

 

Provide a rationale for selected assessment tools.
20% 		Does not identify selected assessment tools. Identifies assessment tools selected, but does not provide a rationale for their selection. Provides a rationale for selected assessment tools. Provides a thoughtful, thorough rationale for the assessment tools selected, supported by thorough research.
Gauge the effectiveness of selected assessment tools in soliciting client data and facilitating interaction.
20% 		Does not list the results identified from the use of selected assessment tools. Lists some of the results identified from the use of the selected assessment tools, but does not gauge their effectiveness. Gauges the effectiveness of selected assessment tools in soliciting client data and facilitating interaction. Gauges the effectiveness of the selected assessment tools and supports their assertions with thoughtfully selected and documented research.
Identify the strengths and limitations of assessment tools.
20% 		Does not provide a partial list of the strengths and limitations associated with selected assessment tools. Provides only a partial list of strengths and limitations associated with selected assessment tools. Identifies the strengths and limitations of assessment tools. Compares and contrasts a comprehensive list of strengths and limitations of the selected assessment tools.
Discuss cultural characteristics that impact the selection and application of assessment tools.
20% 		Does not list cultural characteristics that impact the selection and application of assessment tools. Lists but does not discuss cultural characteristics that impact the selection and application of assessment tools. Discusses cultural characteristics that impact the selection and application of assessment tools. Offers a thoughtful and thorough discussion of the cultural characteristics that impact the selection and application of assessment tools, well-supported by recent, relevant references.
Communicate in a manner that is consistent with expectations of mental health counseling professionals.
20% 		Does not communicate in a manner that is consistent with expectations of mental health counseling professionals. Inconsistently applies communication skills that are expected of mental health counseling professionals. Communicates in a manner that is consistent with expectations of mental health counseling professionals. Skillfully and consistently communicates in a manner that is expected of mental health counseling professionals.

 

 

.

 

 

 
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For Phyllis Young: Observational And Motor Learning

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Observational and Motor Learning

 

During the period of early childhood, mastering fine motor skills is a very important process needed for physical and cognitive development. However, for a number of different reasons, there are some children who do not develop at the same pace as an average child. It is important for parents and physicians to recognize children who are not on track developmentally because the earlier the cause of the delay can be determined, the earlier parents can start working with the child to correct or minimize these deficits. Often, the earlier the children begins to work on their developmental deficits, the greater the advancements they can make.

 

By the age of three, a child should be able to do the following:

 

  • Use a spoon by themselves
  • Draw a vertical and horizontal line
  • String large beads
  • Snip paper with scissors
  • Roll clay or play dough into a “snake”

 

Conduct an Internet search using the two phrases listed below. Your results will help you better understand the kind of milestones that are used to assess the development of fine motor skills in young children.

 

  • Fine motor skills milestones
  • Child development milestones

 

Research observational and motor learning and activities that can be used to help develop motor skills. Then, address the following: (3-5 references)

 

  • Describe in detail how a young child’s fine motor skills are developed—making sure to include the theory of motor-skill learning that best fits this situation.
  • Explain whether any motor tasks or skills can be accomplished via observational learning. Justify your response.
  • Now, consider a situation in which a young child (3–4 years old) is developmentally delayed in fine motor skill development. Create a strategy which would help the child strengthen his or her fine motor skills.
  • You can find a number of activities online which purport to help develop these skills. From a theoretical viewpoint, be sure to explain how these activities will aid a child’s fine motor skill development. Make sure that you reference at least one peer-reviewed article in addition to any Web sites you find and describe these activities as part of your development strategy.

 

Write a 3–4-page paper in Word format. It should be double-spaced and in 12 point, Times New Roman font with regular one-inch margins and free of typographical and grammatical errors. Apply APA standards to citation of sources. Be sure to include a title page with a running head and reference page

 

No Plagiarism

 
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Adult Vocational Development

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Adult Vocational Development

Chapter 14 in the course textbook focuses on the value and meaning of work in adulthood. The social roles and meanings associated with work—what one does for a living or as a profession—are among the most complex and important identities associated with individuals in our society

For this journal assignment, reflect on the substance and theoretical foundation of what you have learned this week about social development, specifically in relation to work and work/life integration. Then write a reflective essay that addresses the following:

  • Explain how this week’s readings inform, influence, or cast light on your personal educational and work journey.
  • Reflect on how ones work and related practices fit into stages of development as theorized by Erikson or Maslow.
  • Discuss how you would advise a younger colleague or client facing decisions in this realm.

Point Value: 4 Points
Weekly Learning Outcome Alignment: 1, 2
Course Learning Outcome Alignment: 1, 2, 3, 4, 5

Journal Assignment

Journal 5 – Adult Vocational Development

Chapter 14 in the course textbook focuses on the value and meaning of work in adulthood. The social roles and meanings associated with work—what one does for a living or as a profession—are among the most complex and important identities associated with individuals in our society

For this journal assignment, reflect on the substance and theoretical foundation of what you have learned this week about social development, specifically in relation to work and work/life integration. Then write a reflective essay that addresses the following:

Suggested Outline and Headings for Journal 5

Comments on Week’s Learning and Material

Explain how this week’s readings inform, influence, or cast light on your personal educational and work journey.

Work & Stages of Development by Erikson or Maslow

Reflect on how ones work and related practices fit into stages of development as theorized by Erikson or Maslow.

Advise to Younger Colleague or Client

Discuss how you would advise a younger colleague or client facing decisions in this realm.

Point Value: 4 Points

Intellectual Elaboration

The Dynamics of Dual-Earner Couples

Dr. Jeanie M. Thorndike, PhD

 
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Week 11 Discussion 1 Response

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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 Broderick and Blewitt (2015). I need this completed today at 7pm. Respond to at least three of your colleagues using one or more of the following approaches:

· Select a colleague who was assigned a different client than you. Suggest at least one counseling goal or strategy he or she might use to support the health and resilience of the older adult.

· Select a colleague who was assigned the same client as you. Contrast your conceptualizations of the client’s developmental factors and state of well-being.

1. (S. Mor)

The Reeves Family has added a new addition to their household, which consists of Lucas the father of John, Justin, and Emme. Lucas has moved his father Jacob (Grandpa Jake) in after the death of his mother. The last several years have gone smoothly with the Reeves Family, and with the added addition to their household Lucas recommended Grandpa Jake come see me. Lucas rightfully so had his father move in after his mother’s death, because he did not want him to be alone. Grandpa Jake is not in favor of seeing a counselor and has no problem verbally expressing his disdain for the counseling field. One of Lucas’s concerns for his father is his memory tends to come and go at different times. He has actually called the table in my office a chair and has renamed his Granddaughter Emme to Ella. Another concern in the house is privacy and space. Grandpa Jake has accused his Grandson John of stealing a book from his room, which has caused tension between Lucas and his father. Grandpa Jake is transitioning from being married for a very long time, losing his wife, moving out of their home, and now living with his son and grandchildren. He is 68 years old and it is a lot to process and accept every day (Laureate Education, n.d.).

Developmental Factors in Late Adulthood

One of life’s goals will be to grow old and reach senior citizen status, proudly receiving discounts everywhere we go because our age paid the price for it. Personally I enjoy having conversations with the elderly because the amount of knowledge they possess is a scholar’s dream come true. Watching my own Mother age graciously I have begun to notice several developmental changes that she is either refusing to accept or snaps at me like I am a 10 year old child. I completely understand what Lucas is going through with Grandpa Jake, and with the right guidance and patience they will be able to enjoy each other. The first developmental change that I feel causes major concerns for the elderly is physical change. The mind remains the same but the body is unable to keep up, is frustrating. Good health in the mental and physical realm is causes for concern because our immune system stops functioning the way it was designed to (Broderick & Blewitt, 2015).  The onset of cancer, bone diseases, heart failure, organ failure, and much more are health concerns that we face as we grow older. In hindsight the older we get there should be a reward of good health and a sound mind for going through the test of time. However it is the exact opposite and instead of being rewarded, the elderly are punished with bodies that break down as they grow older.

Brain and cognitive developmental change are extremely hard to watch elderly people go through, especially if you have known them before the change. Grandpa Jake is showing signs of change in his brain, by forgetting names and calling tables’ chairs. “Cognition depends on a healthy and well-functioning brain” (Broderick & Blewitt, 2015). As a counselor it will sadden me when a client understands their minds are not operating at full capacity. The reality is before the mind completely goes, there are signs that they recognize. For example, knowing a familiar place and how to get there is great, but if the mind forgets in the midst of going to this familiar place the frustration may be devastating. The Manitoba study discovered that most people feel in order to live a life of satisfaction, aging has to be successful which includes “longevity, physical, and mental functioning” (Bowling, 2007).

Impact of Emotional and Psychological Well-Being

Emotionally and psychologically there is an impact in people when they are growing old. I have noticed many elderly tend to be extremely happy even grateful that they are still alive. Others tend to be extremely mean for no reason, and I am wondering are these emotions the sum of their entire lives. Emotional well-being in happy older people normally includes better friendships, better relationships with family, and happy marriages (Broderick & Blewitt, 2015). In the midst of chaos if you observe an older person you will realize that they steer clear of drama and unnecessary disagreements. Psychologically they disconnect from the chaos. My mother says it best, “I left because the news will have it on at 5:00 sharp and there is no need for me to be in the middle of anyone’s mess”. The reality behind that, and keep in mind this is for anything that could possibly occur in the world we live in today, she is right to run now and ask questions later.

Protective Factor

Wisdom is a protective factor that could optimize an elderly individual’s health and resilience. Wisdom is allowing oneself to do the right thing for their mind, body, and spirit even when no one is watching. For example, wisdom is exercising your bones and muscles in order for them not to get stiff and painful. Wisdom is eating healthy. Wisdom is taking care of yourself when we are young in order for our bodies to thank us when it grows old. Wisdom s the right thing to do, but we all struggle with it daily.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Bowling, A, (2007). Aspirations for older age in the 21st century: What is successful aging? The International Journal of Aging & Human Development, 64(3), 263–297.

2. (A. Wit)

My clients are Miguel and Jeanette Martinez.  The challenges of raising three children and surviving a devastating tornado are behind them (Laureate Education, 2013a).  Now in their early 70’s, Miguel and Jeanette have conflicting ideas on how to spend their remaining years.  Jeanette feels she has worked hard in her life and looks forward to relaxing and watching her grandchildren grow (Laureate Education, 2013a).  Miguel, on the other hand, is not quite ready to “settle down” (Laureate Education, 2013a).  Miguel looks forward to traveling and new adventures (Laureate Education, 2013a).

Developmental factors of late adulthood

Developmental factors of late adulthood are categorically similar to other lifespan stages.  Individuals can expect physical, cognitive, and socioemotional changes as they age (Broderick & Blewitt, 2015).  Erikson hypothesized the intimacy and generativity are primary themes in later life (Torges, Stewart, Miner-Rubino, 2005).  One challenge for this population is coming to terms with life regrets (Torges, Stewart, Miner-Rubino, 2005).  Counselors can use a life review to identify regrets of either missed opportunity or disappointment in life choices (Torges, Stewart, Miner-Rubino, 2005).  According to Torges, Stewart, Miner-Rubino (2005), an individual’s well-being is associated with their interpretation of regrets.

Protective factors for late adulthood challenges

A common goal for aging adults is to feel satisfied with a life well-lived and have the opportunity to savor the “golden years”.  Counselors working with older clients may help increase health and resilience by using self-reflection interventions.  One self-reflection technique is conduction a life review (Laureate Education, 2013b).  According to Dr. Donna Sheperis (Laureate Education, 2013b), a life review can guide clients through collecting artifacts and memories that are meaningful to the client.  The life review process could benefit both Miguel and Jeanette.  For Jeanette, the process may increase the pride she has as a mother and provide a tangible memoir she can pass on to her children and grandchildren.  For Miguel, the life review can serve as a reminder of obstacles he has overcome in his life.  Miguel might gain a new perspective in which he can feel free to explore his curiosity and respect Jeanette’s contentment with her desires.

Summary

Miguel and Jeanette Martinez have overcome many obstacles in their life.  They both hope to enjoy this period in life.  A life review may provide valuable insight into regrets.  At this point, Miguel would benefit from a new interpretation of past events.  People who come to terms with regret report high life -satisfaction and positive mood than people who do not come to terms with regret (Torges, Stewart, Miner-Rubino, 2005).

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Laureate Education (Producer). (2013a). Late adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)

Laureate Education (Producer). (2013b). Perspectives: The golden years [Video file]. Retrieved from https://class.waldenu.edu

Torges, C.M., Stewart, A.J., & Miner-Rubino, K. (2005).  Personality after the prime of life: men and women coming to terms with regrets.  Journal of Research in Personality, 39(1), 148-165.  Doi: 10.1016/i.irp.2004.09.005

3. (L. Waf)

Audrey Anderson now 72-years-old has presented for therapy at the request of her grandchildren following her husband Ernie’s sudden death two months ago of a heart attack. Audrey has not been eating or sleeping well nor has she been leaving her house. Audrey reports being well; stating, she misses her husband and wishes her grandchildren resided closer. As the conversation continued, Audrey reported two of her close friends from church have also passed away within the last year. She sighs and says, “Sure, I am lonely, but I know I will be with Ernie and my Holy Father soon.” (Laureate, 2013d).

Developmental Factors in Late Adulthood

Late adulthood is considered to begin around age 65. Developmental changes in late adulthood include cognitive, physical, and socioeconomic. Late adulthood is a sincerely problematic state with lots of grief and frustration.   (Broderick & Blewitt, 2015). Some physical changes associated with later adulthood include a decline in sensory capacity; declines in heart, kidney, lung, and muscle function; as well as memory degeneration, changes in appearance, and sensory changes. Other physical health conditions vary and are often attributed to health habits, hereditary factors, and other influences. These health conditions include cancer, dementia, heart disease, and arthritis. Cognitive changes include declines in reasoning, the speed of processing, and memory that are often associated with the primary biological changes that occur. Socioeconomic changes include changes in work status or loss of a spouse. Retirement brings about shifting roles in the home and social system.

Protective Factors for Late Adulthood Challenges

The protective factor I would use for Audrey is to encourage social connectedness by encouraging more involvement in her church. Religious involvement reduces the risk of depression in late adulthood. (George, Ellison, & Larson, 2001). I would also encourage grief counseling. “There’s a big difference between being depressed and being sad,” she says. “When we grieve, sadness overtakes us and rules our life for quite a while. However, there is movement. Eventually, we move through sadness and make meaning out of our loss.” (Kennedy, 2008). This quote speaks volumes to me about the grieving process. With proper empathy, support, guidance Audrey can efficiently work through her feelings of grief and learn to live with her loss.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

George LK, Ellison CG, Larson DB. Explaining the relationships between religious involvement and health. Psychol. Inq. 2002;13:190–200

Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 15, “Gains and Losses in Late Adulthood” (pp. 556-596)

Bielak, A. A. M., Anstey, K. J., Christensen, H., & Windsor, T. D. (2012). Activity engagement is related to level, but not change in cognitive ability across adulthood. Psychology and Aging, 27(1), 219–228.
Retrieved from the Walden Library databases.

Bowling, A, (2007). Aspirations for older age in the 21st century: What is successful aging? The International Journal of Aging & Human Development, 64(3), 263–297.
Retrieved from the Walden Library databases.

Davis, C. S. (2008). A funeral liturgy: Death rituals as symbolic communication. Journal of Loss and Trauma, 13(5), 406–421.
Retrieved from the Walden Library databases.

Hemmingson, M. (2009). Anthropology of the memorial: Observations and reflections on American cultural rituals associated with death. Forum: Qualitative Social Research, 10(3), 1–13.
Retrieved from the Walden Library databases.

Lowis, M. J., Edwards, A. C., & Burton, M. (2009). Coping with retirement: Wellbeing, health, and religion. Journal of Psychology, 143(4), 427–448.
Retrieved from the Walden Library databases.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.
Retrieved from the Walden Library databases.

Schoulte, J. C. (2011). Bereavement among African Americans and Latino/a Americans. Journal of Mental Health Counseling, 33(1), 11–20.
Retrieved from the Walden Library databases.

Wang, M., Henkens, K., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical advancements. The American Psychologist, 66(3), 204–213.
Retrieved from the Walden Library databases.

Kaplan, D. (2008). End of life care for terminally ill clients. Retrieved from http://ct.counseling.org/2008/06/ct-online-ethics-update-3/

Kennedy, A. (2008). Working through grief. Retrieved from http://ct.counseling.org/2008/01/working-through-grief/

National Institutes of Health, National Library of Medicine. (2013). End of life issues. Retrieved from http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

Rudow, H. (2012). The bereaved at greater risk of heart attack after loss. Retrieved from http://ct.counseling.org/2012/01/the-bereaved-at-greater-risk-of-heart-attack-after-loss/

Media

· Laureate Education (Producer). (2013d). Late adulthood [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
This week, you will revisit your assigned client family for the final time in this course. Before watching this media, take time to reflect on all that you have learned about this family. Then, examine the new information given on this week’s featured family member, aged 65 or older.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013j). Perspectives: The golden years [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses the physical and cognitive changes experienced by older adults. The presenter offers counseling approaches and considerations for this age range.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

The following document gives credit for Laureate-produced media in this course: Credits (PDF)

 
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Walden NURS6521 Week 8 Quiz 2017

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Question 1 A 15-year-old boy is being carefully monitored for a skin infection and is being given ciprofloxacin. The nurse will observe for which of the following?

A) Arthropathy
B) Colitis
C) Hepatitis
D) Hypotension

Question 2 A patient has been admitted to the critical care unit of the hospital with bacterial septicemia that has failed to respond to initial antibiotic treatment. The patient’s most recent blood cultures reveal the presence of methicillin-resistant Staphylococcus aureus (MRSA) in the patient’s blood. The nurse will anticipate that this patient will likely require intravenous administration of what antibiotic?

A) Vancomycin
B) Penicillin G
C) Cefazolin
D) Doripenem (Doribax)

Question 3 Mr. Laird is a 49-year-old electrician who experienced severe burns on his trunk, arms, and hands in a workplace accident 2 weeks ago. Part of his current wound care regimen involves the daily application of silver sulfadiazine to his wounds.The nurses who are providing care for Mr. Laird in the burns and plastics unit of the hospital should perform what action when administering this medication?

A) Apply a layer of silver sulfadiazine that is sufficiently thick to make the wound bed invisible.
B) Cleanse the wound of debris prior to applying the silver sulfadiazine
C) Apply a thin layer of the drug to Mr. Laird’s wound beds using clean technique.
D) Perform thorough wound care immediately after the application of silver sulfadiazine

Question 4 A patient is prescribed ganciclovir to treat a CMV infection. An oral dosage is prescribed. To help increase bioavailability of the drug, the nurse will encourage the patient to take the medication

A) with high-fat meals
B) with orange juice
C) on an empty stomach
D) with high-protein meals

Question 5 A patient has endocarditis and is taking gentamicin. The nurse will be sure to monitor which of the following?

A) Potassium level
B) Creatinine clearance
C) Serum albumin level
D) Prothrombin time

Question 6 A 30-year-old woman who is in the first trimester of pregnancy has presented to her primary care provider with a 4-day history of a reddened, itchy left eye that is crusted with purulent exudate. The clinician suspects a bacterial, rather than viral, etiology. How will the patient’s pregnancy affect the potential use of ciprofloxacin to treat her conjunctivitis?

A) Ciprofloxacin is safe to use in pregnancy and the patient may use to same dose and route as a nonpregnant patient
B) The use of ciprofloxacin is contraindicated in pregnancy
C) It is safe for the patient to use topical ciprofloxacin but the oral route is potential teratogenic
D) The patient will require a lower dose and longer course of ciprofloxacin than a nonpregnant, adult patient

Question 7 A nurse has questioned why a patient’s physician has prescribed a narrow-spectrum antibiotic rather than a broad-spectrum drug in the treatment of a patient’s infection. Which of the following facts provides the best rationale for the use of narrow-spectrum antibiotics whenever possible?

A) Broad-spectrum antibiotics confound the results of subsequent culture and sensitivity testing.
B) Narrow-spectrum antibiotics normally require a shorter duration of treatment
C) The efficacy of most narrow-spectrum antibiotics has not been proven
D) The use of broad-spectrum antibiotics can create a risk for a superinfection

Question 8 A 72-year-old patient is prescribed ophthalmic ciprofloxacin for a bacterial infection in her right eye. The nurse will teach her to observe for which of the following adverse effects of the drug?

A) Lid margin crusting and pruritus
B) Cognitive changes
C) Nephrotoxicity and neurotoxicity
D) Tendon ruptures

Question 9 A patient has been prescribed oral tetracycline.The nurse will instruct the patient to take the drug

A) on an empty stomach 1 hour before or 2 hours after taking any meals or other drugs.
B) with a meal.
C) with milk or fruit juice.
D) at bedtime only.

Question 10 A 20-year-old female patient is receiving topical clindamycin for acne vulgaris. She develops a rash and urticaria along with severe itching where the medication is applied. The nurse will formulate which of the following nursing diagnoses for the patient?

A) Diarrhea
B) Risk for Injury related to allergic reactions
C) Imbalanced Nutrition: Less than Body Requirements
D) Risk of Injury related to blood dyscrasia

drug therapy, including INH and rifampin. A priority assessment by the nurse will be to monitor which combination of laboratory test results?

A) Serum alanine transaminase, aspartate transaminase, and bilirubin
B) Red blood count, white blood count, and differential
C) Thyroid-stimulating hormone, thyroxine, and triiodothyronine levels
D) Fasting blood sugar and 2-hour postprandial blood sugar

Question 12 An immunocompromised cancer patient has developed cryptococcal meningitis and been admitted to the intensive care unit for treatment with amphotericin B. How should the nurse most safely administer this drug?

A) Hang the drug by piggyback with lactated Ringer’s and infuse over several hours to minimize the risk of infusion reaction
B) Infuse the drug over 2 to 4 hours into a central line using an infusion pump
C) Flush the patient’s central line with normal saline and infuse the amphotericin B by intravenous push over 5 to 7 minutes.
D) Place the patient on a constant infusion of amphotericin B at a rate determined by the patient’s body weight.

Question 13 A nurse is aware that the concept of selective toxicity is foundational to antimicrobial therapy. Which of the following statements most accurately describes selective toxicity?

A) A drug harms microbes without harming human cells
B) A drug’s effect on microorganisms is proportionate to dose
C) Most microbes may be collected from a host and cultured on an alternative medium
D) A drug can be isolated and produced in a controlled manner in a laboratory setting

Question 14 An immunocompromised patient in a critical care setting has developed a respiratory infection that has been attributed to methicillin-resistant Staphylococcus aureus (MRSA). The nurse should anticipate that the patient will require treatment with

A) ciprofloxacin
B) clindamycin
C) vancomycin
D) an antistaphylococcic penicillin

Question 15 Laboratory testing has confirmed that a patient has chloroquine-resistant malaria and the patient’s physician has prescribed quinine along with an adjunctive drug. The nurse should question the physician’s order if the patient has a history of

A) osteoporosis or low bone density
B) chronic obstructive pulmonary disease (COPD)
C) diabetes mellitus
D) cardiac arrhythmias

Question 16 A 46-year-old man is receiving a quinupristin/dalfopristin IV infusion for a life-threatening infection. Which of the following would be most important for the nurse to monitor?

A) Increased heart rate
B) Breathlessness
C) Infiltration, edema, or phlebitis at the infusion site
D) Nausea and vomiting

Question 17 A patient with AIDS has developed a number of secondary infections in recent weeks, including Kaposi’s sarcoma. As a result of this most recent diagnosis, his care team has opted to begin treatment with interferon alfa-2a. The nurse is aware that this drug will address the etiology of Kaposi sarcoma by

A) inhibiting tumor growth by enhancing inflammation
B) potentiating the effects of phagocytes and macrophages
C) causing mutations in the DNA of cancerous cells
D) increasing the production of B cells and T cells

Question 18 Sulconazole has been prescribed for a patient with tinea pedis. The nurse will instruct the patient to use the topical agent

A) once a day
B) twice a day
C) three times a day
D) as needed

Question 19 Which of the following is critical to helping prevent development of resistant strains of microbes in patients?

A) Limit the exposure of bacteria to an antimicrobial agent
B) Keep the antimicrobial drug dosage high
C) Maintain the optimum duration of the antimicrobial agent
D) Maintain the maximum safe frequency of antimicrobial drug ingestion

Question 20 Which of the following nursing actions is most important in achieving successful antimicrobial therapy with vancomycin?

A) Provide maximum physical comfort to the patient
B) Monitor serum drug level
C) Taper down the drug dosage gradually
D) Promote adequate intake of fluids and nutrients

Question 21 A patient is being treated for Mycoplasma pneumoniae pneumonia. She is allergic to penicillin and is being given azithromycin (Zithromax) in capsule form. The nurse will inform the patient that she will need to take the capsule

A) with food
B) on an empty stomach
C) with or without food
D) immediately after she eats

Question 22 A patient is taking rifampin (Rifadin) for active TB. When discussing this drug with the patient, the nurse should stress that

A) the drug usually causes cardiac arrhythmias
B) the drug frequently causes seizure activity
C) facial flushing may appear but will go away once therapy is concluded
D) body fluids such as urine, saliva, tears, and sputum may become discolored

Question 23 A nurse is explaining the use of acyclovir therapy to a 72-year-old man. Nephrotoxicity is discussed as a major adverse effect in older patients. To minimize the risk of the patient developing this adverse effect, the nurse will advise him to

A) take the tablets on an empty stomach
B) decrease the drug dosage if initial symptoms of nephrotoxicity appear
C) stay well hydrated by drinking at least eight 8-oz glasses of water daily
D) eat light meals every day

Question 24 A 9-year-old boy was bought to his primary care provider by his mother with signs and symptoms of hookworm infection and will be sent home with a prescription for mebendazole. When provided patient and family education, the nurse should teach the mother with which of the following measures to avoid reinfection following treatment?

A) The importance of vigilant hygiene for the boy and the other members of the family
B) The need for the boy to provide serial stool samples for 6 months following treatment
C) The need to supplement the anthelminthic drug with prophylactic antibiotics
D) The need to use prescription skin cleansers during treatment and for 6 weeks after

Question 25 A nurse is caring for a patient who is on amphotericin B. On morning rounds the patient reports weakness, numbness, and a tingling sensation in his feet. What would be a priority action by the nurse?

A) Encourage the patient to increase fluid intake
B) Use strict aseptic technique for drug administration
C) Keep the bed in a low position and the side rails up at all times
D) Reduce the drug dosage

Question 26 A nurse is providing education to a patient who is taking INH. The nurse will advise the patient to avoid which of the following foods?

A) Cheese, dairy products, and bananas
B) Potatoes and root vegetables
C) Citrus fruits
D) Chicken and fish

Question 27 A child is taking permethrin for head lice. The nurse will instruct her mother to

A) wash her hair daily with a good shampoo
B) increase her daily intake of milk
C) maximize the child’s fluid intake
D) stop using creams, ointments, and oils on the child’s skin and scalp.

Question 28 A patient is receiving cefazolin in combination with anticoagulants. To minimize the adverse effects during therapy, the nurse will

A) monitor the site of injection
B) monitor the patient for bleeding gums
C) continue therapy until 2 days after symptoms have resolved
D) administer the medication with small amounts of food and fluids

Question 29 Which of the following would a nurse assess for in a patient who is taking polymyxin B systemically?

A) Peripheral neuropathy
B) Nephrotoxicity and hepatotoxicity
C) Hyperkalemia and hyponatremia
D) Endocarditis and hypertension

Question 30 A 30-year-old African-American woman tested positive for TB and is prescribed isoniazid. The nurse will plan the patient’s care to include close monitoring of the drug therapy because

A) the process of drug elimination will be faster in this patient
B) the therapeutic effect of the drug may be too slow to be effective
C) the patient is at greater risk for high serum levels of the drug
D) the process of drug metabolism may be faster in this patient

Question 31 A patient is receiving long-term clindamycin therapy for a life-threatening infection. The nurse will begin by monitoring this drug therapy by obtaining

A) blood glucose levels daily for 1 week
B) establishing the patient’s auditory abilities
C) a baseline complete blood count
D) liver enzymes weekly until the drug therapy is completed

Question 32 A 45-year-old female patient is prescribed ciprofloxacin to treat a bronchial infection. A nursing assessment revealed that she started taking daily vitamin supplements about 2 years ago. To maximize the therapeutic effects of the ciprofloxacin therapy, the nurse should advise the patient to

A) take the vitamins at least 2 hours before or after taking ciprofloxacin
B) alternate the dosage of ciprofloxacin and vitamin supplements
C) reduce the dosage of vitamin supplements
D) reduce the dosage of vitamin supplements and double the dosage of ciprofloxacin

Question 33 A 7-year-old child has tonsillitis and is prescribed penicillin V, which is to be administered at home. The nurse will instruct the parents to administer the drug

A) with a sip of water 1 hour before mealtime
B) immediately before or with a meal
C) with a glass of water 1 hour before or 2 hours after a meal
D) intravenously with the assistance of a home health nurse

Question 34 A 15-year-old patient has meningitis caused by Haemophilus influenzae. She is being treated with chloramphenicol. The most important nursing action for this patient would be to monitor

A) blood sugar levels daily
B) liver enzymes monthly
C) plasma concentrations regularly
D) urine output daily

Question 35 A 49-year-old farmer who normally enjoys good health has become seriously ill in recent days and the results of an extensive diagnostic work up have resulted in a diagnosis of histoplasmosis. The patient has been admitted to the hospital and has begun treatment with amphotericin B. The nurse who is providing care for the patient should prioritize which of the following diagnostic results during his course of treatment?

A) Electrolytes, blood urea nitrogen, and creatinine
B) Hemoglobin, hematocrit, and red blood cells
C) PT, PTT, and platelets
D) C-reactive protein

 
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M3 Discussion 2 – Cognition – Please Give Your View Point After Reading The Article With Cited Work

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Heuristic usually give results reasonably and quickly. They can fail unpredictably. Can also fail in predictable ways; these are the biases “hidden traps.” Most heuristics can work well or can turn into harmful biases in any of the stages of problem solving, but the details differ depending on what stage of problem solving you are in. An example of Heuristic bias is mistaking your view of a problem for the real need. This is also known as the framing bias. (Delaney, 2015)

 

A cognitive bias is a type of error in thinking that occurs when people are processing and interpreting information in the world around them. Cognitive biases are often a result of our attempt to simplify information processing. They are rules of thumb that help us make sense of the world and reach decisions with relative speed. The false consensus effect is a type of cognitive bias in which people mistakenly believe that more people agree with them or share the same beliefs than the number of people who agree with them in reality. People generally believe that their own values and ideas are “normal” and that the majority of people share these same opinions.” (Cherry, 2016)

 

Sometimes having a fixed opinion about a certain issue can lead to a cognitive bias because it makes people form their own beliefs. People tend to not keep an open mind to certain issues which causes them to have a fixed opinion. Low self esteem is believing that there is something innately wrong with themselves A student’s self-esteem has a significant impact on almost everything he or she does – and on the way they engage in activities, deal with challenges, and interacts with others. Self-esteem also can have a major effect on academic performance. A fixed opinion on how low self esteem affects low academic progress is that this can lessen a student’s desire to learn, and their ability to focus, and their willingness to take risks. Due to low confidence and not feeling good about themselves. Many students who suffer from low self esteem due tend to be less motivated and not work to their potential. This can lead to low academic performance and also cause students to not want to go to school or even drop out.

 

 

In presenting a fixed opinion, I used my experiences in school system to justify why students with low self esteem can affect low academics. I also gave examples to explain and show how people who have low self esteem can effect academics. In my fixed opinion I believe I used impact bias. I do find that low self esteem has a huge effect on academic growth. Many students with low self esteem fail to thrive and reach to their full potential. I also believe there are many factors can lead a student to have low self esteem such as home life, frustration in school, peer pressure and lack of confidence in themselves which causes them to not think highly of themselves and possibly not want to be motivated to work hard in school.

 

 

If I was presented with this argument I would try to avoid bias and make a decision that was rational when I was given all information. I would have to keep an open mind and make a rational decision based on documentation and data.

 

References

 

 

Lee, S (2015) Cognitive bias that can effect our decisions. Business Insider

Cherry ,K ( 2016) 6 key ideas behind theories of motivation. Psychology today New York .New York

http://www.businessinsider.com/cognitive-biases-that-affect-decisions-2

http://economicspsychologypolicy.blogspot.com/2013/10/lecture-summary

 

 
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COMMENT ZOE

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I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT..BETWEEEN 100-120 WORDS

As a nurse, it is important to acknowledge strengths and weaknesses so that one can make improvements where it is necessary. When implementing an evidence based project it is just as important to recognize one’s strengths and weaknesses. Giomuso states, “The nursing profession has developed into a sophisticated mindset of inquiry as to what works, what does not work, and what is best for the patient” (Giomuso, 2014). One personal strength I believe I have regarding professional presentations is my ability to get my point across in a clear and concise manner where the audience understands what I am saying and feels that they can ask questions and inquire more information about the subject. A weakness I have is getting nervous presenting to a larger group of unfamiliar people, I can always hear my voice quiver and that makes me more nervous. Sawchuck (2017) states the following to help people with fear of public speaking overcome it:

Know your topic

Get organized

Practice, and then practice some more

Challenge specific worries

Visualize your success

Do some deep breathing

Focus on your material, not on your audience

Don’t fear a moment of silence

Recognize your support

Get support

I find these very helpful when preparing myself to give a presentation to a group of people I am unfamiliar with. The one I found to be most useful is practice. I practice for a lot of things and this triggers my memory when giving the actual presentation.

 

Reference:

 

Giomuso, C. (2014). A Successful Approach to Implementing Evidence Based Practice. Continuing Nursing Education. Retrieved from: http://eds.a.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=1&sid=69f9dcad-6290-40a4-863e-2459149d5e39%40sessionmgr4009

 

Sawchuck, C. (2017). Fear of Public Speaking: How Can I Overcome It? Mayoclinic. Retrieved from: https://www.mayoclinic.org/diseases-conditions/specific-phobias/expert-answers/fear-of-public-speaking/faq-20058416

 
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Asthma And Stepwise Management

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Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening symptoms. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors. One method that supports the clinical decision-making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment.

To prepare:

· Consider drugs used to treat asthmatic patients including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients including adults and children.

· Review Chapter 25 of the Arcangelo and Peterson text. Reflect on using the stepwise approach to asthma treatment and management.

· Consider how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

What to do:

· Describe long-term control and quick relief treatment options for asthma patients, as well as the impact these drugs might have on patients.

· Explain the stepwise approach to asthma treatment and management.

· Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

Please pay attention to drug-drug interactions.

 

The NLH guidelines for asthma are a good reference.

– This work should have Introduction and conclusion

– This work should have at 4 to 6 current references (Year 2012 and up)

– Use at least 2 references from class Learning Resources

The following Resources are not acceptable:

1. Wikipedia

2. Cdc.gov- nonhealthcare professionals section

3. Webmd.com

4. Mayoclinic.com

Required Readings

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

  • Chapter      18, “Otitis Media and Otitis Externa” (pp. 243-252)
    This chapter compares the causes and pathophysiology of two common ear      infections—otitis media and otitis externa. It also identifies types of      drugs used to treat these ear infections.
  • Chapter      24, “Upper Respiratory Infections” (pp. 259-374)
    This chapter explores the causes, pathophysiology, and diagnostic criteria      of two upper respiratory infections—the common cold and sinusitis—as well      as drug therapy for both infections. It also covers monitoring patient      response and patient education of drug therapy for these infections.
  • Chapter      25, “Asthma” (pp. 377-392)
    This chapter examines the causes, pathophysiology, pharmacogenomics, and      diagnostic criteria of asthma. It also outlines suggested drug therapy      plans for asthmatic patients.
  • Chapter      26, “Chronic Obstructive Pulmonary Disease” (pp. 395-406)
    This chapter explains the causes and pathophysiology of chronic      obstructive pulmonary disease (COPD). It also examines the process of      selecting, administering, and managing drug therapy for COPD patients.
  • Chapter 27, “Bronchitis and      Pneumonia” (pp. 407-424)
    This chapter begins by examining the causes, pathophysiology, and      diagnostic criteria of acute bronchitis, chronic bronchitis, and      community-acquired pneumonia. It then explores the process of selecting,      administering, and managing drug therapy for patients with bronchitis and      pneumonia.

Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

National Heart Lung and Blood Institute. (2007). Expert panel report 3 (EPR3): Guidelines for the diagnosis and management of asthma. Retrieved from http://www.nhlbi.nih.gov/guidelines/asthma/asthgdln.htm

This website presents guidelines for diagnosing and managing asthma and outlines treatment recommendations for specific age groups.

 
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Exploring Personality Theories

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Description

In this assignment, you will define and apply various personality theories to your personal life experiences. The assignment consists of two parts. Be sure to complete both parts.

Background

In psychology, personality theorists have sought to understand the traits and other factors that determine our very nature. Some of these factors are innate, and others seem to be shaped by environmental forces. Each theory takes a different approach to understanding personality. Familiarity with theories of personality will help you to understand and organize behaviors that you observe in others and yourself.

Instructions

Part I: Apply each of the four personality theories to your personal life experience by answering the following questions.

  • The Five Factor Model of Personality: Explain where you fall on each of the five dimensions or traits in this theory. Discuss whether you feel you were “born with” this trait or if you feel this trait developed through experiences in your environment (such as family experiences or other learning experiences). Based on your experience, explain whether personality traits are primarily biological (innate) or environmental (learned) (Nature vs. Nurture).
  • Albert Bandura’s Social Learning Theory: Describe how social learning theory played an influence in your own personality development. Identify whose behavior you modeled and provide specific details to describe the ways in which their behavior influenced you.
  • Maslow’s Hierarchy of Needs: Identify which stage of Maslow’s Hierarchy of Needs you are currently experiencing. Explain which level you hope to experience in the future.
  • Freudian Theory of Personality Structure: Regarding your own personality functioning, provide an example of how your own Id, Ego, and Superego might all work together to help you meet your needs and have a successful life. Many contemporary psychologists disagree with Freud, and do not believe that the unconscious mind plays an important role in every day behavior. Based on your readings in psychology, as well as your own experiences, do you believe that the unconscious mind is important in everyday life? Why or why not?

Your response should be a 3–4-page Microsoft Word document written in a clear, concise, and organized manner. Be sure to demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA); and display accurate spelling, grammar, and punctuation. For help citing sources, click on Academic Resources under Course Home.

Part II: Psychological Autobiography

In this course, you have applied several theories and concepts from psychology to your own life. In this part, you will re-write the Autobiography submitted in Module 1 using the material you explored throughout the course.

  1. In your Psychological Autobiography, describe your life in a way that incorporates 12–15 terms and concepts you learned in this class. You do not need to analyze your struggles in this assignment, or disclose sensitive material. The purpose of the assignment is to simply apply the concepts we explored throughout the course to your own life history in an everyday manner.
  1. In your Psychological Autobiography, you may use any terms, research, concepts, or theories covered in class, however, you must use terms and ideas from at least five of the following theorists or perspectives:
    • Piaget
    • Erikson
    • Kohlberg
    • Eysenck
    • Bandura
    • Maslow
    • Freud

There is room for creativity in this assignment! What is most important is that you show the instructor how much you have learned in this course by applying several theories, terms, or concepts to your life story. At a minimum, you should use information from your lectures and readings in this portion of the paper. This portion of the LASA assignment should be 2–3 pages in length. Here are some suggestions for developing your Psychological Autobiography:

  • Write your life history according to one or more of the developmental stage theories.
  • Apply key concepts to your early development.
  • Explain how the concepts apply to your current life situation.
 
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