Breast Cancer: Guideline Comparison

/in , , , /by

Breast Cancer: Guideline Comparison

(Breast Cancer: Guideline Comparison)

Breast Cancer

This paper addresses the following instructions:

For over 20 years, the Women’s Health Initiative (WHI) study has conducted research trials to examine factors that impact risks and development of conditions that impact women such as heart disease, breast and colorectal cancer, and osteoporotic fractures in postmenopausal women. Health care providers use results from these trials to develop guidelines for delivering care to patients. In your role in clinical settings, you must be familiar with these guidelines, and you must be aware that through clinical practice, guidelines frequently evolve and change. Often, what is considered a best practice today might not be a best practice in the future. For this Assignment, you compare guidelines outlined in the WHI study to current best practices for assessing and managing conditions. To prepare:
•Review the Women’s Health Initiative article in this week’s Learning Resources.

Select one disorder presented in this study.

Locate and select a research article that addresses current best practices for assessing and managing the disorder you selected. Be sure that the research article you select is from a reputable source.

•Consider the similarities and differences between the best practices presented in the WHI study and the article you selected. Think about the potential impact of differences in best practices on women’s health.

•Consider whether the best practices in the article you selected should be used in clinical practice.

To complete: Write a 2- to 3-page paper that addresses the following:
•Describe the disorder you selected from the Women’s Health Initiative study.
•Explain the current best practices for assessing and managing this disorder as suggested in the research article you selected.
•Compare the best practices presented in the WHI study to the current best practices presented in the article. Explain how the differences in best practices might impact women’s health.
•Explain whether you think the current best practices in the article you selected should be used in clinical practice. Support your position with evidence-based research. Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. 

My selected disorder is breast cancer.

Resources:

Women’s Health Initiative

https://www.whi.org/

The Women’s Health Initiative (WHI) is a long-term national health study focused on strategies for preventing heart disease, breast and colorectal cancer, and osteoporotic fractures in postmenopausal women. Launched in 1993, the WHI enrolled 161,808 women aged 50-79 into one or more randomized Clinical Trials (CT), …

Women’s Health Initiative (WHI) | National Heart, Lung, and Blood …

https://www.nhlbi.nih.gov/science/womens-health-initiative-whi

May 5, 2014 – What is the goal of the WHI? The Women’s Health Initiative (WHI), sponsored by the National Heart, Lung, and Blood Institute (NHLBI), is a long-term national health study that focuses on strategies for preventing heart disease, breast and colorectal cancer, and osteoporosis in postmenopausal women.

Tharpe, N. L., Farley, C., & Jordan, R. G. (2017). Clinical practice guidelines for midwifery & women’s health (5th ed.). Burlington, MA: Jones & Bartlett Publishers.

· Chapter 8, “Primary Care in Women’s Health” (pp. 457-616)

This chapter explores health promotion and disease prevention in women’s health. It also describes the presentation, assessment, diagnosis, and management of various systemic conditions, including cardiovascular and neurologic conditions.

And any other pertaining to this.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Grief Counseling: Diverse Approaches

/in , , , /by

Grief Counseling: Diverse Approaches

(Grief Counseling: Diverse Approaches)

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:

· Offer and support an alternative perspective using readings from the course or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

1. (A. Wit)

Losing a loved one is a significant life event.  There are many different theories on grief and bereavement.  Bowlby describes grief as a process that moves through the stages of shock, protest, despair, and reorganization (Broderick & Blewitt, 2015).  Recent research on grief suggests that emotional and behavioral symptoms are not predictable, nor do they need to occur in a linear fashion (Broderick & Blewitt, 2015).  Counselors that are helping individuals cope with a loss should consider the developmental and cultural influences of each family member rather than prescribe a single grief process strategy.

Factors influencing individual reactions to illness and death(Grief Counseling: Diverse Approaches)

This assignment focuses on the differences in the grief process among family members.  The case study describes a family of six: father, Victor; mother, Isabelle; son, Paul (51); daughter, Sophia (49); daughter, Lenore (45); and son, Joseph (45).  Victor has just passed away after a difficult two-year battle with pancreatic cancer (Broderick & Blewitt, 2015).  Unique factors influence how each family member is grieving.

Isabelle:  older adult, married for 53-years (developmental factors); mother, co-worker, caregiver (social, resiliency factors); Italian (cultural factor)

Paul:  Middle-aged adult, married, father with young children (developmental factors); loving son, business owner, oldest child (social, resiliency factors); Italian (cultural factor)

Sophia: Middle-aged adult, married, mother with young children (developmental factors); working parent (social, resiliency factors); Italian (cultural factor)

Lenore: Middle-aged adult, divorced and remarried, mother (developmental factors); Italian (cultural factor)

Joseph: Middle-aged adult, in a long-term relationship, no children (developmental factors); lives away from the family (social, resiliency factors); Italian (cultural factor)

One factor that influences the family system is conflict over how the family handles Victor’s final stages of life.  Victor had no living will or advance directive.  Isabelle told her children that Victor did not want life support measures to be used to keep him alive.  When Victor succumbed to a coma, Joseph insisted on the insertion of a ventilator without the support of his three siblings.  Since Victor’s death, the relationship between Joseph and his siblings has deteriorated.  Isabelle has quit her job and has trouble concentrating and sleeping.

Coping strategies for the family system(Grief Counseling: Diverse Approaches)

Helping professionals must be willing to meet clients where they are.  The dual-process model of grief suggests that most people coping with the loss of a loved one will oscillate between a loss-focused stage and a restoration-focused stage (Broderick & Blewitt, 2015).  Each family member in the case study will move between these stages with different frequency.  The counselor might consider brief psychodynamic interventions for the siblings and cognitive behavioral therapy for Isabelle.  Research on family systems and grief suggest that conflict within the family constellation should also be considered (Welford, 2014).  According to Welford (2014), reinforcing healthy boundaries in the family system can lead to positive outcomes after a loss.  The counseling process may include a systems approach to understanding the roles and rules of the family prior to Victor’s untimely death.

Summary

There is no right way to grieve.  Coping with loss in an inevitable life event for all people.  Counselors that do grief work should consider cultural and developmental factors that influence the client’s needs.  For some individuals a cathartic period of reminiscing is helpful, and for others, minimizing negative emotions is beneficial (Broderick & Blewitt, 2015).  Counselors should be aware of how conflict among family members may influence bereavement.  Helping professionals should consider multidimensional approaches that consider developmental, cultural, and interpersonal factors.

References

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

Welford, E. (2014).  Giving the dead their rightful place: grief work with the family system.  Transactional Analysis Journal, 44(4), 320.

2. (S. Mor)(Grief Counseling: Diverse Approaches)

Death is a part of life that is inevitable, however it still hurts us to the core regardless if we are expecting it or it happens suddenly. I overheard a person on an elevator one day explain how to move on when a loved one dies. He said we never really get over our loved ones that pass, we just learn how to live without them and keep moving on. I think about my Father and Grandparents each and every day, and the pain from their deaths still hurts. I believe we learn how to keep going but we never forget. When loved ones die that we are close to it is best to remain non-judgmental because everyone grieves differently. Several factors will take place as each family member faces the death that has occurred. Also keep in mind coping with death varies according to the effects the death has on the individual that is grieving. In our case study Isabelle and Victor have been together for 53 years, and produced four children that have lost their Father to pancreatic cancer (Broderick & Blewitt, 2015).

Factors Driving Each Family Member

Death of a family member, close friends, and even strangers is hard to face and accept. The emotions that run through your mind are stressors that appear to be unbearable. Questions run rampant with thoughts of how do I go on or did I treat them right before they passed. Isabelle had been married to Victor for 53 years, and this is the vast majority of her life. Letting go or allowing Victor to pass without medical heroics to save his life has become Isabelle’s driving force in the wake of her husband’s death. Paul the oldest child has been forced into becoming the leader, because this is expected from the oldest child regardless if he likes it or not. In the article “Working Through Grief” by Angela Kennedy, she explains that grief and depression is not the same thing and physicians have to stop prescribing depression medicines for grief stricken individuals (Kennedy, 2008). Emotions and feelings that are surfacing have the potential to work themselves out, but each family member has to respect the fact that everyone does not grieve the same way. Sophia and Lenore are not communicating with their brother Joseph, because the care Victor received was not to their liking. The distance and stubbornness maybe their driving factors, and solidifies their excuses in not dealing with their father’s terminal illness and death. Sophia and Lenore express signs of impatience because they avoid their mother while she is grieving and they do not want to constantly hear about their father’s death. I wonder have they ever thought, their mother is trying to process 53 years of marriage to a man that she loves and birthed four children together. They should embrace their mother and with patience allow her to grieve the ways she needs too.

Two Healthy Coping Strategies(Grief Counseling: Diverse Approaches)

Coping with terminal illness and death is difficult, but there are different coping strategies that will help you not forget but to keep going while honoring the person that died. One strategy I am in favor of is grief counseling because expressing how you feel and being able to talk about it helps people accept the death but keep the memories alive. Learning how to cope in grief counseling through physical contact, allowing yourself to cry, meditating, and looking at old pictures or videos helps lessen the pain of suffering for the terminally ill patient and the loved ones that are witnessing this transition to death (Kennedy, 2008). Another healthy coping strategy is accepting the inevitable which is difficult but necessary. Acceptance is also looked at a coping strategy but it is a defensive one (Broderick &Blewitt, 2015). Defended your loved one that passed is normal, and accepting the results of terminal illness and death are a process that takes time to comprehend. I believe people view acceptance as a tool to let go and forget, but it is actually giving yourself permission to accept the inevitable while learning how to keep living. In the process of acceptance we allow our mind and hearts to be at peace while accepting the death (Broderick & Blewitt, 2015).

Summary

The agony of spending the majority of your life with someone and before you are ready you watch this person slip away suddenly or gradually. The pain either way is deep rooted and hard to fathom in the midst of a loss. Surrounding each other, accepting the outcome and how you feel, communicate with others that are enduring the same heart, and remember while uplifting and celebrating the life that was lost are intricate parts of the mourning process. We hear all the time from people who are close to the deceased, that they would not want us crying or feeling depressed but to move on and celebrate the life they had. I will admit this is one of the hardest accomplishments to achieve when death hurts so much.

References

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

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

3. (L. Waf)(Grief Counseling: Diverse Approaches)

Victor and Isabella married 53 years had four children, Paul, Sophia, Lenore, and Joseph. Following years of stable health, Victor became ill with pancreatic cancer. Over the last four months of his life, the treatment left him violently ill, in and out of the hospital. While Isabella and the other children provided some care the bulk of care was provided by Paul as the burden fell on the oldest child. Victor did not have a written living will. However, Isabella informed her children that Victors wishes were to receive unexpected supports be used to keep him alive. Victor eventually fell into a coma, having difficulty breathing; in a turn of events, Joseph prevailed against Isabella allowing a ventilator to be inserted. Victor dies a few days later. This caused strife amongst Joseph and his siblings as they felt it only caused Victor additional suffering. (Broderick & Blewitt, 2015).

Factors Influencing Reaction to Death

There may be several factors influencing Isabella’s reaction to Victor’s death and illness. They were married for 53 years, she is now in late adulthood and now left alone. Joseph may feel guilty for going against the wishes of his family; causing the strife. I believe the primary factor affecting the reactions of the siblings is the disagreement of medical care imposed by Joseph. Paul also worries significantly about his mother, and Lenore and Sophia appear to want to not deal with the reality of Victor’s death by avoidance.

Coping Strategies

Because grief is a typical experience following any significant loss which has no cure two healthy coping strategies I would encourage for this family is grief counseling for the entire family and building a secure support network with one another. Expressing to each of them the importance of healthy coping skills to prevent complicated grief, depression, substance abuse, or health problems.

Summary

A loss is an unavoidable part of life, and grief is a natural part of the healing process. Grief it is felt on an emotional and a physical level. Grief is linked with feelings of fury, sorrow, guilt, yearning, and regret among others; it affects everyone in different ways. The mourning process can last month’s maybe even years. While everyone deals with grief differently, it is essential to understand why the person is grieving and vital for the grieving person to know there is no proper or improper way to grieve.  “At some point, we begin to think of time not as limited” time to live” but as “time left to live.” (Broderick & Blewitt, 2015).

Reference

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

Readings(Grief Counseling: Diverse Approaches)

· 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(Grief Counseling: Diverse Approaches)

· 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)

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Adolescent Substance Abuse Prevention

/in , , , /by

Adolescent Substance Abuse Prevention

(Adolescent Substance Abuse Prevention)

Question description

This topic is SUBSTANCE ABUSE AMONG ADOLESCENCE IN THE UNITED STATES.

Attached is the rubric.

REQUIRED UNIFORM ASSIGNMENT: HEALTH PROMOTION PROJECT PURPOSE To apply concepts you have learned about health promotion concepts and strategies, enhance your written communication skills, and demonstrate a beginning understanding of cultural competency. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes. CO #1 Discuss the professional nurse’s role in health promotion activities. (PO #1 & 2) CO #3 Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO #1 & 2) CO #7 Identify health promotion strategiesthroughout the life span. (PO #1 & 2) DUE DATE The Health Promotion Project (RUA) is due in Unit 5. However, refer to the Course Calendar for variations in campus requirements and details. The Late Assignment Policy applies to this assignment.

TOTAL POINTS POSSIBLE 100 Points REQUIREMENTS(Adolescent Substance Abuse Prevention)

1. Identify a health problem or need for health promotion for a particularstage in the life span of a population from a specific culture in your area (this might include age and gender population as well). Choose one of the Leading Health Indicators(LHI) priorities from Healthy People 2020 (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). Studentsin a cultural concentration will use that specific cultural focus to complete this assignment.

2. Research a topic related to health and wellness associated with one of the Healthy People 2020 topic areas. Studentsin a cultural concentration will use that specific cultural focus to complete this assignment.

3. Submit your topic to the instructor for approval at least 2 weeks prior to the assignment (during Unit 3) but earlier if desired. All topics must be approved.

4. You will develop an educational health promotion project addressing the population/culture in your area. For or example, if you are in the Hispanic concentration, your project might be educational interventionsto address how food choices are related to the high rates of diabetes among Latinos; or, a community project that addressesthe statistic that Hispanics experience new HIV infections at more than twice the rate of whites; or, finding opportunitiesto intervene with Puerto Ricans, a Hispanic subculture, who suffer asthma at twice the rate of the general population (2020 LHI Topic Three: Environmental Quality: (see the Healthy People.gov 2020 Leading Health Indicators website link in the Assignmentsection for Unit 2 under “Web Links).

5. General expectations

 All articles must be from nursing or scholarly journals and should include health promotion and wellness content. Articles must be published within the last five (5) years. If you are unsure whether the article is appropriate, ask your instructor. You could lose significant points if the article is not from a scholarly source and/or appropriate to the topic.

 Please ask questionsif you need clarification.

NR‐222HEALTH AND WELLNESS NR222 RUA Health Promotion Project Guidelines.docx Revised 06/2016 psb 2 PREPARING THE ASSIGNMENT 1.(Adolescent Substance Abuse Prevention)

Writing the Paper: You will explore the topic and explain the information in writing a 3‐4 page APA formatted paper. a. Select a minimum of three (3) scholarly nursing or research article (published within the last 5 years) related to your topic that include health promotion and wellness content. Studentsin a cultural concentration will select at least one article specifically related to the cultural focus for this assignment. You may need to evaluate several articles before you find appropriate selections. For more information on how to choose a scholarly article, open the “Course Resources” tab under the “Course Home” Menu to the left of your Learning Studio (eCollege) course page and open “What Is a Scholarly Source.” b. Write a 3‐4 page paper (excluding the title and reference pages) using the following guidelines:

 Write brief introduction of the topic and describe why it is important to health promotion in the specific cultural population in your area.

 Include a description of the topic and the targeted sub culture or population (include statistics).

 Explain how the project relates to the Healthy People 2020 topic area you have chosen.

 Summarize the articles; include key points or findings from the articles.

 Discuss how you used the information from the articles for your Health Promotion Project. Provide specific examples.

 Describe the approach/approaches you developed to educate the target population about the topic. Include specific ways to promote lifestyle changes within the specified population relative to your specific culture. The approach should be appropriate for your cultural concentration.

 Write your conclusion and summary.

c. Your paper must follow APA format. Include a title page and a reference page. Use 12‐point Times New Roman font and include in‐text citations (use citations whenever paraphrasing, using statistics, or quoting from the article). Please refer to your APA manual as a guide for in‐text citations and sample reference pages.

d. Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to submitting your paper to your instructor. Consult with your instructor about the acceptable Similarity Index for this paper

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Leadership Roles in Quality

/in , , , /by

Leadership Roles in Quality

(Leadership Roles in Quality)

Question description

Quality 

Quality Improvement:Nancy, FNP, is the clinical director of a nurse managed health center that is connected to a School of Nursing. The center’s staff members includes of all advance practice nurse providers, a nurse educator, a nursing informaticists, 2 RNs, and paraprofessional staff. The team wants to determine patient satisfaction and capture data on patient experiences both for QI and as a learning experience for students studying nursing. What AP roles, core competencies and support are needed to make this happen?

This week you will be assigned to a group and be given a domain to develop/discuss applying all or some of the 7 core competencies.Group members need to assume AP roles (clinical and non-clinical) either by volunteering or being assigned by the group leader. A group leader must be decided and may be a nurse manager/nurse administrator, CNS, NP (maybe more than one and from different specialties), NI, and NE. CNLs and RNs may be also be part of the group scenario. All members are expected to demonstrate leadership knowledge and skills, but also must be willing to follow. Each group will demonstrate the core competencies and principals of transformational leadership in the group work. (See rubric).To ensure understanding of leadership styles, each group member will discover their own professional leadership style by an individual self-assessment online.Assignments and responsibilities should be equally assumed by group members. The final evidence of the group work will be power point presentation that discusses the scenario addressing the assigned domain, the roles and the outcomes.Please note that although a group project, individual grading rubric will be used to determine individual grades.(See below).

The master’s prepared nurse demonstrates leadership in the four domains: the profession of nursing, clinical practice arena, health policy arena, and systems level. The impact could be found in health promotion, disease prevention/management, and quality improvement and/or within management of a health system. In order to complete this assignment, each group member will complete an assessment about your leadership style and post to the group area their leadership style.

These are:(Leadership Roles in Quality)

Cherry, K. (2016). What’s Your Leadership Style? Learn more about your strengths and weaknesses as a leader.

https://www.verywell.com/ways-to-become-a-better-leader-2795324

In conclusive remarks, search and agree upon a quotation from a library article related to leadership in an advanced nursing role and include with how it applied to your clinical decision/management issue of your assigned domain.Leadership journals from SOU Library are The Journal of Nursing Scholarshipor Nursing Leadership Forum or the American Journal of Nursing, Journal of Nursing Administration, Nursing Administration Quarterly, Nursing Management or Health Care Management Review

Please see additional explanation* in the rubric below and address in group presentation:(Leadership Roles in Quality)

Wk 2 Rubric Core Competency 0pt No participation 4ptBeginning 5ptDeveloping 6pt Accomplished 7pt Exemplary
Ethics Did not attend or work with others at all Limited interaction with others in most situations. With minimal decisions or responsibilities. Missed one or more agreed upon meetings Works with others, but has difficulty sharing decisions and responsibilities. May be overbearing or totally passive. Was tardy to one or moreagreed upon meetings Works well with others. Takes part in most decisions and contributes fair share to group. Attended all meetings and was prompt. Works well with others. Assumes a clear role and related responsibilities.
Evidence Based Research Did not contribute at all to EBR Did not work to complete project. EBR was inaccurate. Other group members did much of the work. Incomplete project.EBR input was useful. Some work redone by other group members. EBR contributed to complete project. Input was accurate, and useful. Creativity was expressed. Consistently works to complete project. Input was valuable, accurate, and useful. Creativity was expressed and welcomed by the group.
Coaching/Mentoring Did not coach or mentor Did less work than others. Did not meet group member(s) at agreed times and places Did almost as much work as others Could be coaxed into meeting with other group member(s) Demonstrates coaching/mentoring in the group work. Worked agreeably with group member(s) concerning times and places to meet Exemplary mentoring by motivating others to do their best. Took the initiative in helping the group get organized.
Collaboration/Consultation Did not collaborate/consult Limited collaboration/consultation in working with others, listening to feedback, and exchanging tasks. Seemed less engaged with others, preferring to work alone. Feedback is given sometimes; Responded to most comments and feedback of others, but with some reticence Collaborates and consults with other group members. Accepted feedback and responded with acknowledgement Consistently collaboratesand

Works very well with others, assisting others as needed. Establishing and maintainingrapport; Structuring the consultation; Obtaining and gathering relevant information;

Prioritizing; Using clinical reasoning and judgment; Providing information; and

Developing a management plan. Attended all meetings and was on time and prepared to work. Was instrumental in arranging work session.
Direct Care (Virtual) No contributions to principles of direct care Rarely contributed to principles of direct care Sometimes able to identify principles of direct care Often able to incorporate principles of direct care Consistentlydemonstratesprinciples of direct care of a holistic perspective;

Formation of therapeutic partnerships with patients; demonstrated Expert clinical performance; Use of reflectiveand diverse

Approaches supported byevidenceguide to practice or

Clinical decision making in

health and illness management
Leadership Skills No evidence of leadership due to not present Student’s work does not demonstrate leadership skills. Plan that is presented does not demonstrate sufficient structure or detail, and is not realistic to implement. Student’s work demonstrates only minimal to moderate leadership skills. Plan that is presented is lacking in structure and detail and may not be realistic to implement. Leadership skills are evident in the plan that is presented. Student’s work reflects a plan that is structured, detailed and reasonably realistic to implement. High quality leadership skills are evident in the plan that is presented. Student’s work reflects a plan that is well-structured, detailed and realistic to implement.
Group Presentation Did not participate in presentation to classmates. Participated rarely in presentation to classmates. Rarely helpful in organizing presentation. Rarely offered suggestions for format of presentation. Rarely offered suggestions for AV modalities. May have taken over frequently or rarely contributes. Rarely worked as a team player. Participated somewhat in presentation to classmates. Somewhat helpful in organizing presentation. Occasionally offered suggestions for format of presentation. Occasionally offered suggestions for AV modalities. May have taken over sometimes or sometimes contributed a little. Sometimes worked as a team player. Participated in presentation to classmates. Helped in organizing presentation. Often offered suggestions for format of presentation. Often offered suggestions for AV modalities. Did not take over. Worked as a team player. Participated fully in presentation to classmates. Took lead in organizing presentation. Offered suggestions for format of presentation. Offered suggestions for AV modalities. Did not take over. Worked as a team player.Value 8pt.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Living Theological Truths Daily

/in , , , /by

Living Theological Truths Daily

(Living Theological Truths Daily)

Question description

Application Paper Instructions

For this assignment, you must compose a 600-word paper that addresses theological knowledge, which can be applied to your understanding of what it means to be a Christian.

NOTE: You must choose a topic from the list of approved topics from the Application Paper Topics document.

As you respond to the prompt, reflect on how theological truths can best be applied to your current sphere of influence. Using the textbook, Theology Applied: A Living Faith as an example, you are to interact with a theological topic by providing the theological definition, the biblical foundation, and the practical application of the doctrine.

All of the following requirements must be met:

  • Demonstrate ownership of the ideas that you present by providing your unique insight as evidence of your careful consideration of the topic you choose.
  • Provide a logical link between the description of the concepts from the course and the conclusions or implications that you draw in your reflection. In other words, your conclusion must be logically derived from the application of the theological concept to your life.
  • Focus on depth of understanding, rather than breadth of coverage. That is, focus on examining your theological knowledge and understanding of being a Christian as it relates to one area, rather than trying to cover multiple aspects.
  • Include an introduction paragraph complete with a thesis statement.
  • Include a conclusion paragraph that summarizes the points you have made.
  • Include descriptive headings for Parts 1, 2, and 3.

Part 1

Provide a theological definition from a theological reference book. Explain the doctrine by using and interacting with a theological definition from an outside source (a source that is not used in this course).

Part 2

Explain the biblical foundation of the chosen theological term. Demonstrate where this particular theological concept is found within Scripture and trace the concept throughout the Bible. Include at least 2 biblical references in this section.

Part 3

Apply the theological term to your life and sphere of influence. Explain how the truth of the theological term influences how you live your daily life and how the truth of the theological term can best be lived out in your daily life.

Format your paper in a Microsoft Word document using current APA, MLA, or Turabian style (whichever corresponds to your degree program). Review the Application Paper Grading Rubric to see the specific grading criteria by which you will be evaluated before submitting your paper.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Social Health Determinants & Zika

/in , , , /by

Social Health Determinants & Zika

(Social Health Determinants & Zika)

Comment 1

The social determinants of health refer to the social and economic conditions that determine an individual’s health and medical well-being. Economic and social conditions are variedly distributed amongst people and they affect people’s working and living conditions differently. The social determinants of health affect an individual working and living conditions.   Social determinants are informed by public policies that mirror the political ideologies of the people in authority. Economic conditions determine the social conditions of a community. People who live in affluent areas are more content with their lives and they are mentally and physically healthier than people who are not content with their social status. Poor people generally are less healthy and have shorter life expectancies as compared to rich people.

This differences in health are social injustices and they illuminate powerful health determinants in the modern world. The differences have allowed an increased understanding of how remarkably sensitive health issues are in the social environment. Social determinants contribute to the development of diseases in that poor people are generally more exposed to pathogens than the rich. They eat and drink contaminated food and water, the share amenities and they have no easy access to medical attention.

According to the epidemiologic triad model, the repeated interaction of a disease-causing agent on their host in a conducive environment results in the spread of infectious diseases (CDC, 2014).  The pathogen leaves its host and enters another potential host through a relevant portal.  The pathogen thrives and multiplies in its habitat in what is referred to as a chain of infection (WHO, 2014). Understanding the various transmission channels and exit portals enable a care provider to know the best cause of prevention and treatment. Control measures are typically employed in the section of the infection chain that allows easy intervention.  For instance, in the treatment of a bacterial respiratory infection, a nurse can administer antibiotics to a patient. A nurse can also wear protective gear such as masks and gloves to protect them from getting infections by touching infected bodily fluids.

Comment 2

The global health issue which I have chosen and has affected the international health community is Zika Virus. It is a virus, which is spread by mosquito popularly known as Aedes species of mosquito. The said species of mosquito can bite both during the day and night.  An issue of concern about Zika virus is pregnancy. The virus can pass through placenta thereby leading to birth defects. Zika virus can also be spread through sexual intercourse or sexual acts (Salazar, 2016).  Unfortunately, Zika virus does not have a vaccine. Some of the symptoms of Zika virus include headache, fever, joint pain, rash, muscle pain and red eyes. According to CDC, Zika virus symptoms can last for days or weeks. Death and hospitalization after Zika infection are very rare. After one is infected with Zika virus, immunity is built against infections in the future ((U.S.), 2018). Mosquitos, which spread Zika virus, can also spread chikungunya virus and dengue virus.

In the US, Zika infections have been reported in Florida and Texas states. On a global level, Zika infections have been reported in each continent except Europe and Antarctica. CDC already issued travel notices for regions including Asian nations of Singapore and Maldives, African countries of Guinea-Bissau and Angola, regions in Central America, Caribbean and Mexican regions such as Costa Rica, Belize, Guatemala, El Salvador, Nicaragua, Honduras and Panama. The CDC also reported other regions affected though it did not issue travel notices especially in Asia and Africa ((U.S.), 2018).

Health care delivery systems all over the world need to work together to address Zika virus especially by creating awareness and providing education on prevention of transmission to areas of risks. As said earlier, there is no vaccine for Zika Virus and they key here is the prevention of mosquito bites (Salazar, 2016). Travellers who are outside their home countries should be made aware of higher risk regions.  There is also need for safe sex practices to prevent Zika infections. CDC suggests the use of both male and female condoms to reduce Zika transmission through sexual acts.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Theory Development Stages Explained

/in , , , /by

Theory Development Stages Explained

(Theory Development Stages Explained)

Question description

MN502-2: Explain how theoretical frameworks influence advance.

Purpose

The purpose of this Assignment is to explore how a theorist explicates his or her philosophy and thoughts behind a theoretical field. As in other fields of study, nursing has a plethora of theorists and theories. These theorists have developed their paradigm over time enriching it with research and dialogue with other theorists.

Directions

You are going to explore how a theorist of your choice created his or her theory. Did it develop as an acorn becoming a mighty oak over the decades? Did it arrive as a burst of light like the big bang as some believe created our universe? Was it developed from a blueprint like a spaceship where thousands of scholars worked together to create a rocket to the moon? In point of fact, how is a theory developed? This is what we are exploring.

You will pick a theorist who interests you, it does not have to be a nurse theorist. You may also choose from other disciplines such as: behavioral, leadership, business, education, technology.

You will become the theorist immersing yourself in the writings from the earliest mentioned to the most current.

As you read, look at how you (taking on the persona of the theorist) developed the theory.

In the first stage, theorizing occurs. This is where you, as the theorist, identify the concepts of what nursing is and is not. Perhaps you questioned what concepts were guiding those in nursing practice and then started to question your role. You started asking yourself, “Where am I in nursing, and where the profession is going? Is there some overarching concept that guides the professional in his or her practice?” This is where you recognize that a theory is needed.

In the second stage, syntax is developed. This is where you will define the terms. Look for changing definitions of terms. Consider, for example, Jean Watson. She starts by defining the word “caring.” Within the last ten years she has refined her terminology changing the term caring to caritas. This demonstrates a growth and maturation from decades of research she and other scholars did to produce the theory of caring.

The third stage is theory testing. Defined as the phenomena behind the theory that are exposed through research. The definitions of terms are refined. The theorists and other researchers consider whether this theory helps answer questions that arise in practice. This is where your theory is used in by a widening group of researchers. For example, graduate nursing students request the tool you developed while testing your theory.

The fourth and last stage is evaluation. This is where philosophical debate occurs as the concepts are applied through evidenced based practice in the act of providing nursing care.

Assignment Details

For this Assignment, you are going to write an article for a nursing journal explaining how you developed your theory through the four stages (theorizing, syntax, theory testing, and evaluation). Your paper must be 3 to 5 pages, not including the title and reference pages.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements

Before finalizing your work, you should:

  • Minimum requirement of at least 5 sources of support
  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

  • follow the conventions of Standard English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition

How to Submit

Submit your Assignment to the unit Dropbox before midnight on the last day of the unit.

When you are ready to submit your Assignment, submit to unit dropbox. Make sure to save a copy of your work and be sure to confirm that your file uploaded correctly.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Personal Reflection On Values & Ethics

/in , , , /by

Personal Reflection On Values & Ethics

(Personal Reflection On Values & Ethics)

Guidelines and Format

The objective of this assignment is for you to relate the material from the textbook readings, videos, and course discussions to your life experiences.

First, develop a statement that encompasses an overall picture of your values and ethics.  Are your values based on family, health, achievements, wealth, job success, happiness, faith, love, or anything else that you hold in great esteem?  Think of your value statement as what defines you as a person. Describe your understanding of the origin of the values you hold important.  Try to describe your ethical beliefs.  If possible, offer a story to illustrate your ethical behavior.  Try to explain the roots of your ethical beliefs, where they came from, how you were influenced, whether any particular events in your life greatly impacted your beliefs.  Have your ethical beliefs undergone any major changes?  If so, describe what they were and why they changed.

Second, drawing on the various ethical frameworks we have studied this term—utilitarianism, deontology, etc—explain your ethical perspective.  You do not need to limit yourself to one ethical framework and can draw from more than one. If you draw from more than one framework, you will need to explain your reasoning in your answer.  Be sure to reconcile any contradictions between these perspectives (for example, utilitarianism vs. virtue ethics).  Use the textbook as evidence in this section of your paper as a form of support.

After you have explained your ethical perspective, consider why and how you have adopted this perspective.  This section of the paper will ask you to think about your personal life and the way you were brought up in terms of a specific ethical framework or frameworks.  Explain why and how this framework was taught to you.  For example, you could use a deontological perspective to represent how a duty/rule-based approach was used by your parents.  If you grew up in different places, if you are an immigrant or the child of immigrants, perhaps you were taught a different ethic in school than you were at home? If this was the case, how did you reconcile any ethical conflicts?  Which ethical framework do you draw on most as an adult and why? You do not need to answer all of these questions; however, you do want to present a nuanced, concrete discussion of your ethical perspective.  Be specific and explain the role of culture and the historical time period when thinking about the particular ethical framework was used in your education or upbringing.

Lastly, conclude your paper. In your concluding paragraph, describe the person you are today and address the person you want to become. Are they the same person or different?  Why?

Your paper must have an APA-formatted title page.  The paper should be at least 1500 words in length (not including the cover page and references).  It should be grammatically sound and free of spelling errors.  You must integrate the ethical theories discussed in the readings and class.  Be sure to include in-text citations and a reference page for this material.  Outside sources are not required, but any use of such material must be cited.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Understanding Psychopathy in Interrogations

/in , , , /by

Understanding Psychopathy in Interrogations

(Understanding Psychopathy in Interrogations)

Psychopathy

Are investigators in tune with the differences between the personalities of a psychopathic spy and a nonpsychopathic spy? If not, who else might be in tune with these types of spies? Wait, that’s us—forensic psychologists! We are the experts in psychopathy!

You cannot get through a graduate program in forensic psychology without researching seminal works on the construct of psychopathy, such as Hervey M. Cleckley’s work and Robert D. Hare’s Psychopathy Checklist. If you are not familiar with the construct of psychopathy, be sure to research the term in the University online library resources. Research found in peer-reviewed psychological journals can provide you with knowledge on this construct and the leading researchers in the field.

Using at least three scholarly resources from the professional literature, research the construct of psychopathy and methods for interrogating psychopaths. Consider how a forensic psychologist could assist a CI investigator in distinguishing a psychopathic spy from a nonpsychopathic spy. The literature may include the University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

Tasks:

Create a 5- to 7-page paper responding to the following:

  • Summarize the results of your research to demonstrate your understanding of the construct of psychopathy. Be sure to cite your sources in APA format.
  • Once you have presented a thorough working knowledge of psychopathy, explain how it may affect the actions of those who will try to commit treason. What psychopathic traits might be useful to have in CI investigators who have to interrogate these individuals?
  • Imagine you are the consulting psychologist to a CI investigator who is about to interrogate a suspect. This suspect has demonstrated many of the traits you have learned are associated with psychopathy.
    • How would you advise the investigator?
    • What interrogation strategies would you suggest? Consider the ethical implications of these strategies.

Submission Details:

  • By Wednesday, August 16, 2017
Assignment 3 Grading Criteria Maximum Points
Articulated the construct of psychopathy, demonstrating in-depth research. 20
Explained how psychopathy influences the actions of those who try and commit treason. 20
Identified psychopathic traits possibly useful in CI investigators who have to interrogate individuals engaging in treason. 12
Recommended sound interrogation strategies to address the psychopathic nature of the suspect. 12
Employed appropriate nomenclature in your assertions. 12
Described relevant ethical concerns in detail, supporting statements with valid research. 16
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 8
Total: 100
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Evaluating PTSD Treatment Options

/in , , , /by

Evaluating PTSD Treatment Options

(Evaluating PTSD Treatment Options)

The paper is based on a case study acquired from the class’ audio files on non-evidence based treatment on which I had to base my research. The purpose of the paper is to evaluate the symptoms and presenting problems for the patient in the chosen case study and from which data I am expected to propose a provisional diagnosis. I will provide one evidence-based treatment for this diagnosis and provide a rationale thereof.

Introduction      The veterans in the United States are found to face or have distress functioning once they go back home after having served in a war. Irvin’s case is no different. Irvin is said to have been deployed in Iraq once he had attained 20 years, but upon return, Irvin is depicted as a completely different individual. He is presumed to have night sweats and nightmares and as such not only has his mood become stoic, but it is also evident that he has become irrational in that he has become violent to his family; wife and children.As commonly evident in veterans upon return from war, they not only succumb to depression among other things, but they also fall into drug abuse habits as it is depicted by Ivan who succumbs to a drinking habit. As such the fact that Irvin was a service member becomes inevitably a stress for him and his family in general (Wilson, & Keane, 2004). Apart from the fact that the service members often face mental health problems, the deployed service members succumb to domestic violence, marital problems, sleep disturbances and rebellion from children of service members after experiencing chaos at home. Being a service member, for many individuals across the United States is faced with criticism owing to the stress and trauma that they face in war, that are so grave that often a diagnosis; often of PTSD and treatment of their conditions have to be made.

Irvin S’ diagnosis and treatment(Evaluating PTSD Treatment Options)

PTSD      According to the VA reports, it was found that by the year 2008; approximately 1.7 million Americans had actively served in war in Iraq as well as in Afghanistan. Out of these 43percent of those in active-duty have children. Upon return as aforementioned, the veterans are faced with anxiety, PTSD which is a post-traumatic stress disorder (PTSD), depression, traumatic brain injuries among others due to having served (Acosta, 2013). The extent of these effects does not only affect the service member but also the children, the spouses, friends and extended families. For the affected individuals it is paramount that they access treatment in a bid so they can make a recovery from the mental and health issues that affect their lives so gravely. It has been noted, that veterans subject to the PTSD predicament needed their families present in their recovery process thereby emphasizing the need for family members to show emphasis for their aggrieved service members (Acosta, 2013). The essence of this is mainly to avoid having the service members succumbing to isolation.

Apart from the fact that the service members often face mental health problems, the deployed service members succumb to domestic violence, marital problems, sleep disturbances such as in Irvin’s case whereby he is faced with recurrent nightmares and night sweats, aspects that evidently negatively impact on the life of the service member (National Center for PTSD, 2015). Essentially, the negative behavior on the part of the veterans may affect the children who may also begin to act out as a result of separation anxiety that may manifest thereof. Additionally, depending on their ages, the children may also register mal performances in school as well as show nuance of temper, changes in moods, anger, and apathy among others.

However, even though there is little evidence on the integration of evidence –based treatment; which is treatment that is based on scientific evidence that is peer-reviewed. in practice, practice guidelines that are evidence-based treatments are disseminated through the educational activities in the traditional sense which have affected the clinical practice.

Implementation science has ameliorated the gap that is existent between practice and research in the health-care environment. The implementation of evidence-based intervention for PTSD is necessary in the mental health training and in the delivery of service as it pertains to PTSD is essential (National Center for PTSD, 2015).(Evaluating PTSD Treatment Options)

In 2006 to 2007, the United States Department of Veterans Affairs has commenced national training initiatives that were utilized in the process of disseminating evidence-based treatment for PTSD. These are Cognitive Processing Therapy (CPT); that is a particular aspect of cognitive behavioral therapy that has been implored in mitigating the PTSD symptoms after experiencing trauma and Prolonged Exposure (PE); which is an evidenced-based strategy implored in the treatment of PTSD. According to research, it is evident that the integration of evidence-based treatments in settings with routine care for PTSD patients often experiences a reduction of their symptoms. Data acquired from program evaluation has asserted that the Cognitive Processing Therapy works efficaciously (National Center for PTSD, 2015).

Conclusion      Relative to Irvin’s case and the fact that he experienced trauma during war that affected not only himself but his family, it is imperative to consider the integration of the evidence based interventions in the healthcare system which did not offer Irvin much help with his predicament. Albeit the fact that progress is visible with the use of evidence based practice for patients diagnosed with PTSD, it is still uncommon to find the practice been integrated in the healthcare setting. The literature available for the intervention thereof is mainly based on descriptive research as opposed to experimental approach. Training is therefore vital in this case in order to deliver efficacious care to the affected patients when the traditional interventions such as counseling fail as it had been in Irvin’s case. Advancements in intervention strategies will allow for the affected PTSD patients to live a better life.

Reference Acosta, G. (2013). The Impact of War: Mental Health of Veterans and Their Families. Retrieved from https://msw.usc.edu/mswusc-blog/veteran-mental-health/ National Center for PTSD. (2015). Advancing science and promoting understanding of traumatic stress. Retrieved from https://www.ptsd.va.gov/professional/newsletters/researchquarterly/V26N4.pdf Wilson, J. P., & Keane, T. M. (Eds.). (2004). Assessing psychological trauma and PTSD.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!