Synthesizing And Writing

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Synthesizing And Writing

(Synthesizing And Writing)

The topic i wrote on  week2 is in the attachment

  1. Synthesizing and Writing
    Due Week 4 and worth 100 pointsWhen looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking.
    The assignment is divided into two (2) parts.
    For Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts.
    * Remember that in the Week 2 Discussion, you examined the biases discussed in Chapter 2 of the webtext.In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas.
    Part II – Writing
    Write at three to four (3-4) page paper in which you:
    1. State your position on the topic you selected for Assignment 1.1.
    2. Identify (3) three premises (reasons) from the Procon.org website that support your position    and explain why you selected these specific reasons.
    3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.
    4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.
    5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.
    6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.
    The paper should follow guidelines for clear and organized writing:

    • Include an introductory paragraph and concluding paragraph.
    • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
    • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
    • Your assignment must follow these formatting requirements:
    • This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
    • Based on the guidelines in SWS, “A well-researched assignment has at least as many sources as pages.” Since this assignment requires you to write at least 3-4 pages, you should include at least 3-4 references.
    • The specific course learning outcomes associated with this assignment are:
    • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
    • Create written work utilizing the concepts of critical thinking.
    • Use technology and information resources to research issues in critical thinking skills and informal logic.
  2. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.
 
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Week 6 Discussion Response

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Week 6 Discussion Response

(Week 6 Discussion Response)

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 by 01/06/18 at 7pm.  Respond to my colleagues using one or more of the following approaches:

· Validate your colleague’s perspective or provide an alternative perspective by citing specific examples (based on observations or research) that illustrate the identified positive or negative influence.

· Offer another way a colleague might use knowledge of his or her identified influence to effectively work with adolescents and their families.

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

Instructor says to me:

I enjoyed your post and I understand your point of view concerning culture and the impact it has on adolescents. In a household that has multiple cultures how would a counselor help parents articulate combining the different cultures for the best interest of their adolescents? For example, a mom may be Caucasian with a Christian background, and the father is Islamic with a Muslim background. Two completely different races and religions that found love, but their ideas and methods are completely opposite. I look forward to your thought.

(My post was)

Factors influence the development of adolescents

Culture, biology, environment, as well as sexual orientation among others, affect the development of adolescents.  Culture is highly significant in the development of adolescents. Cultural differences determine how the adolescents grow and the kind of behavior they will acquire.  Concerning the environment, the family structure as well other settings including the society influences the behavior of adolescents. The family acts as the prop in their development since it provides an immediate environment. The older siblings and parents are the role models (Broderick & Blewitt, 2015).

Adolescence is a time of development when the children are undergoing numerous biological changes. The changes are physically manifested. Physical appearance is central during this stage. Boys acquire masculine features such as coarse voice and broadening of the chest. Girls’ changes include the onset of menstrual cycles as well as the growth of breasts. The physical changes could lead to low self-esteem if the appropriate environment is not provided.

Most significant factor(Week 6 Discussion Response)

Culture is the most significant factor influencing adolescent development. One of the primary reasons for this argument is that culture is the way of life and therefore all the environments have a particular way of life. Within the family, there is the kind of culture that already exists. Some families cultivate the culture of dependence while others are more independent. Adolescents who grow in families with dependence culture tend to be more dependent in their lives compared to those that grow in families with independence culture.  Independent household cultures come with high levels of freedom and responsibilities compared to dependent cultures.

Culture also relates to moral standards. Some of the essential moral standards are acquired during teenage. Parents of adolescents must instill morals in their children. In households where there is a culture of inculcating positive values in their children, the children acquire these values and are likely to uphold them in future (Broderick & Blewitt, 2015).

Impact on the decisions of adolescents

The influence of culture is positive and profoundly impacts the decisions made by adolescents. For instance, within the family, parents urge their adolescents to uphold honesty and lead by example. Adolescents who have grown in homesteads and societies with this kind of culture will not lie even when there are great benefits of lying. Some cultures such as the in East Asia, families emphasize on harmony as opposed to honesty. The implication is that the adolescents will tell a lie as long as it contributes to family and social harmony.

How a counselor might apply this knowledge

A counselor can apply this knowledge in various ways. Firstly, he or she will help the parents understand the kind of culture their children are growing in and the equivalent expectations. For instance, some children will be more reliant on their families than others depending on the culture in the family and also in the society (Milevsky, Schlechter, Netter, & Keehn, 2007).

References

Broderick, P. C., & Blewitt, P. (2015). “Gender and Peer Relationships: Middle Childhood

Through Early Adolescence. In The life span: Human development for helping professionals (4th ed., pp. 282-323). Upper Saddle River, NJ: Pearson Education.

Milevsky, A., Schlechter, M., Netter, S., & Keehn, D. (2007). Maternal and Paternal Parenting

Styles in Adolescents: Associations with Self-Esteem, Depression, and Life-Satisfaction.

Journal of Child and Family Studies, 16(1), 39-47. doi:10.1007/s10826-006-9066-5

1. (A. Wit)(Week 6 Discussion Response)

Adolescence is an exciting and challenging stage for most people.  During this phase, children will experience rapid physiological change during puberty, moral development, socialization development with other kids and adults, intellectual growth, and greater independence.  Peer relationships can have a profound impact on identity development.  In this post, I will cover the positive and negative implications of peer relationships, cultural factors of socialization, and how counselors can support their adolescent clients.

Peer relationships in adolescence

Positive and negative peer experiences can affect multiple areas of a teen’s life.  The quality of social relationships can influence academic performance, self-esteem, emotional quality, and family relationships.  Typically, adolescents choose friends that have similar traits and interests to themselves (Broderick & Blewitt, 2015).  Peer relationships can positively influence development by encouraging skills such as communication, conflict resolution, problem-solving, cooperative learning, and shared decision making (Broderick & Blewitt, 2015).  Individuals feel a sense of belonging when they are included in the desired peer group and a sense of isolation and rejection when they are not included (Lee, Foote,Wittrock, Xu, Niu, & French, 2017).  When a child is accepted to a peer group, they are deemed popular.  Popular individuals may have stronger cognitive and social problems as well as positive self-concept (Broderick & Blewitt, 2015).  When a child is not accepted, or rejected by peers, they are not as likely to develop strong social skills (Broderick & Blewitt, 2015).  Rejection by peers is associated with aggressive behavior, impaired self-control, and diminished self-esteem (Broderick & Blewitt, 2015).  Research has found that children with signs of depression often hold a negative view of both themselves and peers, and isolation weakens the ability to understand social structure (Lee, Foote, Wittrock, Xu, Niu, & French, 2017).

Cultural Considerations(Week 6 Discussion Response)

An adolescent’s desire to belong to a peer group can be influenced by cultural factors such as gender and ethnicity.  Gender identity and sexual orientation can easily influence acceptance in peer relationships.  Teens who are not cisgender or heterosexual tend to have the most difficulty feeling accepted (Broderick & Blewitt, 2015).  Ethnic differences can be challenging for some.  Children that identify with a racial minority face the additional challenge of acculturation (Crocetti, Rubini, Luyckx, & Meeus, 2008). Cultural values that differ from the majority can be a source of rejection (Broderick & Blewitt, 2015).  Desirable peer qualities may vary depending on the demographics of the community.

Application

Counselors with adolescent clients must understand the client’s peer relationships.  Could depression and low self-esteem be attributed to rejection or isolation?  What are the qualities of the differences between the client and the desired peer group?  Are those differences biological or environmental?  Successful treatment for adolescents must account for the transactional nature of the problems and an understanding of what sustains that difficulty (Broderick & Blewitt, 2015).  One approach a counselor might take is to evaluate the client’s perspective of peer groups.  Some research shows that adolescents’ perception of peer groups may be influenced by their own attributes (Lee, Foote, Wittrock, Xu, Niu, &French, 2017).  Developing an awareness of identity and perception of others may be helpful.

Summary(Week 6 Discussion Response)

Peer relations can significantly influence adolescent development.  Positive peer experiences can have benefits that last into adulthood including high self-esteem, communication skills, and shared problem-solving abilities (Broderick & Blewitt, 2015).  Negative peer experiences including rejection and isolation can increase the likelihood of depressive symptoms and aggression in some adolescents.  Counselors of adolescent clients should take time to understand the influence of the client’s peer relationships.  Therapy may include a focus on the perception of peer relationships in correlation to individual cultural attributes.

References

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

Crocetti, E., Rubini, M., Luyckx, K., & Meeus, W, (2008). Identity formation in early and middle adolescents from various ethnic groups: From three dimensions to five statuses. Journal of Youth and Adolescence, 37(8), 983–996.

Lee, S., Foote, J., Wittrock, Z., Xu, S., Niu, L., & French, D.C. (2017). Adolescents’ perception of peer groups: psychological, behavioral, and relational determinants. Social Science Research, 65, 181-194.

2. (H. Men)(Week 6 Discussion Response)

Adolescence is the time in our lives that transitions us from childhood into adulthood. The awkwardness in this time period brings about physical changes in which little girls begin to look like grown women, and little boys begin to look like grown men. The changes may include growing breast for girls and facial hair for boys which may bring on feelings of insecurity if a child is not aware of why this change is occurring. The mindset in adolescences begin to take on a form in which they know everything and no adult can tell them differently or adults have no idea what they are experiencing. During the adolescence period two major developments occur which are sex role development and how peer relations are produced and the influence they have in this age group (Broderick & Blewitt, 2015).

Most Significant Factor

The household that children are raised in sets the standards for how a child may possibly grow into their adulthood. The more positive and supportive the family tends to be, the more positive a child may become as an adult. The more negative an environment is for a child, the more hardships this child may experience as an adult. The environment outside of the home is just as important, for example the experiences children have at school plays an intricate part in how they perceive themselves and others.  Peer groups that a child becomes involved in teaches them how to communicate, resolve issues, set goals, learning capabilities, and skills for decision making (Broderick & Blewitt, 2015). During this period for adolescence experiences which are positive or negative are influenced by the peer groups they choose to be a part of. The group they choose to be a part of definitely has an influence on an adolescence future either in a negative way or positive. If a child chooses to be a part of the math and science crowd because they intellectually stimulate each other, pushing them to learn and strive it may have a positive influence on the child’s future endeavors. However if a child decides to be a part of the get high club, this could impact their future in a negative way. Acceptance is extremely important to adolescences and being popular is the trend that most want to be included in. One study found that when adolescences are part of and accepted by the popular crowd it boosts their self esteem, whereas if you are teased by your friends this is an indication that you are well liked; but if you are ridiculed or made fun of this is an indication that the group is rejecting you (Kilimstra, Hale, Raaijmakers, Branje & Meeus, 2010).

Cultural Considerations(Week 6 Discussion Response)

Cultural considerations in adolescences play an intricate part in the development of this peer group. Depending on which part of the world adolescence is raised in may determine what is acceptable behavior and what is not acceptable behavior. Regardless of where you are at in the world, conflicts among peers are inevitable but the way these conflicts are resolved depends on how the society around you handles the conflicts (Broderick & Blewitt, 2015). For example in the United States children are encouraged to be individuals, and I can hear my mother saying to me every day before I left for school. “Be a leader and not a follower”. The United States teaches their adolescences to defend their selves with words, learn the art of negotiation, and always be fair (Broderick & Blewitt, 2015). In other cultures like in Asia adolescences are expected to resolve any conflict they have should be resolved amongst each other (Broderick & Blewitt, 2015). It may be an asset for children to learn how to resolve issues peacefully without the coaching of an adult, because when these same children become adults they have learned how to resolve conflicts without the use of force. In social media which tends to show many adults in physical altercations over the most minor things. It may be due to the fact that they never learned as a child how to resolve their issues and the only way they can resolve them now is by physically fighting. Parents are encourages to also prepare their child with the skills needed in recognizing what they may experience negatively or positively depending on their race or ethnicity. Parents should prepare their children by helping them learn about their culture, values, and the activities within their culture (Broderick & Blewitt, 2015). Also if their children are the minority helping them understand discrimination from others does not determine who they are as a person (Broderick & Blewitt, 2015). Finally helping them and encouraging them to foster relationships with other groups will broaden their mindsets into accepting different cultures.

Application(Week 6 Discussion Response)

Encouraging parents to send their adolescences to counseling is a benefit that will produce positive results for years to come. Counselors are able to recognize familiar stressors in this age group such as school, family issues, or peer relationships. The majority of adolescences behavior will change during this time period. Sometimes parents will not notice the little changes that have occurred over a certain time, causing them to believe their adolescence changed overnight. The goal in helping this age group should include controlling distress, manage the social and emotional outlets, teach proper ways of communication, and help make family relationships stronger.

Resources

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

Klimstra, T. A., Hale, W. W., III, Raaijmakers, Q. A. W., Branje, S. J. T., & Meeus, W. H. J. (2010). Identity formation in adolescence: Change or stability? Journal of Youth and Adolescence, 39(2), 150–162.

3. (B. Smi)(Week 6 Discussion Response)

Peer relationships are the most significant factor in influencing adolescent development. While adolescent development is influenced by parental relationships, culture, sexual orientation, sexuality, and environment, I believe peer relationships are most influential due to their affects on behavior.

The Most Significant Factor

Research has implied that peer relationships within childhood significantly impact mental health and social adjustment later in life.  Broderick (2015) imply that peer groups and social networks heavily impact children beginning in middle childhood. Children in this stage are most likely to fall into cliques and crowds. Cliques are described as informal while crowds are based on reputations and formed of  multiple cliques. Peer relationships allow middle childhood and early adolescent children to hone skills in communication, conflict resolution, joint goal setting, cooperative learning, and shared decision-making (Broderick, 2015).

A Positive Influence(Week 6 Discussion Response)

While peer relationships can have both positive and negative effects on adolescent development,  I think this influence is positive as it allows for children to work on their social competence, which affects overall mental health. This factor is positive as children improve their social skills. Broderick (2015)  defines good social skills as the use of appropriate language, making eye contact, and asking appropriate questions.  Peer relationships can also determine whether the child follows the “right” path and veers away from drugs and violence or follows a different crowd that encourages it.

Impact on Adolescent Decisions

Rejected children typically exhibit aggressive behaviors towards their peers. Broderick (2015) indicates that these children usually display verbal negativity, instrumental aggression, and disruptiveness. Research depicts that children are usually rejected due to their aggression, lack of self-control, and struggles with social interaction. However, research also shows that other rejected children are routinely withdrawn from others. “Rejected-withdrawn children are more socially anxious than other groups and likely to behave in socially inappropriate ways” (Broderick, 2015, pg. 312).

Cultural Effects(Week 6 Discussion Response)

In addition to all of the above mentioned information, culture also impacts adolescent development. A significant aspect of culture is socioeconomic status which defines one’s environment. Research depicts that where a person lives has a lasting impact on social development and adjustment (Crocetti, 2008). For example, a child living in extreme poverty will experience more struggles (poor nutrition, possibly poor sleep habits/conditions) than a child from a well off family. Living situations matter most as it reflects on how much attention the child receives at home. Children who struggle with social competence typically have a hectic home life.

How to Apply the Knowledge

Children within the middle childhood and early adolescence range are working their hardest to define their identities and figure out how they fit into society (Crocetti, 2008). During this time, other’s perception of them is the most important and typically defines how they see themselves. Being aware of how much influence peer relationships have on a child’s behaviors in addition to their culture, parental relationships, SES, and environment could assist a counselor in identifying appropriate interventions.

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

Crocetti, E., Rubini, M., Luyckx, K., & Meeus, W, (2008). Identity formation in early and middle adolescents from various ethnic groups: From three dimensions to five statuses. Journal of Youth and Adolescence, 37(8), 983–996.

Readings(Week 6 Discussion Response)

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

o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (review pp. 282-323)

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (review pp. 324-367)

Crocetti, E., Rubini, M., Luyckx, K., & Meeus, W, (2008). Identity formation in early and middle adolescents from various ethnic groups: From three dimensions to five statuses. Journal of Youth and Adolescence, 37(8), 983–996.
Retrieved from the Walden Library databases.

Klimstra, T. A., Hale, W. W., III, Raaijmakers, Q. A. W., Branje, S. J. T., & Meeus, W. H. J. (2010). Identity formation in adolescence: Change or stability? Journal of Youth and Adolescence, 39(2), 150–162.
Retrieved from the Walden Library databases.

McBride Murry, V., Berkel, C., Gaylord‐Harden, N. K., Copeland‐Linder, N., & Nation, M. (2011). Neighborhood poverty and adolescent development. Journal of Research on Adolescence, 21(1), 114–128.
Retrieved from the Walden Library databases.

McLean, K. C., & Breen, A. V. (2009). Processes and content of narrative identity development in adolescence: Gender and well-being. Developmental Psychology, 45(3),702–710.
Retrieved from the Walden Library databases.

Milevsky, A., Schlechter, M., Netter, S., & Keehn, D. (2007). Maternal and paternal parenting styles in adolescents: Associations with self-esteem, depression and life satisfaction. Journal of Child and Family Studies, 16(1), 39–47.
Retrieved from the Walden Library databases.

 
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Psychological Research & Public Policy/Law

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Psychological Research & Public Policy/Law

(Psychological Research & Public Policy/Law)

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

To prepare for this Discussion:

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

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

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

 
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Writing Development.

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Writing Development.

(Writing Development.)

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

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

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

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

 
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Humanistic Transpersonal & Existential Psychology.

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Humanistic Transpersonal & Existential Psychology.

(Humanistic Transpersonal & Existential Psychology.)

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

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

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

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

Details:

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

Directions:

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

QUESTION

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

 
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Nursing Barriers to EBP

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Nursing Barriers to EBP

(Nursing Barriers to EBP)

Comment For This

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

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

 
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EHR Life Cycle

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EHR Life Cycle

(EHR Life Cycle)

Question description

GRADING RUBRIC AND FORMAT MUST BE FOLLOWED

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

MUST INCLUDE SPEAKER NOTES

EHR Go- Follow instructions from document download

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

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

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

    FORMAT:(EHR Life Cycle)

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

 
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Capstone Project: Milestone 2.

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Capstone Project: Milestone 2.

(Capstone Project: Milestone 2.)

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

Rubric(Capstone Project: Milestone 2.)

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

 
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Nurse’s Role in Health

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Nurse’s Role in Health

(Nurse’s Role in Health)

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

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

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

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

Power Point

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

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

1.State the objective of the presentation.

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

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

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

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

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

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

 
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Project Management organization

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Project Management organization

(Project Management organization)

Question description

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

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

Additional Information:

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

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

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

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

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

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

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

“Sure,” you say.

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

Define a project

Explain the difference between a project and standard operations

Describe the five process groups

Identify the project sponsor(s) and key stakeholders

 
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