Psychological Assessment Report

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Psychological Assessment Report

(Psychological Assessment Report)

Psychological assessment reports are written by psychology professionals who work in a variety of settings. In addition, professionals in many different subfields within psychology, education and health must be able to read, understand and apply information provided in psychological assessment reports in order to effectively serve their clients. For your Final Assignment, you will demonstrate your knowledge of psychological assessment by applying the information you have learned throughout this course in the interpretation and write up of a psychological assessment report.   Your Final Project will be based on one of the case information/data tables that have been provided in the course.  The three cases consist of one adolescent assessment, one adult assessment, and one geriatric assessment.  It is expected that your Week Five final project case will be the same case that you selected in Week Two and that you incorporate feedback provided to you by your instructor on the Week Two assignment when developing your final project. To complete this assignment, you will choose the client from the list below which you chose for your Week Two assignment.

Timothy Childers (Adolescent Male)

Mr. Kyle Jones (Adult Male Personal Injury Case)

Mr. Jeremiah Smith (Geriatric Male Case)

As you write up your assessment report you will be taking on the role of a clinician who is conducting an assessment and providing treatment recommendations for the client that you choose from the list provided. You must use the information provided in case history and identify the most salient information that belongs in each section. Do not simply copy and paste the information provided. You must make a professional judgment about which information is the most important information to include in the psychological report and where to include that information in your report. Your assessment report must follow the format below and it must include each of the sections and their headings listed below:

I. Identifying Information
Within this section, you will record basic information on your client including the person’s name, sex, gender, ethnicity, sexual orientation, age, handedness, and occupation or grade level. For the purposes of this assignment, you are free to create any relevant demographic information that is not explicitly stated in the case scenario. All information you create must be consistent with the information provided and any conclusions you draw in subsequent sections of your paper.

II. Reason for Referral
Within this section describe the referral source and the purpose of the assessment. The information you provide in this section must justify the decision to conduct a formal psychological assessment based and must model ethically and professionally responsible assessment practices.

III. Current Symptoms/Presenting Concerns
The information in this section of the report would typically come from an interview with the client and family (if applicable, e.g., if the client is a child or person with suspected dementia).  You must use the information provided in case history to identify the most salient information that belongs in this section. Choose information to include in this section based on the consistency with the reason for referral and purpose for testing. Here is where you will apply your methodological and theoretical assessment formulations of the client that will justify the decision to conduct a psychological evaluation on this client.(Psychological Assessment Report)

IV. Psychosocial History (complete each of the sections below based on the information in the case you selected)

  • Educational history
  • Occupational history
  • Medical history (including substance use/abuse)
  • Psychiatric history
  • Social history

V.  Interpretation of the Results
In this section explain your interpretation of the results in the data table provided for the case you selected.   Utilize the information available and create appropriate subheadings to organize the results.   For example, if your data table contains information on intelligence and achievement, then you should create appropriate subheadings to organize your findings in this section of the report. Create a sufficient number of subheadings to allow you to provide interpretations for all assessment instruments administered. If you have more than one measure of a particular psychological construct (e.g., personality and emotional functioning), present your interpretations of all measures that apply to that construct under the same subheading.

VI. Diagnostic Impressions
Based on the history provided and interpretation of test results, use the DSM-5 to provide a diagnosis (or diagnoses) for the client in a manner that demonstrates the ethical and professional use of assessment results.  You must justify your diagnostic conclusions based on your knowledge of the validity and reliability of the assessment instruments.  If there are multiple potential diagnoses to consider, then these must be explained and justified as well.   Also include information about alternative diagnoses and why these were not chosen.

VII. Recommendations
Within this section, provide treatment recommendations for the client based on the diagnosis and information about the client’s current living situation.  Develop recommendations that are evidence-based and include peer-reviewed articles that support your choice(s).

The Assignment:

  • Must be 5 to 7 single-spaced pages in length (not including title and reference pages).
  • Must include a separate title page with the following:
    • Title of assignment
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 5 scholarly sources, including a minimum of 2 peer-reviewed articles published in the last 10 years from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page and reference page that is formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)Links to an external site.
 
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LASA 2: Putting The Puzzle Together

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LASA 2: Putting The Puzzle Together

(LASA 2: Putting The Puzzle Together)

Every group, whether social or professional, has roles that need to be filled in order for the group to function effectively. Sometimes, people choose the role they want to play. At other times, people may naturally fall into a role without even realizing it. Research group roles or group dynamics using your textbook, the Argosy University online library resources, and the Internet. Write an essay on the topic. Address the following:

What types of group roles are there? Name and describe at least six different roles.  Also, note that similar roles are known by different names, for example, leader and facilitator. What you call a role is not as important as doing a good job of explaining the purpose and duties of each role.

Can some roles have more than one person in that role in one group? If so, which roles are they? Which roles, if any, cannot have more than one person in the role in one group? Why?

Can you rank the roles in order of importance? If yes, do so and explain your ranking. If you could not rank the roles, explain why. Is it because all roles are equally important?

What role do you tend to play in groups? Is it a role you choose because you enjoy it or because you are just naturally good at it?

We have all had to struggle with some roles we were required to play. Describe such an experience from your personal or professional life. Explain the difficulty and how you solved it.

In a summary paragraph, discuss the value or constraint that you find with group roles. Discuss how knowledge of group roles will help a group communicate and work together.

Write a 4-5 page essay in Word format. Apply APA standards for writing style to your work. Include a References page for any articles and websites used in your research.

 
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Physio And Patho – Case Studies

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Physio And Patho – Case Studies

(Physio And Patho – Case Studies)

Select one of the case studies below, and include discussion of your strategy for winning the patients cooperation while teaching concepts concerning pathological states to them and their families.

Requirements

  1. Make sure all of the topics in the case study have been addressed.
  2. Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
  3. All sources must be within five years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

Case Study 1

Concepts of Altered Health in Older Adults

Joseph P. is an 82-year-old male living at home. He is in overall good health and enjoys taking long walks as often as possible. During his walks, he likes to stop for a cold glass of fruit juice at the local cafeteria. On cold or rainy days, he rides a stationary bicycle at home for 30 minutes to “stay in good shape.”

  1. What physiological factors would typically increase Joseph’s risk of falling while walking outdoors?
  2. What are the common changes in blood pressure regulation that occurs with aging?
  3. Joseph enjoys fruit juice when he walks. Considering the renal system in the older adult, why would dehydration be a particular concern?

Case Study 2

Structure and Function of the Kidney

Rivka is an active 21-year-old who decided to take a day off from her university classes. The weather was hot and the sun bright, so she decided to go down to the beach. When she arrived, she found a few people playing beach volleyball, and they asked if she wanted to join in. She put down her school bag and began to play. The others were well prepared for their day out and stopped throughout the game to have their power drinks and soda pop. Several hours after they began to play, however, Rivka was not feeling so good. She stopped sweating and was feeling dizzy. One player noted she had not taken a washroom break at all during the day. They found a shaded area for her, and one of the players shared his power drink with her. Rivka was thirstier than she realized and quickly finished the drink.

  1. In pronounced dehydration, hypotension can occur. How would this affect the glomerular filtration rate of the kidney? What actions by the juxtaglomerular apparatus would occur to restore GFR?
  2. What is the effect aldosterone has on the distal convoluted tubule? Why would the actions of aldosterone be useful to Rivka in her situation?
  3. What does a specific gravity test measure? If someone tested the specific gravity of Rivka’s urine, what might it indicate?

4 pages not including title and reference page.

 
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Coercion In Interrogations

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M 2 Assignment 2: The Use Of Coercion In Interrogations

(Coercion In Interrogations)

PLEASE NO PLAGIARISM AND USE APA FORMAT

The American Psychological Association (APA), the American Psychiatric Association, and the American Medical Association all oppose the use of coercion in interrogation. These organizations strictly prohibit their members from participating in interrogations in which coercion is used. These organizations claim that coercion is unethical.

The resolution of the APA (2008) on coercion in interrogation includes the following statement:

BE IT RESOLVED that the American Psychological Association affirms that there are no exceptional circumstances whatsoever, whether induced by a state of war or threat of war, internal political instability or any other public emergency, that may be invoked as a justification for torture or cruel, inhuman, or degrading treatment or punishment, including the invocation of laws, regulations, or orders. (para. 7)

Publicly revealed Central Intelligence Agency (CIA) transcripts and interviews with CIA employees detail that harsh methods were used to develop information from suspected terrorists. Use the key words “John Kiriakou interview with Brian Ross” on a search engine to read a CIA officer’s revelation on the methods used to develop information from a suspected terrorist.

A potential logical conclusion about the treatment of detained combatants is that coercion works and, because it works so well, it can be justified under some exceptional circumstances.

Reference:

American Psychological Association. (2008). Chapter III. Ethics: Reaffirmation of the American Psychological Association position against torture and other cruel, inhuman, or degrading treatment or punishment and its application to individuals defined in the United States Code as “enemy combatants” (amended 2007 position). Retrieved from http://www.apa.org/about/policy/chapter-3.aspx

Tasks:

Create a 2- to 3-page paper addressing the following:

Detail what the scientific literature states with regard to the use of coercion in interrogations. Include an unbiased evaluation of the use of coercion and when it may or may not be justified.

Include examples of coercive techniques and the purported effectiveness. You will need to address the possibility of false confessions as a result of coercive techniques.

Submission Details:

  • By the due date assigned, save your paper as M2_A2_Lastname_Firstname.doc and submit it to the Submissions Area.

Assignment 2 Grading CriteriaMaximum PointsDetailed what the scientific literature states with regard to the use of coercion in interrogations and included an unbiased evaluation of the use of coercion and when it may or may not be justified.48Included examples of coercive techniques and the purported effectiveness and addressed the possibility of false confessions as a result of coercive techniques.36Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.16Total:100

 
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Assignment 1: Practicum Journal:

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Assignment 1: Practicum Journal: Voluntary and Involuntary Commitment

(Assignment 1: Practicum Journal:)

Psychiatric Mental Health Nurse Practitioner (PMHNP) may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice.

In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

                                       Scenario for Week 7 Case:

You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

To Prepare for this Practicum Assignment:(Assignment 1: Practicum Journal:)

· Review the Learning Resources concerning voluntary and involuntary

commitment.

· Read the Week 7 Scenario in your Learning Resources.

· Research your state’s laws concerning voluntary and involuntary commitment.

                                   The Assignment (3 pages):

· Based on the scenario, would you recommend that the client be voluntarily

committed? Why or why not?

· Based on the laws in your state, would the client be eligible for involuntary

commitment? Explain why or why not.

· Did understanding the state laws confirm or challenge your initial

recommendation regarding involuntarily committing the client? Explain.

· If the client were not eligible for involuntary commitment, explain what actions

you may be able to take to support the parents for or against voluntary

commitment.

· If the client were not eligible for involuntary commitment, explain what initial

actions you may be able to take to begin treating the client.

                                                      Learning Resources(Assignment 1: Practicum Journal:)

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 4, “Theories of Personality and      Psychopathology” (pp. 151–191)
  • Chapter      31, “Child Psychiatry” (pp. 1181–1205)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • “Neurodevelopmental Disorders”

o “Specific Learning Disorder”

o “Motor Disorders”

Murphy, T. K., Lewin, A. B., Storch, E. A., Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with tic disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 52(12), 1341–1359. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00695-3/pdf 

McGarvey, E. L., Leon-Verdin, M., Wancheck, T. N., & Bonnie, R. J. (2013). Decisions to initiate involuntary commitment: The role of intensive community services and other factors. Psychiatric Services, 64(2), 120–126.

Kaltiala-Heino, R. (2010). Involuntary commitment and detainment in adolescent psychiatric inpatient care. Social Psychiatry and Psychiatric Epidemiology, 45(8),785–793. doi:10.1007/s00127-009-0116-3

Lindsey, M. A., Joe, S., Muroff, J., & Ford, B. E. (2010). Social and clinical factors associated with psychiatric emergency service use and civil commitment among African-American youth. General Hospital Psychiatry, 32(3), 300–309. doi: 10.1016/j.genhosppsych.2010.01.007

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press. 

 

PLEASE REMEMBER TO INCLUDE  INTRODUCTION, CONCLUSION & REFERENCES. (TOTAL PAGES 3, EXCLUDING THE REFERENCES)

 
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Enhancing Stroke Outcomes

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Enhancing Stroke Outcomes: PICOT Formulation

(Enhancing Stroke Outcomes)

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project. My topic is stroke

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

  1. Evidence-Based      Solution
  2. Nursing      Intervention
  3. Patient      Care
  4. Health      Care Agency
  5. Nursing      Practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center. While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone change proposal project, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Statement Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

  1. Title page
  2. Introduction      section
  3. A comparison of      research questions
  4. A comparison of      sample populations
  5. A comparison of      the limitations of the study
  6. A conclusion      section, incorporating recommendations for further research

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

  1. Background
  2. Problem      statement
  3. Purpose      of the change proposal
  4. PICOT
  5. Literature      search strategy employed
  6. Evaluation      of the literature
  7. Applicable      change or nursing theory utilized
  8. Proposed      implementation plan with outcome measures
  9. Identification      of potential barriers to plan implementation, and a discussion of how      these could be overcome
  10. Appendix      section, if tables, graphs, surveys, educational materials, etc. are      created

Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate re

 
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Reflections on End-of-Life Ethics

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Reflections on End-of-Life Ethics

(Reflections on End-of-Life Ethics)

Hello this is a HPRS-1303 (END of LIFE ISSUES) class . THIS the END of COURSE REFLECTION writing assignment. This is due April  29, 2018 before 11:59 pm. Please read the instructions below and NO plagiarism.

 

There  will be no video this week.  Instead, you are being asked to write an  eight to ten page essay, not including cover page, abstract, and  reference page, reflecting on what you have learned in this course.  You  must touch upon the ethical and moral concerns you learned about, the  emotional issues, the physical issues, and at least one other salient  issue regarding end of life.  Support your thoughts through the use of peer reviewed scholarly sources from MedLine, Ebsco, ProQuest, and/or Google Scholar.

You must provide at least three additional sources in addition to any of the videos you cite.

Please adhere to APA 6th Edition formatting guidelines

                                                                  APA Reflection Essay Rubric

APA Format

____ (10) Entire paper is double spaced with 1” margins

____ (10) 12pt font, New Times Roman

____ (10) Correct Running head

____ (10) Title, name, school name centered and double-spaced

____ (40) 

Abstract

___ (10) Provides complete overview of paper, 150-250 words

___ (10) Block style w/no  paragraphs, flush left

____ (20)

Research Paper

____ (10) All pages have title in ALL CAPS, left side

____ (10) Page numbers, right side

____ (10) Full title, first page, centered

____ (10) In-text citations include necessaryinfo in parentheses after borrowed material

____ (10) In-text citations punctuated correctly

____ (50)

References

____ (10) Page is titled References & is centered

____ (10) References are alphabetical

____ (15) Minimum of 3 CREDIBLE sources(5 points each)

____ (10) Sources listed are cited at least one time within the body of the paper

____ (10) References include all info required for APA style

____ (10) Punctuation is accurate

____ (10) Capitalization is correct

____   (5) Hanging indent is used for entries longer than 1 line

                                                                                                                                                         ____ (80)

Introduction

____ (10) Engaging intro gains attention

____ (10) Includes concise thesis statement that clearly states the main idea

                                                                                                                                                       ____ (20)

Body

____ (10) Meets length requirement of 8-10 page minimum

____ (10) Each paragraph has a topic sentence

____ (10) Each paragraph relates to the thesis

____ (10) Paragraphs are logically organized

____ (10) Supporting statements are relevant & do not state the obvious

____ (10) Transitions used between & within paragraphs

                                                                                                                                                        ____ (60)

Conclusion

____ (10) Wraps up paper’s main ideas w/out restating them verbatim

____ (10)

Style

____ (10) Formal without being “wordy”

____ (10) Free of slang, contractions or text speak

____ (10) Free of personal pronouns

____ (10) Free of “you”

____ (10) Variety of sentence structures used – fluent

____ (50)

Language

____ (10) Vivid, descriptive

____ (10) No overused words from charts

____ (10) Active verbs prevail over passive verbs

                                                                                                                                                       ____ (30)

Grammar

____ (5) No run-ons

____ (5) No fragments

____ (5) Verbs agree with subjects

____ (5) Pronouns agree with antecedents

____ (5) No spelling errors

____ (5) No homophone errors(bear/bare, weather/whether)

____ (5) Capitalization is correct

____ (5) Words, phrases and clauses joined by “and” are parallel

 
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Perception Theories and Attitudes

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Perception Theories and Attitudes: Synesthesia, Behavior, Withdrawal

PSYCHOLOGY DISCUSSSION QUESTIONS

(Perception Theories and Attitudes)

DISCUSSION #1.Synesthesia is a neurological phenomenon in which stimulation of one sensory or cognitive pathway leads to involuntary experiences in a second sensory or cognitive pathway. For this discussion, complete the following:

Describe the differences between top-down and bottom-up theories of perception.

Test your perceptual patterns to determine whether you think synesthesia is based more on low-level or higher level cognitive processes, then discuss. You will need the resources on synesthesia for this part of the discussion.

Name at least one famous person who is reported to have synesthesia and describe the type of synesthesia he or she experiences.

DISCUSSION #2.Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior.

Explain what is meant by attitude. How do people develop attitudes? Support your explanation with theory.

Describe the relationship between behavior and attitude. Apply one theory to support your position, and provide at least one example to illustrate your understanding of the relationship or lack of relationship between behavior and attitude.

DISCUSSSION #3.This activity for this discussion should be conducted over several days to assess both the level of use and the discomfort associated with caffeine or nicotine withdrawal. You should use one or both of these topics only, do not share other addictive substances or personal addictive issues. Through this exercise, you will gain an appreciation for how addiction happens, why it may go unnoticed, and how withdrawal can be a difficult process both physically and mentally. If you are not a smoker and do not drink coffee (even though you used to), you will need to interview someone who currently does smoke or drink caffeine.

Task: Two of the most popular legal drugs of abuse are caffeine and nicotine. Many people use one, or both, of these drugs. To complete this discussion:

Quantify intake using the charts provided on the Web sites related to caffeine and nicotine, located in Resources.

Track your (or your subject’s) caffeine or nicotine use over three days.

Refrain from using the drug for 48 hours.

Document any withdrawal symptoms you (or your partner) may experience. Also, keep a record of any drugs you use to combat withdrawal symptoms, and note its active ingredients. If a relapse occurs, document that as well. Use the following questions as a guide to record your results:

o When are the drugs used? Is there any difference in the social situations surrounding each use?

o What withdrawal symptoms did you (or your subject) experience for each drug respectively?

o How have these symptoms made you or your subject feel about the use of these drugs?

o Did you or your subject have social support during the 48 hours abstinence from the drug? Did that help prevent relapses?

o Did you or your subject take other drugs to relieve some of the symptoms (such as aspirin for headaches)? Did it help keep you from relapsing? Did these drugs contain caffeine?

Based upon your results (and it is optional to share your results with peers), post your discussion to the following question:

· Would you or your subject still seek these drugs if they were made illegal? Why or why not? Using the Neurotransmitters Matching presentation from Unit 2, can you trace the neural pathways involved in the addiction cycle? In withdrawal?

 
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Ethical and spiritual discussion

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Ethical and spiritual discussion

(Ethical and spiritual discussion)

Question description

please respond to the discussions with reference

Discussion 1

I currently do not currently work in healthcare, but in the past I worked in long term care and med/surg. In both of these specialties I worked with patients on hospice who died occasionally. My very first shift on my own as an RN I was called in to determine if a hospice patient at our long term care facility had died. I do not think I had even received report yet. I felt completely inadequate and had no idea what the policy was at our facility. Meanwhile I had the family staring at me as I listened to her chest. I immediately realized the importance of my position and the impact I had on them. With all my hospice patients I considered it an honor that the family would let me in on these final moments of their loved ones. It is an important part of life that should be respected.

I did not have any patients die under my care who were not on hospice and expected to die. I have a lot of apprehension for when that happens. I think that would be a harder situation for me to accept and I worry I will feel guilt about not providing the care needed to help them.

Discussion 2(Ethical and spiritual discussion)

Accepting death has gotten easier for me. Many years ago, for my first job, I used to work in the hospital on a Med-Surg unit. I was almost afraid of the surprise and shock of death, I did not want to be the one to find the person dead in bed. When I worked in ICU, I remember at first not wanting to give patients morphine when they were in the dying process, because I did not want to hasten their death and felt guilt. I became detached by watching the monitors instead of the person and the technology became a barrier between the patient and me. When people had resuscitation attempted, it was so messy, traumatic, intense, etc. Sometimes I would be shaky afterwards from the adrenaline rush. I did not mind the “no-codes”. I liked doing the comfort measures, the deep talks with people, the respectful, calm deaths. Most people and families in ICU, don’t do superficial chit chat, but talk “real”, they speak their fears, sorrows, regrets, and joys. You can get to know patients and families extremely quickly because they speak their raw emotions and what is really important to them. Now I work in a special needs school. We generally have 2 children die each year, but these have not happened at school so far. Most of the time, parents find them dead when they go to get them up in the morning. Although each of these deaths is sad, and I mourn over the children, I cannot wish them back. I believe most of them are in a much better place and that they are whole now, how they were meant to be. Whereas on earth they could not talk, walk, communicate, and sometimes hardly move voluntarily, I think now they are running, jumping, and shouting for joy. My students go up to age 26. Recently a Buddhist died. While there is talk that all children go to heaven, I am not sure about a 26-year-old Buddhist. He is older physically than a child, but mentally was aged probably about 9 months.

Discussion 3(Ethical and spiritual discussion)

I have been blessed in not experiencing many deaths in my three years on the job. I am currently working on a cardiac unit and have only had two patients that expire on my shift. One was expected as her vital signs were declining and her intestines were blocked from the cancer that she had recently been diagnosed with. The first death was unexpected at the time because I had not seen any signs except for a change in spirit. He was asking for a hug and kiss the day prior to passing away and I dodged his request on that day. When I came in the next day at first passing and bed-side shift report he told me that I owed him a kiss and hug. When bringing his medication to him he asked again and yielded and gave a kiss on the cheek along with a hug, he died about an hour later. He was a DNR so no heroic measures were performed. It was emotionally hard when the daughter stopped by on her way out of town and arrived just as he expired and yelled “Bring him back.”

Death is harder to deal with if it is totally unexpected such as in a MVA. This is a time when it is easy to ask, “Why God.” Death is never easy to receive for the families left behind. The patient is free from pain, suffering, and worries. The family members must deal with the separation of their loved one. Whether they believe that there will be a reunion after death is according to the worldview that the family holds as truth.

To everything there is a season, and a time to every purpose under the heaven: A time to be born, a time to die; (Ecclesiastes 3: 1.) In the Called to Care page 223 the author held the viewpoint that Jesus struggled with death in the garden, but was it more the fact that he knew that God would have to turn his back on Jesus as he was on the cross? I feel that the threat of separation from God even for that brief of a time deeply disturbed Jesus since he had a perfect relationship with his father (God).

References

Shelley, J. &. (2006). Called to care: A Christian worldview for nursing. Downers Grove: IVP Academic.

Wellman, J. (2018). PHI-413 V Lecture 4.

Discussion 4

Currently, I work at long care term facility and most of the population are elderly residents whose needs cannot be met if they would live in the community. Most of them need different degree of help with activities of daily living as well as specialized nursing care. During my 6 months of working there unfortunately, I witnessed death a few times. My view of death was shaped long ago when me being a kid questioned my parents what death was. Being Christians, they taught me that death is final only for the body, but soul continues to and goes either to heaven or to hell depending on our deeds during the life. In the end, there will be resurrection and no more death. Surely, there is much more to death, dying and afterlife. My experience of death was redefined as I started facing death of the people I knew and took care of. First the most conscious and most painful experience was the death of grandmother who passed away after long battle with disease and whom I love cordially. My feeling of loss was tremendous. At the same time, I understood that her suffering was finally over, and she was in better place now. When I was thinking of her death from position of Christian, I knew it was God’s will and her death was just end of her life on earth and she was with Lord now. The experience of death of residents was a little bit different. First of all, those people were not relatives who you know all your life, but nevertheless, seeing them deteriorating and suffering was still hard. I understand that from Christian point of view God is with them in their suffering. We as nursing personnel tried to ease their suffering by maximizing care and make them as comfortable as possible. Situation with dying in health care facilities are often shaped by presence or absence of DNR, DNI, and DNH orders. Recently, we had to announce code blue on one resident who although was expected to pass away, the family still want him to be resuscitated. It was painful to feel his ribs got broken under compression during CPR, and, honestly, all staff thought our efforts to revive him was hopeless. Then 911 came and took over CPR and little later he was transferred to the hospital still alive. Sadly, he dies few days later in the hospital. This situation made me think more about moral dilemma around the death, whether or not to keep residents full code or DNR and whose decision it should be. I cannot answer that if it easier or harder for me to accept fact of death after what I experienced because every time it’s different people with different stories. One thing I can say for sure, I feel relieved when their suffering ends.

Discussion 5(Ethical and spiritual discussion)

At the hospital where I work, in my unit med-surg, we began having hospice patients six months ago. I’ve cared for many patients at the end of life, but it wasn’t until two weeks ago that one of my patients passed during my shift. It was a really strange feeling when I had to check for the absence of pulse; although it was obvious he had already passed. He didn’t have much family and there was no one at the bedside at the time he expired which made it seem less emotional. I’ve cared for many hospice patients who have families at the beside 24/7, and I have gotten to know their families well. In this way there is more emotional attachment. It is also a strange and sad feeling when you come on to your shift to find that that a particular patient has passed. Even though it is expected that hospice patients die, it is still difficult. Though I haven’t yet had a med-surg patient die unexpectedly.

Although this is all a new experience for me, it hasn’t changed my view of death. It is sad every time I know someone is leaving the earth too soon (it seems they are usually in their 50’s) and their families are feeling this tremendous loss. In this situation we are not only caring for the patient, but also their family. I feel we need to show a lot of respect towards the families, as this is an extremely difficult time. We have patients of various forms of Christianity (Jehovah’s Witness, Catholic), but all tend to show their faith in God by having a cross at the bedside, or visit from a pastor or priest. This sense of faith helps me know they are passing peacefully to a better place.

Discussion 6(Ethical and spiritual discussion)

Working in both transitional care and IR, while I don’t experience death daily, I have been the one to pronounce, several times, on the TCU. In witnessing someone actively dying it humbled and brought me to tears. I wondered what they were thinking or feeling. I reflected on my children and myself, my life. Asked “will my husband be able to care for them adequately? I placed myself there in that person’s state of condition and felt saddened. I visualized my time of demise and it deeply saddened me. I don’t care that I have a happy, fulfilled life. I love it and want to stay. I don’t consider myself obsessed with death, but I think of it every day. Am I prepared, not just on paper but spiritually? I question whether my behavior is pleasing to my Lord. I fear dying especially tragically but no one knows when that time will be or how – until it is. While some may fall ill and think that they Know from what they’ll perish, sometimes death comes so unexpectedly and it doesn’t have anything to do with the terminal ailment. Being a nurse, it is realized very quickly that death is imminent and sits upon all of our doorsteps. Modern technology, biochemistry, biogenetics, whatever the scientific pleasure, cannot cure death. Accepting death is difficult for me but I acknowledge that I am promised this phase in my existence from God and it will be done.

 
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ECE 601 Professional Preparations

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ECE 601 Professional Preparations

(ECE 601 Professional Preparations)

Review the 2010 NAEYC Initial & Advanced Standards for Early Childhood Professional Preparation Programs. Use your required web link for the current standards. The links are located in the “Required Resources” section of the Week 2 tab. Please review the current standards for professional preparation if you have not yet been working in care or education settings with young children:

 

 

STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES

 

Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.  

 

Key elements of Standard 4

 

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children

 

4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology

 

4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

 

4d: Reflecting on own practice to promote positive outcomes for each child

 

Use the Initial Standards if you have less than 7 years of experience in an early childhood setting. Choose the Advanced Standards if you have more than 7 years of experience in an early childhood setting.

Create a two- to three-page paper (not including title and reference pages) that includes the following sections. Each section should be a separate paragraph.

 

  • Section ONE: Provide A Summary of Your Chosen Standard and Justify Why You Chose It. Summarize the Standard in your own words, then justify why you think that knowing more about this standard will (a) help you in your professional or personal life in general and (b) help you to become a better advocate. Be sure to give at least three specific examples.
  • Section TWO: Create A List of Five Questions With Corresponding Rationales. Create a list of five questions to ask an early childhood professional about aspects of the standard. For each question, describe your rationale for asking it. Create one question designed to enhance your ability to advocate on behalf of children and their families in this particular area. Create the other four questions to enhance your knowledge of both the standard AND your personal and/or professional goals.
  • Section THREE: Provide Contact Information with an Explanation for the Request. First, provide the contact information for an early childhood professional in your own community who is willing to provide email responses to your questions. Then, provide the “blurb” or explanation describing the purpose of the assignment that you will use when you ask him/her if he/she would be willing to answer your questions.If you do not have access to an early childhood professional, please contact me right away. I will do what I can to help you. 

    Be sure to include an introductory paragraph describing the purpose of the paper AND a conclusion summarizing the paper and your next steps. This means your paper will be at least five paragraphs.

    Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. In addition to the course text, utilize at least one scholarly source to support your points.

 
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