Ethical Dilemmas And Ethical Decision Making

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Ethical Dilemmas And Ethical Decision Making

(Ethical Dilemmas And Ethical Decision Making)

Ethical dilemmas are situations where individuals face conflicting moral principles or values, making it challenging to determine the right course of action. These dilemmas often arise when there are competing interests or when the consequences of a decision have significant implications for different stakeholders. Ethical decision-making involves navigating these complex situations by considering various factors and arriving at a choice that aligns with ethical principles and values.

One common framework for ethical decision-making is the “ethical triad,” which comprises three main components: consequences, duties, and virtues. Evaluating the potential consequences of different actions involves considering the impact on stakeholders and society as a whole. This utilitarian perspective aims to maximize overall well-being or minimize harm. However, it’s essential to ensure that this approach doesn’t overlook the rights and duties owed to individuals, as highlighted by the deontological perspective. Duties such as honesty, fairness, and respect for autonomy play a crucial role in ethical decision-making, emphasizing the importance of upholding moral principles regardless of the outcomes. Additionally, considering the virtues or character traits involved can provide insight into the moral integrity of the decision-maker and the potential long-term consequences of their actions.

Ethical dilemmas often require individuals to balance these different perspectives and prioritize ethical values based on the specific circumstances. This process can be guided by ethical principles such as beneficence, non-maleficence, justice, and autonomy, which provide a framework for evaluating competing interests and making ethically sound decisions. However, resolving ethical dilemmas is not always straightforward and may involve trade-offs between conflicting principles or values.

Furthermore, cultural, social, and contextual factors can influence ethical decision-making, as what is considered ethical may vary across different cultures and societies. It’s essential to recognize and respect these differences while also striving to uphold universal ethical principles that promote human dignity and well-being.

In conclusion, ethical dilemmas are inherent in many aspects of life, requiring individuals to engage in ethical decision-making processes that consider various perspectives, principles, and values. By employing frameworks such as the ethical triad and adhering to ethical principles, individuals can navigate complex moral challenges and make decisions that uphold integrity and promote the greater good.

To prepare for this Discussion:

  • Review this week’s Learning Resources, particularly the various guidelines assigned this week and last, Chapter 1 in Ethical Practice in Forensic Psychology: A Systematic Model for Decision Making and the article “When Boundaries Are Broken: Inmate’s Perceptions of Correctional Staff Boundary Violations.”
  • Choose one boundary violation from the list on page 364 of the article “When Boundaries Are Broken: Inmate Perceptions of Correctional Staff Boundary Violations” and consider which ethical guidelines pertain to this violation.

Post by Day 3 a response to the following:

  • Identify the boundary violation you have chosen from the list on page 364 in the article “When Boundaries Are Broken: Inmate Perceptions of Correctional Staff Boundary Violations.”
  • Describe the relevant ethical guideline(s) that pertain to the boundary violation.
  • Explain how you would apply each of the following eight steps of the ethical decision-making model from Chapter 1 in Ethical Practice in Forensic Psychology: A Systematic Model for Decision Making to your selected boundary violation:
    1. Identify the Problem
    2. Consider the Significance of the Context and Setting
    3. Identify and Use Ethical and Legal Resources
    4. Consider Personal Beliefs and Values
    5. Develop Possible Solutions to the Problem
    6. Consider the Potential Consequences of Various Solutions
    7. Choose and Implement a Course of Action
    8. Assess the Outcome and Implement Changes as Needed
 
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GENDER INEQUALITY

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 GENDER INEQUALITY

( GENDER INEQUALITY)

MY TOPIC IS GENDER INEQUALITY.  ATTACHED IS THE SAMPLE GUIDE TO FOLLOW.  ATTACHED IS ALSO AN ARTICLE THAT  IS REQUIRED TO USE.  THERE IS A VIDEO AS WELL.  I HAVE ATTACHED MY LOGIN TO MY CLASSROOM TO GIVE ACCESS TO THE VIDEO AND MY SCHOOL’S  LIBRARY. DUE TO THE TEACHER WANTING ARTICLES FROM THE SCHOOLS LIBRARY.  

Prepare: View the Globalization at a Crossroads (Links to an external site.)Links to an external site.  series episode and read the article A Model of Global Citizenship:  Antecedents and Outcomes by Stephen Reysen and Iva Katzarska-Miller  (2013). Go to the Ashford University Library, and locate one additional  source on global citizenship that will help support your viewpoint.

Reflect: Please take some time to reflect on how the  concept of global citizenship has shaped your identity, and think about  how being a global citizen has made you a better person in your  community.

Write: Use the Week 1 Example Assignment GuidePreview the document when addressing the following prompts:

  • Describe and explain a clear distinction between “globalism” and  “globalization” after viewing the video and reading the article.
  • Describe how being a global citizen in the world of advanced  technology can be beneficial to your success in meeting your personal,  academic, and professional goals.
  • Explain why there has been disagreement between theorists about the  definition of global citizenship and develop your own definition of  global citizenship after reading the article by Reysen and  Katzarska-Miller.
  • Choose two of the six outcomes of global citizenship from the  article (i.e., intergroup empathy, valuing diversity, social justice,  environmental sustainability, intergroup helping, and the level of  responsibility to act for the betterment of this world).
  • Explain why those two outcomes are the most important in becoming a global citizen compared to the others.
  • Describe at least two personal examples or events in your life that  illustrate the development of global citizenship based on the two  outcomes you chose.
  • Identify two specific general education courses.
  • Explain how each course influenced you to become a global citizen.

The Importance of Becoming a Global Citizen( GENDER INEQUALITY)

 
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General Education Capstone Journal

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General Education Capstone Journal Entry

(General Education Capstone Journal Entry)

Answer the Questions for weekly General Education

Anonymous
timer8 months ago
account_balance_wallet$5

Question descriptionPlease respond to all the following items in your reflection journal.

How do Communication skills connect with the course material this week? How did Communication skills help you with your research this week?

Write down at least one specific aspect of Communication that you need to still develop and describe how you could work on developing that aspect.

How does Communication connect to achieving your career goals?

Based on your work in the course as well as general education courses at Grantham University, explain what Communication means to you.

Describe a specific assignment, presentation, or project you worked on in one of your past courses at Grantham University that allowed you to develop your Communication skills?

Write down at least one question you have about your organization, your research project, or this course in general?

WEEKLY CONTENT:

Mentoring

There are two main types of mentoring. Hierarchial mentoring occurs between two people who occupy different social positions or social locations. Peer mentoring occurs in a relationship where a more experienced student helps with a less experienced student in improving overall academic performance. This improvement can result when the mentor includes support, advise, and knowledge.

A significant role of a mentor – regardless of which type of mentoring is prevalent – is to encourage reflection (that’s why we addressed reflection already!) as we now understand the connection between reflection and learning. The mentor can guide the mentee to accomplish this reflection (especially during the service-learning project) by asking the following, which in turn the mentee can reflect upon:

Identify issues which may need to be addressed

Reflect on similar experiences

By asking probing and situational context questions, additional tools and resource ideas may emerge.

Leadership and Service-Learning

Historically, leaders came to be leaders because they were either just made that way; possessing the characteristics and traits traditionally seen in a leader, or they were “in the right place at the right time”. With modern leadership theory, these ideas have changed.

A transformational leadership style emphasizes the role a leader plays in transforming the outlook and actions of other group members so the focus is not on the individuals themselves, but members think about what is good for the entire organization or society as a whole. A servant leadership style seeks to transform others, but places the emphasis on empowering others while still meeting their own needs.

In general, leaders have to evaluate not just their own goals, but the entire population that the leader works with – this could be just a small group, or the global population as The President of the United States has to consider. Any leader must also consider the cultural diversities we discussed in Chapter 5.

There are two specific achieving leadership styles – Connective Leadership and Direct Leadership. Each of these styles are directly linked to effective leadership and incorporate the concept of a director, connector, or persuader.

  • Director – Leader who utilizes power and authority to lead by telling others what to do. This type of leader will use technology to influence and control other group members.
  • Connector – Leader who specializes in the relational leadership style. This type of leader is more interdependent and values cooperation while enjoying the social aspect of group members.
  • Persuader – Leader who specializes in the instrumental leadership style. This leader tries to use resources to help persuade others to adopt the positions of the leader or take on tasks reflective of the persuader’s goals.
 
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Principles of Success Plan

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Assignment 1: Principles of Success Plan: Three Goals (Milestone 1)

(Principles of Success Plan)

Assignment 1: Principles of Success Plan: Three Goals (Milestone 1)Due Week 3 and worth 100 points

What are three (3) personal or career goals that you would like to accomplish in the next three to twelve months? Based on the information presented on setting and managing goals in the webtext, identify three personal or career goals you would like to accomplish and explain why these goals are important and how achieving them will help you improve your life. In addition, summarize the research on goals from the “Managing Multiple Goals” Investigation in Chapter 3 and explain how your goals follow the principles of setting good goals.

Milestone 1 should be one to two (1-2) pages in length and should include the following:

1. Specify and explain one personal or career goal you have that can be accomplished in the next three to twelve months. – One paragraph of 3-5 sentences.

a. Include a succinct, clear statement of the goal or the change you want to make.

b. Include a deadline within the next three to twelve months by which you want to have achieved this goal or change.

c. Discuss why this goal or change is important to you and how it will help you improve your life.

2. Specify and explain a second personal or career goal you have that can be accomplished in the next three to twelve months. – One paragraph of 3-5 sentences.

a. Include a succinct, clear statement of this goal or the change you want to make.

b. Include a deadline within the next three to twelve months by which you want to have achieved this goal or change.

c. Discuss why this goal or change is important to you and how it will help you improve your life.

3. Specify and explain a third personal or career goal you have that can be accomplished in the next three to twelve months. – One paragraph of 3-5 sentences.

a. Include a succinct, clear statement of this goal or the change you want to make.

b. Include a deadline within the next three to twelve months by which you want to have achieved this goal or change.

c. Discuss why this goal or change is important to you and how it will help you improve your life.

4. Summarize the research on goals from the “Managing Multiple Goals” Investigation in Chapter 3 that you found most relevant, and explain how your goals follow the principles of setting good goals. – One paragraph of 3-5 sentences

5. Format your assignment according to the following formatting requirements:

a. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.

b. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length. [Use writing templates in the webtext to make your cover page according to APA style guidelines.]

c. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length. [Use writing templates in the webtext to make your in-text citations and automatically create your reference page according to APA style guidelines.]

The specific course learning outcomes associated with this assignment are:

  • Identify and reflect on how personal responsibility for actions affects outcomes.
  • Use critical thinking skills to reflect on personal experiences related to success, failure, and strategies for personal growth.
  • Use technology and information resources to support learning issues in success psychology.
  • Write clearly and concisely about psychological success using proper writing mechanics.
 
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Mastering Writing Essentials Workshop

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Mastering Writing Essentials Workshop

(Mastering Writing Essentials Workshop)

“Combining Content, Argument, and Structure—The Workshop” is an intensive training session designed to empower individuals with the skills necessary to craft compelling written works. In this workshop, participants delve into the fundamental elements of effective writing, focusing on content development, argumentation, and structural organization.

The workshop begins with an exploration of content generation. Participants learn strategies for generating original ideas, conducting research, and gathering relevant information to support their writing. Through hands-on exercises and interactive discussions, they hone their ability to identify key themes, develop coherent narratives, and craft engaging content that resonates with their target audience.

Next, the workshop delves into the art of constructing persuasive arguments. Participants learn how to formulate clear and compelling thesis statements, support their claims with evidence and logical reasoning, and anticipate and address counterarguments effectively. By analyzing exemplary texts and engaging in simulated debates, participants strengthen their ability to construct cogent arguments that persuade and captivate readers.

Finally, the workshop explores the importance of structure in effective writing. Participants learn how to organize their ideas cohesively, create logical flow between paragraphs and sections, and craft introductions and conclusions that leave a lasting impact. Through guided exercises and peer feedback sessions, participants refine their structural skills, ensuring that their writing is both accessible and impactful.

Throughout the workshop, participants receive personalized feedback from experienced instructors, enabling them to identify their strengths and areas for improvement. By the end of the program, participants emerge with a deeper understanding of how to combine content, argument, and structure to produce writing that informs, persuades, and inspires.

Whether participants are seasoned writers looking to refine their skills or novices seeking to master the basics, “Combining Content, Argument, and Structure—The Workshop” provides a comprehensive and practical approach to enhancing writing proficiency. With its emphasis on hands-on learning and individualized feedback, the workshop equips participants with the tools and confidence they need to excel in any writing endeavor.

Combining Content, Argument, and Structure—The Workshop

The workplace has become increasingly diverse and global. This diversity has dramatically changed the dynamic of the workplace over the last 50 years. Regardless of race, ethnicity, and gender, people want to be treated fairly.

Research workplace harassment using the following resources:

Suppose you work for an organization that currently does not have an antiharassment policy. You are going to develop an antiharassment policy for the organization and persuade the CEO to adopt it. Create a PowerPoint presentation to convince the CEO of the need for such a policy. Use the speaker notes area to write explanations and arguments and to cite sources. Address the following in your presentation:

  1. What is the purpose of your proposed antiharassment policy?
  2. Why would implementing this policy be beneficial for the CEO? What’s in it for him or her?
  3. Why is it important to have such a policy in place? If the basic purpose is to stop harassing behavior, why is that important? Why is harassment detrimental to an organization?
  4. What is your communication plan? How should the CEO present the policy to the staff? What specific communication methods do you recommend, and what will the communication say?

Develop an eight- to ten-slide presentation in PowerPoint format. Apply APA standards where appropriate for references.

 
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Serving Mentally III Prison Populations

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Serving Mentally III Prison Populations, psychology homework help

(Serving Mentally III Prison Populations)

Question description

Assignment 2: LASA 1—Serving Mentally Ill Prison Populations

Deinstitutionalization has led to increased numbers of homeless and has had other unintended consequences. According to the National Alliance on Mental Illness, up to 40 percent of mentally ill people have become involved in the criminal justice system. In an effort to address the traditional lack of sufficient mental healthcare in jails and prisons, mental health courts have been established, leading to decreased jail time and improved provisions of psychiatric services for mentally ill prisoners (National Alliance on Mental Illness, 1993).

You can read more about this at the link below:

Use the Argosy University online library resources, the Internet, and your textbook to examine the roles that mental health workers play in the provision of services to mentally ill populations in jails and prisons. Find at least two research articles that evaluate the success of mental health service programs for mentally ill populations in prisons. This assignment is a research paper. In paragraph form, please provide a thorough and integrated response to all questions that follow:

  • What are the services provided by mental health courts?
  • How do these services benefit the prisoners? How do these compare to the services already available through the existing criminal justice system?
  • Do the research findings support the establishment of more mental health service programs to imprisoned mentally ill populations? What can be done to improve these services further?

Submit your analysis in Word format. The body of your paper (not including the title page or references page) should be at least 4-5 pages. Format your paper according to current standards of APA style and include an APA-style title page, a running head, and a references page. Apply APA standards to citation of sources.

Almquist, L., & Dodd, E. (2009). Mental health courts: A guide to research-informed policy and practice. NY, NY: Council of State Governments Justice Center. Retrieved from http://www.bja.gov/pdf/CSG_MHC_Research.pdf

National Alliance on Mental Illness. (1993). A guide to mental illness and the criminal justice system: A systems guide for families and consumers.Retrieved fromhttp://www.nami.org/Content/ContentGroups/Policy/Issues_Spotlights/Criminalization/Guide_to_Mental_Illness_and_the_Criminal_Justice_System.pdf

 
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female:Guided Imagery Voice Presentation

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Guided Imagery Voice Presentation (Please Read Entire Assignment Details)

(female:Guided Imagery Voice Presentation)

Must be a female since this assignment is a voice recording**(female:Guided Imagery Voice Presentation)

“Close your eyes and take a deep breath. Imagine yourself standing on the edge of a vast, tranquil lake, surrounded by towering trees and the soothing sounds of nature. Feel the warmth of the sun on your skin and the gentle breeze caressing your face.

As you gaze out across the water, notice the ripples as they dance gracefully across the surface, reflecting the colors of the sky above. With each breath, feel a sense of calm washing over you, like waves lapping at the shore.(female:Guided Imagery Voice Presentation)

Now, envision yourself taking a step forward, dipping your toes into the cool, refreshing water. As you wade further in, feel any tension or stress melting away, replaced by a profound sense of peace and serenity.

As you continue to explore this tranquil scene, allow yourself to be fully present in the moment, savoring the sights, sounds, and sensations around you. Know that you can return to this place of inner calm whenever you need to recharge and rejuvenate.

Slowly, begin to bring your awareness back to the present moment, carrying with you a deep sense of relaxation and well-being. When you’re ready, gently open your eyes, feeling refreshed, revitalized, and ready to take on whatever lies ahead.”

(female:Guided Imagery Voice Presentation)
For this Assignment you will create a 3 to 5 minute guided imagery session using one PowerPoint® slide and a guided imagery script.

You will create this presentation using a free online recording software compatible with PC and MAC computers, Screencast -O-Matic©.  Follow these instructions to download and use this software to create your presentation.

  1. Access Screencast-O-Matic homepage clicking on the box in the upper right hand corner titled, “Sign Up” to create your free account.
  2. Create a free account (be sure to write down the email and password created for account access.)
  3. Once logged in click on the  “Tutorials” link at the top of the homepage and view 1. Recorder Intros
  4. Create your guided imagery presentation clicking on the “Start Recorder” box.
  5. Once finished recording click on the “Done” button.
  6. Next, choose, “Upload to Screencast-O-Matic.”
  7. Select “Publish”.
  8. Choose “Copy Link”
  9. place link in word document to submit.
 
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Workforce issues on Patient safety

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Workforce issues on Patient safety, health and medicine homework help

(Workforce issues on Patient safety)

Question description

Workforce Issues on Patient Safety

In this assignment, you will consider how workforce issues impact patient safety.

Based on your research, respond to one of the following discussion questions.

Discussion Question 1

Identify the methodology, design, and rationale of the following titles.

  1. Exploring the rate of seasonal-pattern depression in an Inuit community
  2. Democracy in America
  3. The relationship between compassion fatigue and burnout among critical care nurses
  4. Two drugs for Alzheimer’s show promise
  5. Evaluating technology with student success
  6. Factors that influence weight control among women
  7. The meaning of living with brain injury and stroke 10 years after the injury
  8. Exploring the beliefs of healing among Aborigines

Suggested References:(Workforce issues on Patient safety)

Shisana, O., Rice, K., Zungu, N., & Zuma, K. (2010). Gender and poverty in South
Africa in the era of HIV/AIDS: A quantitative study. Journal of Women’s
Health (15409996), 19(1), 39–46.

Ko, E., Nelson-Becker, H., Park, Y., & Shin, M. (2013). End-of-Life decision making
in older Korean adults: Concerns, preferences, and expectations. Educational
Gerontology, 39(2), 71–81.

Witzke, J., Rhone, R., Backhaus, D., & Shaver, N. (2008). How sweet the sound:
Research evidence for the use of music in Alzheimer’s dementia. Journal of
Gerontological Nursing, 34(10), 45–52.

Sandvik, A., Melender, H., Jonsén, E., Jönsson, G., Salmu, M., & Hilli, Y. (2012).
Nursing students’ experiences of the first clinical education: A nordic
quantitative study. Nordic Journal of Nursing Research & Clinical Studies /
Vård I Norden, 32(3), 20–25.

Cooper, C., Taft, L., & Thelen, M. (2004). Examining the role of technology in
learning: An evaluation of online clinical conferencing. Journal of
Professional Nursing, 20(3), 160–166.

Roulston, A., Bickerstaff, D., Haynes, T., Rutherford, L., & Jones, L. (2012). A pilot
study to evaluate an outpatient service for people with advanced lung cancer.

International Journal of Palliative Nursing, 18(5), 225–233.

Weekly Discussion Forum(Workforce issues on Patient safety)

Objectives Unacceptable Emerging (F through D Range) Satisfactory (C Range) Above Average (B Range) Exemplary (A Range) Score
Quality of Initial Posting 0 Points

No initial posting to evaluate

 1 to 13 Points

The information provided is inaccurate, not focused on the assignment’s topic, and/or does not answer the question(s) fully. Response demonstrates incomplete understanding of the topic and/or inadequate preparation.

 14 to 15 Points

The information provided is accurate, giving a basic understanding of the topic(s) covered. A basic understanding is when you are able to describe the terms and concepts covered. Despite this basic understanding, initial posting may not include complete development of all aspects of the assignment.

 16 to 17 Points

The information provided is accurate, displaying a good understanding of the topic(s) covered. A good understanding is when you are able to explain the terms and topics covered. Initial posting demonstrates sincere reflection and addresses most aspects of the assignment, although all concepts may not be fully developed.

 18 to 20 Points

The information provided is accurate, providing an in-depth, well thought-out understanding of the topic(s) covered. An in-depth understanding provides an analysis of the information, synthesizing what is learned from the course/assigned readings.

 _ out of 20
Participation in Discussion 0 Points

No responses to other classmates in this discussion forum

 1 to 6 Points

May include one or more of the following:

*Comments to only one other student’s post.

*Comments are not substantive, such as just one line or saying, “Good job” or “I agree.

*Comments are off topic.

 7 Points

Comments to two or more classmates’ initial posts but only on one day of the week. Comments are substantive, meaning they reflect and expand on what the other student wrote.

 8 Points

Comments to two or more classmates’ initial posts on more than one day. Comments are substantive, meaning they reflect and expand on what the other student wrote.

 9 to 10 Points

Comments to two or more classmates’ initial posts and to the instructor’s comment (if applicable) on more than two days. Responses demonstrate an analysis of peers’ comments, building on previous posts. Comments extend and deepen meaningful conversation and may include a follow-up question.

 _ out of 10
Writing Mechanics (Spelling, Grammar, APA) and

Information Literacy

 0 Points

No postings for which to evaluate language and grammar

 1 to 6 Points

Numerous issues in any of the following: grammar, mechanics, spelling, use of slang, and incomplete or missing APA citations and references. If required for the assignment, did not use course, text, and/or outside readings (where relevant) to support work.

 7 Points

Some spelling, grammatical, and/or structural errors. Some errors in APA formatting (citations and references). If required for the assignment, utilizes sources to support work for initial post but not comments to other students. Sources include course/text readings but outside sources (when relevant) include non-academic/authoritative, such as Wikis and .com resources.

 8 Points

Minor errors in grammar, mechanics, or spelling in the initial posting. Minor errors in APA formatting (citations and references). If required for the assignment, utilizes sources to support work for both the initial post and some of the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov web sites, professional organization web sites).

 9 to 10 Points

Minor to no errors in grammar, mechanics, or spelling in both the initial post and comments to others. APA formatting is correct. If required for the assignment, utilizes sources to support work for both the initial post and the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov web sites, professional organization web sites).
 
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Bipolar and Related Disorders’

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Research Paper about ‘Bipolar and Related Disorders’

(Bipolar and Related Disorders’)

You must have your Research Topic approved by January 12, 2018  The FIRST WEEK you should have answered the Discussion Board assignment.

• Your program..Example: Criminal Justice or Finance .. Nursing, etc.

• Three topics of your interest explaining for each topic how is related to your field and psychology.

You will be expected to complete a research paper and submit it for the class according to the syllabus.

•  The paper assignment should include the following structure and it must comply with APA written standards: Title page (1), Abstract (1), Content pages (5), Conclusion (1), and References (1). Therefore, there must be a minimum of nine (9) pages per project.

• For more detailed information please, go to the following link: http://flash1r.apa.org/apastyle/basics/index.htm.

• Only academic sources will be accepted, which means no Googles or Wikipedia.

• By copying and pasting information to complete any assignment during the class such as Research papers, or Discussion Forums would not be tolerated. Therefore, your grade will be “0” grade.

 

The structure should include the following:

         All work must comply with APA written standards:

1-      Title page (1)

2-      Abstract (1),

3-      Content pages (5),

4-      Conclusion (1),

5-      References (1).

 Therefore, there must be a minimum of 9 pages per project.

 In addition, you can utilize the services from the Writing Lab at the Hialeah campus and Online with Professor Ileana Torres.

• Please, make the necessary arrangements to get the help and support you may need in writing and editing your Research Paper assignment before you submit it to Turnitin. Prof. Ileana Torres can be reached at: irojas@fnu.edu

• All work must be turned in by the due date. Failure to do so will result in a grade of zero (0) for that assignment.

• You must include at least three (3) professional journal articles (Primary Sources) from the FNU Database for journals in Psychology. Include in-text citations for any information taken, quoted or paraphrased from references sources.

• Use APA citation style in the body of your paper so I know where the information came from (like your text does). This is the (Author, date) you see in your text. It gives credit to original author’s research and are alphabetized by the author’s last name.

• Your research will be your own research and writing. No copying or pasting information!!!

• The research paper will account for 20% of your grade.

• Late papers will not be accepted.

• Bipolar and Related Disorders

 
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Teaching and Learning Strategies in Nursing

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Teaching and Learning Strategies in Nursing, health and medical assignment help

(Teaching and Learning Strategies in Nursing)

Question description

Assignment 3: Part 1 – Case Study: Basic Cardiac Life Support

As a nurse educator, you are responsible for preparing a clinically-proficient and culturally-competent nursing workforce through nursing education. In addition, you are expected to promote excellence in patient care and safe patient outcomes through patient education. A proper assessment of the diverse ethnicity, age, and learning preferences of your learners can give helpful direction regarding the teaching methodology to be adopted in a particular setting. You will apply assessment data to teaching strategies for different types of learning groups. Your strategies should bridge existing knowledge gaps, create learning opportunities, and help achieve the learning outcomes.

In the scenario below, you will use emerging technologies to keep learners engaged and interested. Using technology in classrooms, clinics, or community education centers can be an efficient and effective alternative to conventional learning.

You will create an 8-page paper (excluding title page, references, and Appendices)addressing the following items looking through the lens of the Staff Development Educator, the Community Health-Based Educator, or the Academic Nurse Educator (choose only one educator perspective through which to view the scenario).

Scenario: Basic Cardiac Life Support

You are working for a facility that has just purchased a $60,000 simulation mannequin. As you read the instructions, you find out that the modules you need to teach basic cardiac life support (BCLS) were not included in the simulator purchase. You find that the simulator cannot be used to its fullest potential because the interactive EKG and AED modules have not been purchased. You learn from the director of nursing education that there was not enough money in the budget to purchase the entire package. You are told that you must “make do” with what has been purchased to teach a class of 30 leaners of varying ages and diverse backgrounds.

  1. Discuss the overall goal for this BCLS class.
  2. Create two objectives using Bloom’s Taxonomy behavioral (action) verbs at the 4–6 levels.
  3. What is it you anticipate the learners will accomplish at the end of your class?
  4. How can you assess the needs of this diverse group of learners?
  5. Recommend at least three nontraditional learning strategies that may be helpful in terms of conveying information to a group of 30 people.
  6. Formulate a convincing response to the director of nursing education that explains the effectiveness of the proposed teaching strategies within the limitations of the simulation mannequin.
  7. Show how cultural, educational, and age-specific diversity can be successfully addressed for patient safety (QSEN competency).

Please note that in addition to assigned course materials, it is an expectation that you will include additional scholarly references to support your position. Submit this assignment to the W1: Assignment 3 Dropbox by Week 1, Day 6.

(Teaching and Learning Strategies in Nursing)

Part 1 – Cast Study Grading Criteria Maximum Points
Discussed the overall goal for this BCLS class. 20
Created two objectives using Bloom’s Taxonomy behavioral (action) verbs at the 4–6 levels. 25
Explained what the learners accomplished at the end of  the class. 20
Identified and discussed various ways of assessing the needs of a diverse group of learners. 25
Identified at least three non-traditional learning strategies to address the learning needs of the target audience. 25
Examined the appropriateness of the selected teaching strategies in the given setting. 25
Formulated a convincing response to the director of nursing education that explained eloquently the effectiveness of the proposed strategies. 20
Stated clearly how diversity can be addressed and recommended ways to address diversity. 25
Followed APA guidelines for writing style, spelling and grammar, and citation of sources. 10
Total: 195

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