MN551 Unit 4 DQ 1

 

Case Study:

Case Study Posting 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 5 years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for      your sources.

Case Study 1

Structure and Function of the Respiratory System

Brad is 45 years old and has been working as a coal cutter in a mine for the last 25 years. He likes the job because it pays well and the same mine had employed his father. Like many of his colleagues, Brad has had problems with a chronic cough. He has avoided his annual checkups for fear that he will be told he has “black lung,” or coal worker’s pneumoconiosis. The disease causes fibrosis, decreased diffusing capacity, and permanent small airway dilation. In later stages, pulmonary capillaries, alveoli, and airways are destroyed.

  1. How can the disease described above create a mismatch      between ventilation and perfusion? Use your understanding of alveolar dead      space and physiologic shunt to explain your answer.
  2. Individuals with chronic obstructive pulmonary disease      have more difficulty exhaling than inhaling. Why is this so?
  3. In general terms, what mechanisms in lung disease can      affect diffusing capacity across alveolar membranes? Use the Fick law to      explain your answer.

Case Study 2

Respiratory Tract Infections, Neoplasms, and Childhood Disorders

Patricia was called at work by a woman at the local daycare center. She told Patricia to come and pick up her son because he was not feeling well. Her son, three-and-a-half-year-old Marshall, had been feeling tired and achy when he woke up. While at daycare, his cheeks had become red and he was warm to touch. He did not want to play with his friends, and by the time Patricia arrived, he was crying. Later that afternoon, Marshall’s condition worsened. He had fever, chills, a sore throat, runny nose, and a dry hacking cough. Suspecting Marshall had influenza, Patricia wrapped him up and took him to the community health care clinic.

  1. Why did Marshall’s presentation lead Patricia to think      he had influenza and not a cold? Why is it important to medically evaluate      and diagnose a potential influenza infection?
  2. Describe the pathophysiology of the influenza virus.      Outline the properties of influenza A antigens that allow them to exert      their effects in the host.
  3. Marshall may be at risk at contracting secondary      bacterial pneumonia. Why is this so? Explain why cyanosis may be a feature      associated with pneumonia.

Case Study 3

Disorders of Ventilation and Gas Exchange

Emmanuel and his mother live in an urban community housing complex. The building is worn down and dirty from the urban dust, cockroaches, and mold. Emmanuel is five years of age and has suffered from asthma for the last two years. One evening, his mother poured him some milk and put him to bed. Shortly afterward, Emmanuel woke up wheezing and coughing. As he gasped for air, he became more and more anxious. His mother ran for his inhaler, but he was too upset and restless to use it. Emmanuel’s skin became moist with sweat, and as he began to tire, his wheezing became quieter. His mother called 911 and waited anxiously for the ambulance to arrive.

  1. Emmanuel uses a corticosteroid inhaler for the      management of his asthma. What is the mechanism of action of this drug?      How is its action different from the β2-agonist inhalants?
  2. Why does someone with severe asthma become physically      fatigued during a prolonged attack? What are the physiological events that      occur during an attack?
  3. One of the complications of respiratory fatigue is the      development of hypercapnia. How does the body compensate for an increase      in CO2? What are the effects of hypercapnia on the central nervous system?

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

 
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Social Policy MIdterm

Social Welfare Policy & Services II 2019 Spring – SWPS II

Mid-Term Exam

• This is an exam: YOU MAY NOT WORK TOGETHER; however, you MAY use whatever lectures, videos, notes, books, websites, articles, etc. that you wish to use

• Make sure to ANSWER ALL parts of each question, DO NOT ANSWER what was NOT asked

• USE YOUR OWN WORDS! o That means DO NOT COPY AND PASTE directly from other sources

• You DO NOT have to cite any sources (for exams ONLY)

• Exam consists of 10 Questions = 100 points ; All answers are found within the lectures, videos, readings, etc. – the course material.

• There are no specific requirements for the length of your answers. In general, I would advise that good answers will be about one half to one full page in length. You want to focus on accuracy of your answers and making sure you have explained your answer. Please use 12-point font, normal margins and single spaced format.

• Completed exams are due back by no later than Monday, July 8th 11:59pm.

Please complete the exam on this document and return this document.

Please include your name and remember to sign the academic integrity statement.

NAME:____________________________________________

 

 

1. Explain the political, social, economic and organizational factors that influence policy formulation and implementation. Define the three key values associated with distributive justice.

2. Ideology and values play an integral part in the social welfare policy conversation. What is ideology? Why does it matter? What are the two main ideologies and political perspectives, according to Gilbert and Terrell? What are the five ideological and political perspectives, according to Blau and Abromovitz. Explain them.

3. A. Benefits can be provided in the form of vouchers, cash, or in-kind (goods or services). Where would you place these three types of benefits on the personal freedom to social control continuum? Explain your answer.

B. Provide examples (TWO for each) of social welfare policy benefits provided in vouchers, in cash, and in-kind.

4. Explain the difference between a residual and institutional view of the role of social welfare policy. Which view is preferred by those with an individual vs. collectivist perspective on social welfare policy provision?

5. A. Explain the difference between universal and means-tested social welfare programs. Provide an example of each type of policy.

B. Provide TWO arguments for means-tested programs and TWO arguments for universal programs.

6. David Ellwood (1988, in Poor Support, Chapter 2) describes three “helping conundrums” that are inherent in all social policies that aim to help the poor: (a) the security-work conundrum, (b) assistance-family structure conundrum, and the (c) targeting-isolation conundrum. (1) Explain what he means by a conundrum

 

 

generally. (2) Select ONE of these conundrums and explain what he means and why it is a conundrum.

7. A. The Official Poverty Line Measure (OPM) is calculated as the cost of a

thrifty food basket multiplied by 3. (1) What was the rationale for this calculation when it was originally created? (2) Why might this calculation no longer be a valid measure of a family’s needs?

B. The Official Poverty Measure (OPM) only includes cash income in its measures of a family’s resources. (1) Why is this a problem for understanding the effects of anti-poverty programs?

8. What are FOUR important immigration trends over the last 40 years? How have these changes contributed to increasing anti-immigrant sentiment among some in the US?

9. The budget proposals (fiscal year 2017-2018) from the House and Senate Republicans included converting several entitlement programs, such as Medicaid and SNAP (food stamps), to block grants to the states. What is the difference between these two types of funding? [Entitlements and Block grants]. What is one argument in favor of block grants? What is an argument against?

10. Social welfare policy is complicated, macro and often times uncomfortable for practitioners to relate to. But it is very clear that policy and practice are intertwined, connected, “married” and relevant to the social work field.

a. List two significant lessons learned from the course thus far. b. What do you understand differently about these two lessons/topics/facts? c. Have they influenced your practice or your interest in advocacy? How? d. Of the topic covered thus far in the course/syllabus which one would you be

interested in learning more about?

 

 

Academic Integrity Statement

On my honor, I have neither received nor given any unauthorized assistance on

this assignment.

Name:__________________________________________________

Date: ___________________________________________________

 
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8-2 Journal Reflection: Reflecting On Learning Assignment

SCS 100 Module Eight Journal Reflection Guidelines and Rubric

Prompt: Identify an area or areas of your life where you will use information learned from this course. How might learning about different perspectives and biases influence your work, relationships, and other areas of your life?

Rubric

Guidelines for Submission: Submit your journal reflection in a Microsoft Word document.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Engagement of Response

Describes how learning about different perspectives and biases might influence work, relationships, etc.

Description lacks detail and relevance to perspective and bias

Does not provide a description addressing how perspectives and biases might influence work, relationships, etc.

40

Focus of Response

Provides focused and direct reflection when describing both areas posed in the question

Provides reflection, but the focus is unclear o r unrelated to the questions posed

Does not provide reflection or describe the areas posed in the question

40

Communicates Clearly

Clearly communicates key ideas and thoughts in a short-answer response

Response needs clarification in order to support understanding of key ideas and thoughts

Response is not legible and key ideas or t houghts are not understandable

20

Total 100%

 

  • SCS 100 Module Eight Journal Reflection Guidelines and Rubric
    • Rubric
 
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Jindal Family Case Study Essay

Access and review the “Jindal Family Case Study Worksheet” that you completed in Topic 2 to help you complete this assignment.

In a 500-750-word essay, address the following prompts:

  1. Explain the cultural influences on the disciplinary style of Akshat and Rishita. How do their disciplinary styles differ from those of Western contemporary disciplinary styles?
  2. Explain the role of social policy in this situation and why it is necessary.
  3. Describe the effects of multicultural influences on Akshat and Rishita’s parenting practices. How do societal trends and influences impact parenting practices?

Cite three to five scholarly sources to support your claims.

Prepare this assignment according to the guidelines found in the APA Style Guide, 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.

 
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Negotiation Role Play Question

Exercise  23   SALARY  NEGOTIATIONS

 

NEGOTIATION  7e   LEWICKI  ▪  BARRY  ▪  SAUNDERS

Confidential  Role  Information  for  Employee  Position  3B

You  are  the  Director  of  Mail  Order  Sales  for  the  Rapid  Golf  Equipment  Company,  and  have   held  that  job  for  two  years.    On  the  whole,  you  believe  that  you  have  done  a  satisfactory  job.  When   you  took  the  job  of  Director,  you  had  several  talks  with  your  boss  (the  Marketing  Vice  President).   The  two  of  you  were  able  to  work  out  an  informal  set  of  job  objectives  for  the  coming  year,  and   have  been  able  to  produce  a  good  record  against  each  of  these  criteria  -­‐  with  one  exception.    The   exception  is  a  major  one,  and  it  looms  as  the  biggest  stumbling  block  to  your  raise.

The  projects  that  you  have  been  working  on  have  been  Slingshot,  Fireball,  and   Thunderhead—all  different  lines  of  golf  balls,  gloves,  golf  bags  and  other  equipment.    These   projects  have  been  excellent  successes  and  have  exceeded  their  projected  growth  targets.  However,   one  of  your  other  objectives  was  to  develop  a  new  approach  for  selling  Rapid’s  Phoenix  line  (the   company’s  most  expensive  line  of  golf  equipment).    Phoenix  has  never  been  done  successfully  in  the   past,  so  you  pretty  much  had  to  start  over  from  scratch.    You  have  worked  hard  on  ways  to  improve   sales  in  the  Phoenix  line:  you  experimented  with  different  mailing  lists,  tried  discount  coupons,  free   shipping,  promotional  contests  that  featured  trips  to  Rapid’s  manufacturing  plants,  golf  package   weekends,  and  still  the  results  were  relatively  insignificant.  In  the  past  months  you  have  been   working  very  hard  on  Phoenix.    One  particular  new  appeal,  using  demonstrations  at  the  nation’s  top   golf  courses,  has  produced  better  results  than  most.    It’s  too  early  to  come  to  a  definite  conclusion   about  the  real  impact  on  Phoenix  sales;  further  testing  will  be  required,  but  the  signs  are  good   enough  to  be  optimistic.       You  know  your  boss  is  a  hard  negotiator  at  raise  time.    You  also  know  that  failure  to  achieve   a  breakthrough  on  Phoenix  will  make  it  easy  for  your  boss  to  deny  you  anything  but  the  most   nominal  raise.    But  you  have  not  told  your  boss  of  the  recent  results  with  the  new  list;  you  plan  to   use  the  result  of  the  new  promotion  to  counter  any  argument  raised  about  your  lack  of   performance  in  the  Phoenix  line.       You  plan  on  asking  for  a  $10,000  raise  (normally,  your  raises  have  been  5  -­‐  8  percent).  Your   current  compensation  has  a  base  salary  of  $75,000       Take  a  few  minutes  to  review  these  facts  and  then  devise  a  strategy  to  approach  your  boss   for  this  raise.

 
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Social Science

Answer questions on two pages :

 

Individual Multilingualism Guidelines

 

1) Where did the author conduct her study, and what were some of the language varieties spoken there?

 

2) What was the author’s overall argument about bilingual linguistic abilities as opposed to older views?

 

3) What were some major linguistic patterns at home?

 

4) Choose one of the three profile cases: Provide an example of how one of the subjects switched between Spanish and English according to grammatical and social norms.

 

5) What was one factor for the continued influence of Spanish vs. increased use of English among the families studied, respectively?

 

 
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INTRODUCTION TO PHILOSOPHY

INTRODUCTION TO PHILOSOPHY

TEST 2 ESSAY QUESTIONS

Please complete these essays before opening the exam. Save your file with the filename lastName_test2

and attach it to the appropriate text box in the test.

1. What is the problem of evil? What is a theodicy? Please explain each of the components of Sam Miller’s theodicy as presented in ‘A Dialogue on Good, Evil and the Existence of God’, making note of any objections to each of the components. 2. If God does not exist, then a different account is needed for the origin of our concepts of

Good and Evil. Gretchen Weirob presents such an account in the final section of ‘A Dialogue on

Good, Evil and the Existence of God’. According to her evolutionary view, what is the origin of

Good? What is the origin of Evil?

3. On the First Night in the Dialogue on Personal Identity and Immortality, Sam Miller argues

that the identity of persons over time is determined by the identity of the soul. What is that

theory? Gretchen Weirob then argues that the soul is irrelevant to personal identity and

therefore to the possibility of life after death. Explain.

 

4. On the Second Night in the the Dialogue on Personal Identity and Immortality, Sam

introduces a view of personal identity based on memory. What is that theory? What is

Gretchen’s objection based on actually vs. seeming to remember?

 
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“For Prof. Goodman Only”

The Impact of Codependence Recovery Paper

Write a 1400- 1750 word page integrative paper that explores how the process of recovery for an addict is changed when the co-addict in their life focuses on a codependent recovery. Be sure to include the following:

  • How substance abuse affects the addict’s physical, emotional, and psychological wellbeing?
  • What recovery behaviors might the addict exhibit which aligns with the 5 dysfunctional patterns of codependency?
  • How are the addict’s family relationships affected by codependency?
    • How is the process of recovery different when the co-addict takes a codependency approach to recovery?
      • Include at least two peer-reviewed research articles.

Format your paper consistent with APA guidelines.

 

 
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GEN 103 Week 2 Discussion 1

Ashford 3: – Week 2 – Discussion 1

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
 

Using   the Ashford University Library

 

The purpose of this discussion is   to introduce you to the Ashford University (AU) Library. In both the   “Scholarly Versus Popular Sources” discussion and the “Generating Keywords”   assignment, you will be using the AU Library to search for scholarly   articles. You will find that what makes the AU Library unique, compared to   other academic libraries, is that it is purely online. Many Ashford   University students have yet to experience this type of library and often feel   overwhelmed, and perhaps a bit frustrated, when first attempting to conduct   research within it. Academic libraries are often organized differently from   public or school libraries, so when first attempting to use one, it can seem   difficult.

Note: Before beginning this discussion, update your internet   browser by completing the Pearson Browser Check. Once you have opened the link, confirm the following:

  • Pop-ups allowed
  • JavaScript enabled
  • Cookies enabled

The Ashford University (AU)   Library requires that you have pop-ups allowed and the JavaScript and Cookies   enabled. If either of these is followed by an exclamation point, click on the   yellow text for instructions.

Also confirm that the following   plug-in are installed:

  • Adobe Flash Player
  • QuickTime (Apple users only)
  • Java

The Ashford University Library   requires that you have these installed in order to ensure the best experience   while using the library website and the library databases. Click on the   Download box for instructions if necessary.

*The Pearson Browser Check is not   for mobile devices.

 

Description: Prepare Icon

Prepare: After reading Chapter 3 of your course text, spend a few   minutes watching the following videos in order. Each video builds off the   other and gradually increases your understanding of how a digital library is   organized and functions.

 

Description: Reflect Icon

Reflect: Think about your previous experience using a physical   library and your experience using a digital library. Then, consider your   experience using search engines to find sources. How are the experiences   different and/or similar? What are the benefits and drawbacks to each?

 

Description: Write Icon

Write: Now that you have read your text and watched the three   videos, respond to the questions below:

  • In your own words, define        database and search engine and explain how they are different. Explain        what they are as if you are teaching a friend, child, spouse, or        coworker about them. Share at least one tip or bit of advice for using        the Ashford University Library, in particular.
  • Discuss how using a digital        library to search for information will be different than your past        library experiences. What are some benefits? What are some challenges?
  • Do some preliminary searching        in both a search engine and in the AU Library for sources related to        your research question from Week One. What do you notice about the        differences in search results between the two?

To maximize the opportunity for   vigorous discussion, you must post to this discussion on at least three   separate days of the week and your posts must total at least 600 words   as you address the questions noted above. Your first post must be completed   by Day 3 (Thursday) and the remainder of your posts must be completed by Day   7 (Monday). You must answer all aspects of the prompt at some point during   the week. Also, be sure to reply to your classmates and instructor.

 

Description: Discuss Icon

Respond to Peers: As your reply to your classmates, attempt to take the   conversation further by examining their claims or arguments in more depth or   responding to the posts that they make to you. Keep the discussion on target   and try to analyze things in as much detail as you can. For instance, you   might consider reflecting on your classmates’ description of benefits and   challenges of using a digital library and comparing their responses to your   own. You might also share how helpful their tip for using the AU Library was   and how you plan to integrate that tip into your own searching.

 
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Nursing Advocacy and Action

Nursing Advocacy and Action

Introduction

Nursing advocacy and action play a pivotal role in ensuring the well-being of patients and the improvement of healthcare systems. Advocacy in nursing refers to the act of supporting and safeguarding the rights and interests of patients, while action involves the proactive steps taken by nurses to bring about positive change. The paper explores the significance of advocacy and action in nursing, focusing on strategies at both the patient and organizational levels. Examples of nurse advocacy will be provided to illustrate how nurses can make a difference. The paper will also discuss the benefits for both nurses and patients, as well as the limitations and barriers that may hinder effective advocacy. The importance of nursing advocacy and action in shaping a patient-centered healthcare environment will be emphasized.

 

What is Advocacy and Action in Nursing?

Advocacy and action in nursing embody the proactive and compassionate commitment of nurses to champion the rights, well-being, and dignity of their patients. Advocacy involves vocalizing patient needs, concerns, and preferences, ensuring they are heard and respected within the healthcare system. It encompasses the nurse’s role as a patient ally, empowering individuals to make informed decisions about their care. Action, in turn, refers to the tangible steps nurses take to effect positive change in healthcare policies, procedures, and practices. Whether at the bedside or in boardrooms, nursing advocacy and action contribute to a patient-centered approach, emphasizing collaboration, empathy, and the continual improvement of care delivery. This dynamic combination reflects nurses’ dedication to not only providing excellent clinical care but also actively shaping a healthcare landscape that prioritizes the holistic well-being of every patient.

Strategies at the Patient Level

Effective communication: Effective communication lies at the core of patient advocacy. Nurses must establish open and transparent channels of communication with patients. Actively listening to their concerns, preferences, and expectations builds trust and ensures that patients feel heard and respected. Clear and empathetic communication sets the foundation for a collaborative and patient-centered care approach.

Informed consent: Informed consent is a crucial strategy in patient advocacy, emphasizing the importance of comprehensive discussions. Nurses facilitate conversations about medical conditions, treatment options, and potential risks, ensuring that patients are well-informed. By providing the necessary information, nurses empower patients to make decisions that align with their values and preferences, actively involving them in the decision-making process.

Patient empowerment: Patient empowerment involves equipping individuals with the knowledge and resources to actively engage in their healthcare journey. Nurses play a pivotal role in providing education about medical conditions, treatment plans, and self-care practices. By fostering a sense of autonomy and control over their health, patient empowerment contributes to a more engaged and satisfied healthcare experience.

Collaborative approach to care: Advocating for a collaborative approach to care, nurses encourage patients to voice their concerns, preferences, and questions. This goes beyond the traditional provider-patient dynamic, establishing a partnership in which patients actively contribute to decision-making. Ensuring that the care plan aligns with the patient’s values and goals enhances the overall quality of care and patient satisfaction.

Cultural competence: Addressing cultural and linguistic diversity is critical in patient advocacy. Nurses must tailor care plans to individual cultural backgrounds and language preferences. Providing access to translation services and demonstrating cultural sensitivity ensures that healthcare is inclusive and respectful of diverse needs, promoting better patient understanding and cooperation.

Advocacy for vulnerable populations: Recognizing and addressing social determinants of health is a key aspect of patient advocacy. Nurses advocate for equitable healthcare delivery for vulnerable and marginalized communities. By connecting patients with community resources and addressing broader social issues, nurses contribute to a more just and inclusive healthcare system that prioritizes the well-being of all individuals.

In employing these patient-level strategies, nurses play a pivotal role in advocating for the rights, preferences, and holistic well-being of individuals. By focusing on effective communication, informed decision-making, patient empowerment, collaboration, cultural competence, and advocacy for vulnerable populations, nurses contribute to a patient-centered healthcare approach that respects diversity, fosters trust, and enhances the overall quality of care.

Nursing Advocacy and Action

Strategies at the Organizational Level

Policy advocacy: Engaging in policy advocacy is a foundational strategy at the organizational level. Nurses actively participate in discussions and initiatives to influence hospital policies. This involvement extends to advocating for policies that prioritize patient safety, staff well-being, and overall healthcare quality. By playing a role in shaping institutional policies, nurses contribute to the creation of a supportive and patient-centric healthcare environment.

Interdisciplinary collaboration: Promoting interdisciplinary collaboration is essential for systemic change within healthcare organizations. Nurses work alongside other healthcare professionals to identify and address challenges. Collaborative efforts lead to a culture of continuous improvement, enhancing communication between different departments and ensuring a holistic approach to patient care.

Research and evidence-based practices: Nurses advocating for research and evidence-based practices contribute to informed decision-making within the organization. By conducting and promoting research, nurses help implement evidence-based approaches to care. This ensures that healthcare practices align with the latest research findings, resulting in improved patient outcomes and overall quality of care.

Staff training and development: Organizational-level advocacy includes prioritizing staff training and development programs. By investing in ongoing education, organizations empower nurses with the knowledge and skills needed for effective advocacy. Well-trained and informed nurses are better equipped to identify areas for improvement and actively contribute to positive organizational change.

Quality improvement initiatives: Advocating for quality improvement initiatives is central to enhancing overall healthcare delivery. Nurses actively engage in identifying areas for improvement and implementing evidence-based practices. This commitment to continuous improvement ensures that the organization adapts to evolving healthcare standards, resulting in higher-quality and safer patient care.

Promoting a patient-centered culture: Advocacy at the organizational level involves fostering a patient-centered culture. This includes aligning organizational values with a commitment to patient well-being, safety, and satisfaction. By prioritizing patient needs in organizational policies, procedures, and practices, healthcare institutions create an environment that reflects a genuine dedication to delivering high-quality and patient-focused care.

These strategies, when implemented collectively, contribute to the creation of healthcare organizations that prioritize continuous improvement, patient safety, and the overall well-being of both patients and healthcare professionals.

Examples of Nurse Advocacy at the Patient and Organizational Levels

Patient Level

Effective communication: A nurse advocating for a non-English-speaking patient ensures the patient receives appropriate translation services to understand their diagnosis and treatment options.

Informed consent: Advocating for a patient’s right to informed consent, a nurse ensures the patient is fully aware of the risks and benefits before undergoing a surgical procedure.

Patient empowerment: Encouraging a patient with a chronic condition to actively participate in self-management by providing education and resources.

Organizational Level

Policy advocacy: Nurses actively participate in discussions to influence hospital policies, such as those related to nurse-patient ratios, ensuring safe and quality patient care.

Interdisciplinary collaboration: Collaborating with other healthcare professionals to implement a standardized handoff communication process, reducing the risk of errors during patient transitions.

Research and evidence-based practices: Nurses conducting research on best practices for pain management advocate for the integration of evidence-based approaches within the organization.

Benefits for Nurses and Patients

Benefits for Nurses

Professional fulfillment: Engaging in nursing advocacy activities brings a profound sense of professional fulfillment to nurses. It provides them with the opportunity to actively contribute to positive changes in patient care and healthcare systems. This sense of purpose enhances job satisfaction, reinforces the value of their work, and contributes to a positive and fulfilling professional experience.

Enhanced critical thinking and decision-making skills: Nursing advocacy sharpens nurses’ critical thinking and decision-making skills. Addressing complex patient needs and navigating organizational challenges require strategic thinking and the ability to make informed decisions. As nurses advocate for patients and contribute to systemic improvements, they develop skills that are transferable across various aspects of their professional practice.

Empowerment and professional growth: Engaging in advocacy empowers nurses by providing a platform for their voices to be heard. Active involvement in advocacy activities leads to personal and professional growth, fostering confidence in their ability to influence positive change. This empowerment not only strengthens their commitment to advocacy but also nurtures a culture of continuous learning and development.

Increased job satisfaction: Advocacy activities contribute to increased job satisfaction among nurses. Knowing that they are making a tangible difference in patient outcomes and the healthcare system enhances their overall job satisfaction. The sense of accomplishment derived from advocacy reinforces the meaningful nature of their profession, creating a positive work environment.

Benefits for Patients

Improved patient outcomes: Patient advocacy directly correlates with improved patient outcomes. When nurses advocate for individual patients, they ensure that care plans align with the patient’s unique needs and preferences. At the organizational level, advocacy for evidence-based practices and quality improvement initiatives contributes to a healthcare environment that prioritizes safety, resulting in better overall patient outcomes.

Enhanced patient satisfaction and trust: Patients experience increased satisfaction and trust when nurses actively engage in advocacy. Feeling heard and having their rights respected directly impacts their satisfaction levels. Nurses who advocate for patients build trust and rapport, creating a positive patient experience. This trust contributes to improved communication, greater adherence to treatment plans, and overall patient satisfaction.

Holistic and patient-centered care: Advocacy ensures a focus on holistic and patient-centered care. Nurses, through their advocacy efforts, emphasize the importance of tailoring care plans to individual patients. This approach considers not only the medical aspects of care but also the psychological, emotional, and social needs of patients, resulting in a more comprehensive and patient-centered healthcare experience.

Cultural competence and inclusivity: Nursing advocacy promotes cultural competence and inclusivity in patient care. Advocating for diverse and culturally sensitive practices ensures that healthcare services are accessible and respectful to individuals from different backgrounds. This inclusivity leads to a more welcoming healthcare environment, fostering trust and collaboration between healthcare providers and patients.

Enhanced communication and collaboration: Advocacy encourages enhanced communication and collaboration among healthcare professionals. Nurses actively involved in advocacy collaborate with interdisciplinary teams, creating a culture of open communication and mutual respect. This collaborative approach improves coordination of care, reduces errors, and contributes to a more efficient and effective healthcare delivery system.

Nursing Advocacy and Action

Nursing advocacy yields significant benefits for both nurses and patients, fostering a symbiotic relationship that enhances the overall quality of healthcare delivery. Nurses experience professional fulfillment, skill development, empowerment, and increased job satisfaction. Patients, in turn, benefit from improved outcomes, heightened satisfaction, holistic care, cultural competence, and a healthcare environment characterized by trust and collaboration. Advocacy, therefore, emerges as a cornerstone in creating a healthcare landscape that prioritizes the well-being of all stakeholders involved.

Limitations and Barriers

Time constraints and workload: One significant barrier to nursing advocacy is the demanding nature of healthcare environments. Nurses often face time constraints and heavy workloads, leaving limited opportunities for them to engage in advocacy activities. The urgency of patient care and administrative responsibilities may overshadow advocacy efforts, hindering nurses from dedicating sufficient time to address individual patient needs or contribute to broader systemic changes.

Lack of resources: A shortage of resources, including time, staffing, and financial support, poses a considerable limitation to effective nursing advocacy. Nurses may find it challenging to allocate resources to advocacy initiatives, limiting their ability to influence organizational policies or engage in community-based advocacy. The scarcity of resources may also impede the implementation of patient-centered care practices, hindering the provision of comprehensive and personalized care.

Hierarchical structures and power dynamics: Hierarchical structures within healthcare organizations and power imbalances can create barriers to nursing advocacy. Fear of retribution or perceived power differentials may discourage nurses from speaking up about issues affecting patient care or suggesting organizational improvements. Overcoming ingrained power dynamics requires a cultural shift that values and actively encourages input from frontline healthcare providers.

Lack of training and education: Some nurses may face limitations in advocacy due to a lack of specific training and education in this domain. A deficiency in advocacy skills and knowledge can hinder nurses from effectively communicating patient needs or engaging in systemic change initiatives. Strengthening advocacy education within nursing programs and providing ongoing training opportunities is essential to overcoming this limitation.

Resistance to change: Resistance to change within healthcare systems can impede nursing advocacy efforts. Institutional inertia and reluctance to adopt new practices may hinder the implementation of advocacy-driven policies or the integration of evidence-based approaches. Overcoming resistance requires strategic planning, effective communication, and collaborative efforts to demonstrate the benefits of proposed changes.

Cultural and organizational norms: Cultural and organizational norms can act as barriers to nursing advocacy. In some healthcare settings, there may be ingrained beliefs or practices that prioritize established routines over advocacy initiatives. Overcoming these barriers involves challenging and reshaping existing norms, fostering a culture that values and promotes advocacy as integral to high-quality patient care.

Limited authority and autonomy: Nurses may encounter limitations in their authority and autonomy, restricting their ability to advocate effectively. Organizational structures and policies that limit nurses’ decision-making power can hinder their capacity to influence patient care or organizational changes. Empowering nurses with greater autonomy can help overcome this barrier, allowing them to advocate more effectively for patient needs.

Lack of recognition and support: A lack of recognition and support for nursing advocacy efforts can contribute to its limitations. If healthcare organizations fail to acknowledge and appreciate the role of advocacy in patient care, nurses may feel undervalued or discouraged from actively engaging in advocacy activities. Establishing a supportive environment that recognizes and celebrates advocacy contributions is crucial for overcoming this limitation.

Addressing these limitations and barriers is essential for creating an environment where nursing advocacy can flourish. By acknowledging and actively working to overcome these challenges, healthcare organizations can foster a culture that values advocacy, thereby enhancing the quality of patient care and the professional satisfaction of nurses.

Conclusion

Nursing advocacy and action stand as indispensable forces in shaping a patient-centered healthcare landscape. Despite barriers like time constraints and resistance to change, nurses contribute significantly to positive outcomes for both themselves and patients. Through effective communication, empowerment, and cultural competence, nurses enhance patient satisfaction, trust, and overall well-being. Emphasizing collaboration, systemic improvements, and recognizing the importance of advocacy education can address existing limitations. As nursing evolves, recognizing and addressing these challenges ensures a profession that not only cares for patients but actively advocates for their rights, fostering a healthcare environment that prioritizes compassion, collaboration, and continuous improvement.

References

American Nurses Association (ANA). (2020). The future of nursing: Leading change, advancing health.  https://www.nursingworld.org/~49e62b/globalassets/docs/ana/ethics/futureofnursingreport.pdf

Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK209881/

 
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