Annotated Bibliography instructions.

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Annotated Bibliography instructions.

(Annotated Bibliography instructions.)

This assignment is three parts to include:

#1 an annotated bibliography

#2 an outline

#3 the final paper.

Here are some ideas for topics to write my paper on.

  1. Pharmacological      treatment for substance use disorders
  2. The      history of the increase in opiate addiction
  3. Opiate      replacement treatment approaches
  4. Detoxification      from alcohol and opiates -(I kind of like this one for the topic)
  5. The      psychopharmacology of methamphetamines
  6. Or, maybe you could do a paper on medication assisted therapy. ( I kind of like this for a topic as well)

#1- Annotated Bibliography instructions.

Select a topic and compile a list of references that you will use to support the content of your “Research Paper” assignment. A minimum of six scholarly sources are required and cannot be more than 4 years old. You will also need to create a reference page for this annotated bibliography.

In a Word document, list the selected topic, the sources you selected, and provide a short description of 75-100 words for each source. Also, describe the relevance as to why you selected the sources, and how they will support your paper.

Refer to the resource, “Preparing Annotated Bibliographies,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

#2- Outline instructions:

Create an outline for the final paper that follows standard outline formatting standards. Be sure to include the following in your outline to ensure the final paper addresses all required content:

  1. Brief      history of the drug
  2. Psychopharmacology      of the drug
  3. Current      trends or issues
  4. Societal      concerns or issues related to the topic
  5. Significance      or relevance of topic to the counseling profession
  6. Any      future implications

You will need a reference page for this as well.

#3-Final paper

At this point in the course, you should have an approved topic, an annotated bibliography, and an outline for your Final Research Paper. Your research paper should be 1,500-2,000-words and reflect critical thinking and analysis. Refer to the Academic Writing Guidelines Resource located in the Course Materials section for assistance with this.

You must have a minimum of six references to support your research that are not more than 4 years old. The references should be taken from the annotated bibliography that you completed earlier.

Your research paper should include information about the following:

  1. Brief      history of the drug
  2. Psychopharmacology      of the drug
  3. Current      trends or issues
  4. Societal      concerns or issues related to the drug
  5. Significance      or relevance of topic to the counseling profession
  6. Any      future implications

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 
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Nursing Theory Analysis Paper

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Nursing Theory Analysis Paper, health and medicine homework help

Nursing Theory Analysis Paper

Question description

Assignment : Nursing Theory Analysis Paper

Overview/Description:The purpose of this assignment is to describe, evaluate and discuss application of a nursing grand or mid-range theory. This assignment also provides the learner an opportunity to connect theory and research to nursing phenomena. Learners will develop an 8-10 page paper (excluding the title page and references) using APA style to address the elements listed below.

Theory/Author Name and Background

Select a Grand or Mid-Range Theory that is appropriate to your practice setting.

1.  Describe the theorist’s background in detail and discuss how their experiences have impacted the theory development.

2.  Examine crucial references for the original and/or current work of the theorist and other authors writing about the selected theory.

3.  Identify the phenomenonof concernor problems addressed by the theory.

Theory Description: Explain whether the theory uses deductive, inductive or retroductive reasoning. Provide evidence to support your conclusion.

1.  Describe the major concepts of the theory.   How are they defined? (theoretically and/or operationally) Is the author consistentin the use of the concepts and other terms in the theory?

2.  Interpret how the concepts are defined.   Implicitly or explicitly?

3.  Examine the relationships (propositions) among the major concepts.

Evaluation

1.  Identify explicit and implicit assumptions (values/beliefs) underlying the theory. On what assumptions does the theory build?

2.  Examine if the theory has a description of the four concepts of the nursing metaparadigm. If so, how are they explained in the theory? If the metapardigm is not explained, what elements do you see as relevant to the theory and why?

3.  Discuss the clarity of the theory.  Did it have lucidness and consistency?

Application

1.  Examine how the theory would guide nursing actions.

2.  Describe specificallyhow you can use this theory in your area of nursing (Practice, Education, Informatics or Administration).

3.  APA Style/Format

CRITERIA WEIGHT
Theory/Author Name and Background:

1.  Select a Grand or Mid-Range Theory that is appropriate to your practice setting.

2.  Describe the theorist’s background in detail and discuss how their experiences have impacted the theory development.

3.  Examine crucial references for the original and/or current work of the theorist and other authors writing about the selected theory.

4.  Identify the phenomenonof concernor problems addressed by the theory.

 1010

10

10
Theory Description:

1.  Explain whether the theory uses deductive, inductive or retroductive reasoning. Provide evidence to support your conclusion.

2.  Describe the major concepts of the theory.  How are they defined? (theoretically and/or operationally) Is the author consistentin the use of the concepts and other terms in the theory?

3.  Interpret how the concepts are defined.  Implicitly or explicitly?

4.  Examine the relationships (propositions) among the major concepts.

 14

18

14

14
Evaluation:

1.  Identify explicit and implicit assumptions (values/beliefs) underlying the theory. On what assumptions does the theory build?

2.  Examine if the theory has a description of the four concepts of the nursing metaparadigm. If so, how are they explained in the theory? If the metapardigm is not explained, what elements do you see as relevant to the theory and why?

3.  Discuss the clarity of the theory.  Did it have lucidness and consistency?

 20

20

20
Application:

1.  Examine how the theory would guide nursing actions.

2.  Describe specificallyhow you can use this theory in your area of nursing (Practice, Education, Informatics or Administration).

 1010
APA Style/Format:

Free of grammatical, spelling or punctuation errors. Citations and references are written in correct APA Style.

 20
Total: 200

A Grand or Mid-Range Theory  appropriate to my practice setting as APN is Health promotion.

5 From the textbook, Philosophies and Theories for Advanced Nursing Practice, read the following:

·  From the chapter, Theories Focused on Interpersonal Relationships, read the following:

Jean Watson;

Rosemarie Rizzo Parse: Human becoming Theory
 
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Supporting Nursing Practice Discussions

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Supporting Nursing Practice Discussions

(Supporting Nursing Practice Discussions)

Discussion response

Question description

Post a thoughtful response to at least two (2) other colleagues’ initial postings. Responses to colleagues should be supportive and helpful (examples of an acceptable comment are: “This is interesting – in my practice, we treated or resolved (diagnosis or issue) with (x, y, z meds, theory, management principle) and according to the literature…” and add supportive reference. Avoid comments such as “I agree” or “good comment.”

Discussion 1

It is important for every registered nurse to know their scope of practice. The purpose of this posting is to discuss the nurses scope of practice as defined by the ANA and the state of Ohio, a clinical situation that applies to the scope of practice, and why every nurse should know and understand their nurse practice acts. According to the ANA’s book, Nursing: Scope and Standards of Practice, the scope of nursing practice is defined by who, what, when, where, and why. I will explain each one in more detail in alignment with what the ANA says. The “what” of this scope is referring to nursing, which in short is described as preventing illness and injury, advocacy for patients and family members, and the protection, promotion, and optimization of health. The “who” includes all registered nurses and advanced practice registered nurses who maintain active licensure. The “when” is anytime a nurse is needed to educate, care, lead, practice, or share wisdom and nursing knowledge with whomever is in need of it. The “where” could be in any environment in which an individual is needing advocacy, care, or education. The “how” of nursing practice includes the means, manners, methods, and ways that are used to professionally get the job done. Finally, the “why” is a nurses response to the needs of society that are ever changing so there can be good outcomes for healthcare consumers (ANA, 2015, pg. 2).

Now I will define the scope of nursing practice in Ohio according to the Ohio Board of Nursing. It states in a document entitled, Scopes of Practice: Registered Nurse and Licensed Practical Nurse, that the registered nurse is to provide care that requires specialized knowledge, skill, and judgment that comes from social, behavioral, biological, physical, and nursing science principles. This includes identifying human responses/health problems, executing a nursing regimen, assessing health status, providing health teaching and counseling, following through with treatments prescribed by a professional who is legally able to do so in the state of Ohio, and lastly teaching, delegating, supervising, administering, and evaluating nursing practice (Ohio Board of Nursing, 2015).

In this paragraph I will share an example of how I’ve put the scope of nursing practice into effect in my own career. I will share an example of delegation. I recently took care of a gentleman who underwent extensive back surgery. I always assess my post operative patient’s urinary status to make sure they are voiding following anesthesia. This particular man had not voided for 8 hours following the removal of his foley catheter, so I delegated to my nursing assistant to obtain a bladder scan. The result came back at 400ml so I obtained an order from the house officer to straight cath. the patient. I practiced within my scope by delegating a bladder scan to my nursing assistant. It’s very important for nurses to have knowledge of their state’s scope of nursing practice in order to work within the law and to avoid malpractice or negligence. In conclusion, nurses have the power to change health consumers lives but it is paramount that it is done within the scope of nursing practice.

References(Supporting Nursing Practice Discussions)

Nursing: scope and standards of practice (3rd ed.). (2015). Silver Spring, Maryland.: American Nurses Association. Scopes of Practice: Registered Nurse and Licensed Practical Nurse.(2015). Columbus, Ohio. Ohio Board of Nursing. Retrieved from: www.nursing.ohio.gov.

Discussion 2

This discussion is to help better define the scope of practice and standards required by nurses in the United States. These terms have been defined to assist in providing equalized patient centered care while holding all nurses accountable for the care they provide. The purpose of this posting is to discuss these rules and apply them to a clinical situation or scenario. The American Nurses Association outlines the standards of practice as the ability of a nurse to demonstrate the nursing process while providing safe patient care. The nurse creates a foundation of care through education, training, and critical thinking. This foundation serves as a baseline for practicing nurses through assessment, diagnosis, outcomes identification, planning, implementation, and evaluation (American Nurses Association, 2010).

Michigan currently does not have a standard scope of practice but does have a consolidated practice act. This act regulates nursing practice while also covering 25 other health occupations. Within this act, the practice of nursing if defined by the knowledge and skills learned in state accredited nursing programs. It is practiced via the nursing process. From care to education, this process is used to help manage illness and prevent further injury or debility. The act further defines the role of the registered nurse and states that this role specifically focuses on teaching and delegation of appropriate nursing activities (Michigan Legislature 1978).

In my experience as a nurse, I use the nursing scope of practice daily. One example that comes to mind is when I was taking care of a patient who was admitted with a urinary tract infection. The patient was elderly, from a long-term care facility, and was only oriented to self at baseline. I admitted the patient, did my initial assessment, and was back on hospital day 2 to provide care. This is when I noticed a setback. The patient was restless and seemed more confused than baseline. I did a thorough head to toe assessment and determined the patient had not voided in about 3 hours. It also appeared the measured amount of urine changed from day 1 and was minimal over the last 6 hours. I performed a bladder scan because the patient had a known history of BPH, and had not received his Flomax due to not being able to refill the prescription. The scan determined the patient was retaining urine. After further discussion with the physician, a Foley catheter was placed, and Flomax was resumed. The patient became less restless after the catheter was placed. Urine cultures came back and showed a need to change antibiotic therapy. I notified the physician of the new culture which initiated a change in antibiotics. I cared for this patient on day 3 of their hospitalization, and was able to see an improvement in patient status. The patient’s overall outcome would be to resume outpatient medications, not require a catheter to void, and to be at his baseline mentation. The patient’s family was grateful that I was able to recognize a change in the patient’s behaviors and advocate for a change in care.

It is important for all nurses to know and understand their states scope of practice, so they can provide safe and effective patient care. I have been able to use these guidelines as a newer nurse and it has helped me become more confident in my nursing abilities.

Reference:(Supporting Nursing Practice Discussions)

American Nurses Association. (2010). Nursing: Scope and Standards of Practice

(2nd ed.). Silver Spring, MD: Nursesbooks.org.

Public health code (excerpt): Act 368 of 1978. (1978). In Michigan Legislature.

Retrieved from http://www.legislature.mi.gov/(S(ej1bjc4i4sffsdehp… GetObject&objectname=mcl-act-368-of-1978

 
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Learning Theories in Practice

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Learning Theories in Practice

(Learning Theories in Practice)

Discussion Questions

Module 5 DQ 1 and DQ 2

Tutor MUST have a good command of the English language

These are two discussion questions

Your DQ1 and DQ2 posts must be at least 150 words and have at least one reference cited for each question. In-text citation, please

Tutor MUST have a good command of the English language

These are two discussion questions

Your DQ 1 and DQ 2 posts must be at least 150 words and have at least one reference cited for each question. In-text citation, please

DQ 1

Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors

DQ 2

Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors

Discussion Questions(Learning Theories in Practice)

DQ 1

Learning theories play a significant role in advanced practice nursing, particularly in developing programs that target organizational issues. For example, applying Albert Bandura’s Social Learning Theory can be instrumental in addressing hand hygiene compliance in a healthcare setting. Social Learning Theory emphasizes the importance of observing and modeling behaviors, attitudes, and emotional reactions of others. By implementing a program where healthcare staff observe role models performing proper hand hygiene, combined with positive reinforcement for compliance, a culture of proper hand hygiene can be fostered. This approach not only educates staff on the importance of hand hygiene but also leverages the social dynamics within the organization to promote sustained behavioral change (Bandura, 1977).

In practice, this could involve creating video demonstrations by respected staff members, followed by group discussions and feedback sessions. Regular audits and rewards for compliance can further reinforce the desired behavior, ultimately reducing hospital-acquired infections and improving patient outcomes. This example illustrates how learning theories can extend beyond traditional classroom settings to effect positive change in healthcare environments.

Reference: Bandura, A. (1977). Social Learning Theory. Prentice Hall.

DQ 2

In advanced practice nursing, learning theories can be effectively applied to develop programs targeting specific unhealthy behaviors. One example is using the Health Belief Model (HBM) to address smoking cessation among patients. The HBM posits that a person’s health-related behavior is influenced by their perceptions of the severity and susceptibility to a health problem, the benefits of avoiding the risk, and the barriers to taking action (Rosenstock, 1974).

To develop a smoking cessation program, advanced practice nurses can assess patients’ beliefs about smoking and its health risks. They can then provide education highlighting the severe health consequences of smoking and the benefits of quitting, such as improved cardiovascular health and reduced cancer risk. By addressing perceived barriers, such as withdrawal symptoms or lack of support, and providing resources like nicotine replacement therapy and counseling, nurses can help patients navigate the challenges of quitting smoking.

Moreover, incorporating motivational interviewing techniques can enhance the program’s effectiveness by strengthening patients’ motivation and commitment to change. By applying the HBM, nurses can create a comprehensive and tailored approach to smoking cessation that encourages patients to adopt healthier behaviors and improve their overall well-being.

Reference: Rosenstock, I. M. (1974). Historical Origins of the Health Belief Model. Health Education Monographs, 2(4), 328-335.

 
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Texas ACA Impact Analysis

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Texas ACA Impact Analysis

(Texas ACA Impact Analysis)

Affordable Care Act (ACA) Case study 3-4 pages, health and medicine homework help

Question description

1. Introduction (25%) Provide a brief synopsis of the meaning (not a description) of each Chapter and articles you read, in your own words that will apply to the case study presented.

2. Your Critique (50%): Case Study

This is the first of a two-part series about the impact of health care reform on a Texas-based small business, Software Advice, and how the CEO, Don Fornes, plans to keep providing quality benefits while controlling costs.

When the Affordable Care Act (ACA) was passed, I thought it was just a watered-down version of health care reform. However, our health insurance broker recently briefed me on how it will impact our business when we renew our coverage. The majority of the ACA’s provisions go into effect in 2014 — and they are much more onerous than I expected.

The bottom line: We are expecting price increases of anywhere from six percent to 40 percent per employee next year. That’s a big variation, right? I’ll explain why we’re facing such uncertainty.

Dramatic changes to health insurance pricing

The ACA’s first major impact is a shift toward “community rating.” Starting in 2014, insurance carriers will no longer be able to price small group coverage based on employees’ health status and claims history. They will use only four factors: age, gender, tobacco use and ZIP code. That means other employee populations in your area will affect your insurance rates.

Community rating is a dramatic change, and it will result in substantial inflation for small groups that had previously enjoyed low rates based on younger, exceptionally healthy employee populations — like ours.

Expanded coverage requirements(Texas ACA Impact Analysis)

The ACA introduces broader requirements on what an employer’s health care plan must cover. For example, small groups’ coverage must now provide for essential health benefits, such as pediatric services, maternity care and substance abuse treatment, and is subject to maximum deductible and out-of-pocket limits. Large groups’ plans must provide “affordable coverage” — that is, the employer must cover at least 60 percent of the actuarial value of health care costs, and employee contributions must not exceed 9.5 percent of their income, whereas previously there was no such coverage quota.

Because our business has always been relatively healthy, we’ve been able to provide coverage that meets or exceeds these requirements, but I empathize with employers whose profit margins don’t easily afford the provision of high-quality coverage. They will be the most significantly impacted by the new requirements.

As I examined all this information, I came to a conundrum: Are we a small group, or not? Under current Texas law, a small group is one with two to 50 employees. However, pending legislation — Texas State Senate Bill 85 — could expand that to companies of up to 100, if passed. We just hired our fifty-fifth employee.

Large group pros and cons

Many companies have been fearful of the “large group” label when it comes to health care reform, carefully keeping their staff numbers under 50. But we found that being a large group is actually beneficial to us. As a large group, we are exempt from community ratings and maximum deductible limits. We also don’t have to provide essential health benefits — though we already do. And the expected increase in health care costs for large groups in 2014 is relatively low — six to eight percent.

Potential drawbacks of being a large group: We are subject to the “pay or play” rule — provide coverage that meets the requirements, or pay a penalty– as well as automatic employee enrollment upon hire and at renewal. For companies with a tighter bottom line, these rules may prove challenging. For our business, they are less relevant; we are already providing quality coverage, and we want everyone to have it.

Small group pros and cons

Small groups are exempt from pay or play. They don’t have to provide coverage to their employees. If we were, say, a small pizza shop, this would be a relief. But we’re not. We want to remain competitive in hiring — and can afford to keep doing so.

The requirement to provide for essential health benefits could be problematic for cash-strapped companies and might raise carrier costs.

The biggest downsides if we’re a small group: we’d be subject to detrimental community ratings, and maximum deductible and out-of-pocket limits would drive up costs across the board. As a small group, we would face a whopping 30 to 40 percent increase in health care costs for 2014.

The outcome

One thing we will do is push our renewal date out to December 2013, so that our new plan won’t take effect until January 2014. That’s because the government may actually change or delay implementation of some ACA provisions. Pushing out our renewal delays the new requirements as long as possible and allows us to keep a plan we like, while giving us a chance to see if the government backpedals.

CASE STUDY CHALLENGE(Texas ACA Impact Analysis)

1.  Describe hoe some changes in the health service delivery system have led to a decline in hospital inpatient days and growth in ambulatory services.

2.  All primary care is ambulatory, but not all ambulatory services represent primary care. Discuss.

3.  As hospital evolved from rudimentary custodial and quarantine facilities to their current state, how their purpose did and function changes.

3. Conclusion (15%)

Briefly summarize your thoughts & conclusion to your critique of the case study and provide a possible outcome for the Health Care Center.  How did these articles and Chapters influence your opinions about Health Care and new reform act?

Evaluation will be based on how clearly you respond to the above, in particular:

 
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Assignment2: LASA1: False Memories

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Assignment2: LASA1: False Memories

(Assignment2: LASA1: False Memories)

The US legal system places a lot of importance on eyewitness memory. Most people would report that they can accurately convey what they saw in a particular situation. However, these ideas are not supported by research. Instead, research shows that memory is quite malleable and is affected by many factors. This research repeatedly demonstrates that people do not remember exactly what they experienced. This module’s experiment will show you firsthand how memory for events is not always one hundred percent accurate.

Access the CogLab demonstration False Memory. Follow the instructions to complete the demonstration to familiarize yourself with false memory. Then locate at least one research study from a peer-reviewed journal that examined how eyewitness memory can be affected by false memories.

Based on your research, respond to the following situation:

You are considered to be an expert in false memories, and a local district attorney has therefore requested your expertise on the following case:

On Tuesday, March 6, 2007, a bank was robbed in Slidell, LA. It was just after opening time, 9:04 a.m., and there were barely any customers, when a car arrived and parked in the side parking lot of the bank. Two men came out of the car and walked to the entrance. Both wore dark clothing. Upon entering the bank, they held out guns and asked for the manager. When the manager identified herself, the smaller of the two robbers ordered her to open the safe. Meanwhile, the other robber, a tall, and burley man, walked around holding his gun in his outstretched arm, and threatening the remaining employees and customers. The manager complied and the smaller robber collected all the money and valuables from the safe. After five minutes, the big robber asked if his companion was ready to go. When he was, the two ran back to their car, and drove away.

The district attorney has asked that you create a presentation about false memory and explain how it might influence this case. He asks that you specifically address the following:

  • Describe false memory and false memory experiments. Use the CogLab experiment to illustrate false memory experiments, special distracters, and normal distracters.
  • Describe at least one research study from a peer-reviewed journal that investigated how eyewitness memory can be affected by false memories.
  • Explain how false memory might influence this particular case. Use specifics from the description of the case, the CogLab experiment, and research to support your answer.
  • Using evidence from the case, the CogLab experiment, and outside research, justify why eyewitness testimonies should or should not carry weight in criminal proceedings.
  • Discuss any procedures which can increase or reduce the occurrence of false memories when reporting eyewitness events.

Remember, your presentation is designed to help the jury understand false memory and how it might influence the eyewitness testimony of this case. You will have ten minutes to present.

Since this is a legal case, you must include formally written slide notes (proper grammar, proper paragraphs, APA formatting, and academic tone) with research to support your claims. The presentation will be a legal document in this case, so make it worthy of being legally binding!

Develop an 5–6-slide presentation in PowerPoint format. Apply APA standards to citation of sources.

(Assignment2: LASA1: False Memories)

Assignment 1: LASA 2: Generating a Policy Proposal

Although some states and cities have passed laws to ban texting and using handheld phones while driving, there is no current law to ban all cell phone use while driving. However, according to the National Safety Council (2009), 28 percent of all crashes—1.6 million per year—are caused by cell phone use and texting by drivers. The mission of a new national nonprofit organization called FocusDriven, patterned after Mothers Against Drunk Driving, is to make phone use while driving as illegal and socially unacceptable as drunk driving. US Transportation Secretary Ray LaHood supports FocusDriven and its efforts: According to the Pittsburgh Post-Gazette, LaHood said this movement will become “an army of people traveling the countryside” to push for bans on cell phone use and tough enforcement (Schmit, 2010).

As a political advocate interested in this issue, you will be writing a policy proposal that utilizes the current research to propose a solution to the issue and submit it in this assignment.

Please note that your proposal is not an opinion/position paper, and your conclusions need to be based on the scientific research you reviewed earlier. Please follow the typical steps in proper academic writing (planning, outlining, drafting, revising, proofing, and editing) to generate the following proposal structure:

Introduction

In the introduction, you should set up the purpose for the proposal, provide a bit of background on the topic, and present your thesis.

Policy

Now that you have researched a variety of studies (in M4: Assignment 2), compile that information together to create a recommendation for policy makers regarding cell phone use while driving.

1: In a one-page summary, compare and contrast the results of the various studies regarding the cognitive abilities that are affected during cell phone use while driving.

2: Using that research, develop and explain particular recommendations for policy makers. For instance, restrict texting, or regulate the use of hand-held phones. All your recommendations must be supported by your research findings.

3: Based on the gaps in current research, describe the variables, populations, and situations which you would like to see future research address.

Conclusion

Review the important current research, your conclusions from that research, and how the future could look in both policy and research. Keep your goal in mind: To convince the reader to support your current policy proposal and future research to examine this issue more closely.

Your proposal should be written in APA style (which includes a title page with running header and a reference page), and free of typographical and grammatical errors. The body of your proposal should be 4–5 pages long.

 
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Addressing Counselor Ethical Breaches

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Addressing Counselor Ethical Breaches

(Addressing Counselor Ethical Breaches)

Ethical Violations—When Things Go WrongMost complaints against clinical mental health counselors are in the areas of competence and conduct (e.g., client abandonment, sexual conduct, dishonesty); business practices (e.g., billing, reports, documentation); and professional practices (e.g., termination referrals, employment opportunities, nonprofessional relationships).

Specific information regarding ethical complaints to state licensure boards, despite its obvious importance, can be difficult to obtain. Complaints can be filed by clients, colleagues, attorneys, or some other interested party, such as an employer or parent of a client. The process of investigating these complaints is quite tedious and can lead to actions or sanctions against the counselor. This, in turn, can affect the counselor’s ability to practice. Clearly, no counselors are exempt from having complaints filed against them; therefore, the best protection is to maintain an ethical practice.

For this Discussion, use the Case Study Analysis Worksheet located in the Learning Resources for this week. Then select one case study from the ACA Ethical Standards Casebook and consider potential consequences of engaging in these violations and how you would safeguard against them in your own counseling practice.

Post by Day 3 a brief description of the case study you selected from the ACA Ethical Standards Casebook. Describe two ethical violations and two instances of professional misconduct presented in the case study. Explain one consequence that may result from each of these situations. Finally, explain what you would do to safeguard against each in your counseling practice.

Be sure to use the Learning Resources and the current literature to support your response.

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

    • Remley, T. P., Jr., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson.
      • Chapter 13, “Professional Relationships, Private Practice, and Health Care Plans” (pp. 311-337)

 

  • Hendricks, B., Bradley, L. J., Brogan, W. C., III, & Brogan, C. (2009). Shelly: A case study focusing on ethics and counselor wellness. The Family Journal, 17(4), 355–359.
    Retrieved from the Walden Library databases.
  • Neukrug, E., Milliken, T., & Walden, S. (2001). Ethical complaints made against credentialed counselors: An updated survey of state licensing boards. Counselor Education & Supervision, 41(1), 57–70.
    Retrieved from the Walden Library databases.
  • Wilcoxon, S. A., & Magnuson, S. (2002). Concurrent academic and pre-licensure supervision: When supervision is not just supervision. Clinical Supervisor, 21(2), 55–66.
    Retrieved from the Walden Library databases.
  • Wilkerson, K. (2006). Impaired students: Applying the therapeutic process model to graduate training programs. Counselor Education & Supervision, 45(3), 207–217.
    Retrieved from the Walden Library databases.
  • Herlihy, B., & Corey, G. (2015). ACA ethical standards casebook (7th ed.). Alexandria, VA: American Counseling Association.
    • “Case Study 2: A Minor (?) Client” (pp. 150-153)
    • “Case Study 20: An Imposition of Values” (pp. 268-271)
Optional Resources
  • Magnuson, S., Black, L. L., & Norem, K. (2004). Supervising school counselors and interns: Resources for site supervisors. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 4–15.
    Retrieved from the Walden Library databases.
  • Welfel, E. R. (2005). Accepting fallibility: A model for personal responsibility for nonegregious ethics infractions. Counseling & Values, 49(2), 120–131.
    Retrieved from the Walden Library databases.
  • Wilcoxon, S. A., Norem, K., & Magnuson, S. (2005). Supervisees’ contributions to lousy supervision outcomes. Journal of Professional Counseling, Practice, Theory, & Research, 33(2), 31–49.
    Retrieved from the Walden Library databases.
 
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Incentive Spirometer Patient Education

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Incentive Spirometer Patient Education

(Incentive Spirometer Patient Education)

The concept of “Death with Dignity” refers to laws and practices that allow terminally ill patients to voluntarily end their lives through physician-assisted suicide. This movement advocates for the right of individuals to choose a peaceful and dignified death rather than enduring prolonged suffering. Key arguments in favor of death with dignity emphasize autonomy, compassion, and quality of life. Proponents argue that patients should have control over their end-of-life decisions, including the timing and manner of their death, to avoid unnecessary pain and maintain their dignity.

Nursing Teaching

My mother was hospitalized for pneumonia. After ten days of hospitalization and complications of the pneumonia my mom came home on a prescription inhaler and home oxygen because her saturation while ambulating would not go above 80% on room air. Also, an incentive spirometer was sent home with written instructions. The incentive spirometer was most challenging for her to understand. She is 75 years old and has a high school diploma. She is ready to learn because of her willingness to get better.

The learning objective is to understand the parts of the incentive spirometer and what the mean. There are printed materials to follow along. The measurement is when I can ask my mom what all the parts are and what do they mean. The teaching strategy is understanding the printed materials and self-teaching. Taxonomy is the cognitive domain with comprehension.

The next learning objective is watching a video online demonstrating the use of the incentive spirometer and my mom will be able to demonstrate to me on how to use the incentive spirometer. The measurement is how she demonstrated the use of the incentive spirometer after watching the video demonstration and doing a return demonstration. This should include proper position, holding the incentive spirometer correctly. Sealing your lips around the mouth piece and breathing in slowly to the correct goal number on the cylinder. Taxonomy was psychomotor domain and to demonstrate.

The last learning objective is to walk thru the demonstration again verbalizing the correct steps in order. The teaching strategies will be to discuss the steps of the use of the incentive spirometer. Taxonomy is affective domain is responding and to discuss.

 
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Project Management & Stakeholder Management

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Project Management & Stakeholder Management

(Project Management & Stakeholder Management)

Question description

Within the Discussion Board area, write 750 words that respond to the following questions with your thoughts, ideas, and comments. Be substantive and clear, and use examples to reinforce your ideas.

Please note: This course requires use of the Microsoft Project 2010 (or later) software application. The 2010 version and those released later are similar and suitable for the assignments. Please note the software is not compatible with Mac computers. The course requires a project management software application and in alignment with industry standards, CTU uses Microsoft Project. If you are using a Mac, you must find a comparable project management software tool such as Project Libre or OpenProject. Students who use a Mac should consider the best option to alternative software or use a PC with Project. An internet search for “Project alternatives for Mac” can provide many of these options. Students are expected to review the options and determine the best for success in the course deliverables. Communication with your faculty member early in the course regarding this issue or any others is strongly recommended.

Project management software such as Project 2010 allows project managers to input data related to the project and monitor the project”s progress. One of the first activities a Project Manager performs is to determine the project scope, which is the description of the final deliverable of the project. Once the scope has been defined, project managers can determine the work breakdown structure based on the work needed to the performed in the project. The tasks to get the work done are input into the project’s schedule. In Project 2010, the tasks can be input prior to creating the work breakdown structure.

• Based on your experience and assigned readings for the week, provide 3 reasons why project management is important today.
• How different is it today from the past?
• Be sure to share examples to support your answer.

Pick 1 of the following concepts, define it, and provide an example that models it:
• Project
• Program
• Portfolio
• Project management
• Project life cycle
• Project stakeholders

Provide 5 references in APA format

 
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Recycling Benefits and Research

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Recycling Benefits and Research

(Recycling Benefits and Research)

OYSTER SHELL RECYCLING, communications homework help

Question description

ALL WORK MUST BE ORIGINAL. IF YOU LIKE TO PLAGIARIZE/PARAPHRASE, PLEASE DO NOT BID ON MY ASSIGNMENT AND WASTE EACH OTHER TIME. I USE TURNITIN AND WILL DETECT UNORIGINAL WORK AND WILL WITHDRAW.

PART 1:

Topic 1

Initial Assignment Memo Draft 

Your writing Assignment in this unit is a memo addressed to your professor requesting permission to move forward with your researched proposal topic idea. Use this Discussion forum to practice presenting your idea by writing a paragraph of 200–300 words persuading your decision-maker (your professor) that your idea is a good one, and justify your request with research. Cite at least two sources (remember your APA in-text citation and accompanying references from Unit 2 Discussion) you will be incorporating into your researched proposal to show your audience (your professor) research is available to support your topic.

PART 2(Recycling Benefits and Research)

Assignment: Memo Request to Pursue Research

Typically, before a writer would expend energy on a researched proposal, he or she would ask for permission from a decision-maker to start their project. You practiced writing a short persuasive memo in Units 1, 2, and Unit 3 Discussion. Now use what you learned in terms of persuasive writing in this Assignment. You will write a memo to your professor requesting permission to move forward with your topic for the researched proposal, and provide evidence to support the viability of your topic.

TOPIC IS:

OYSTER SHELL RECYCLING

Criteria:

1.  Contains no fewer than 500 and no more than 750 words

2.  Follows correct memo format, including headings

3.  Describes the problem or project you want to work on and explains its significance; describes the benefits of the research to the organization

4.  Integrates at least two viable sources into the request to demonstrate research is available to support the topic.  APA formatted in-text and References page citations are required.

5.  Contains no grammatical* or mechanical errors

Please Keep Part 1 and Part 2 and Part 3 in three different word documents and use different sources for parts 1 and 2. Also include in text citations.

PART 3(Recycling Benefits and Research)

Video Reflection Discussion
Evan Thomas, former editor at large for Newsweek, shares strategies for student writers to improve their writing. You will reflect on the advice Thomas provides in this Discussion.

Access the Transcript here:

Since we’re in the online world uh, obviously you’re going to write a lot of emails. There’s a tendency, a temptation to get sloppy about it uh, to, to just kind of whip it off. You should use the same standards when you’re writing an email, particularly to a boss or a client or a customer, you should use the same standards you would use writing a letter. In other words, obey all the rules that we’ve been talking about. Write clearly and simply, but write properly. Use proper English.

Don’t abbreviate a lot. Uh, make sure you capitalize letters.

Treat it just as if you were writing a letter, a formal letter, say a job application and don’t get sloppy and lazy. Because  uh, it can come back to haunt you if you don’t think through a problem or you’re uh, have too much attitude or maybe you say something that’s insulting or offensive boy that can come back and bite you. And there’s a temptation to do it because when you write your emails to your friends you’re writing in a breezy way. When you’re in business write like a business person, write professionally.

A couple of other points about word choice and the words you actually use. Use active verbs. Don’t use passive verbs.

He ran the race. Not, the race was run by him. It’s stronger.

It’s more muscular. It’s more direct. Has more action, more energy if you use active verbs. So whenever you can nick out those passive verbs and use the active, use active muscular uh, verbs. Uh, readers will appreciate it uh, it will give a life to your uh, uh, to your memo or to your piece that would be lost if it’s all feels sort of passive and, and slow moving.

Uh, by the same token be very careful of jargon and uh, what I would call uh, uh, three syllable words that don’t really mean anything, that a one syllable word, a simpler uh, word wouldn’t — where a simple word wouldn’t suffice. There’s a writer I mentioned earlier, William Zinzer who is an expert uh, in this area and I’m just going to read you a paragraph that he’s written about uh, the tendency to use jargon and to use uh,complex words where simple words will suffice.

This is uh, I’m quoting here from On Writing Well by William Zinzer. I could go on quoting examples from various fields, Zinzerwrites.

Every profession has its growing arsenal of jargon to throwdust in the eyes of the populace, but the list would be tedious. Thepoint of raising it now is to serve notice that clutter is the enemy.

Beware then of the long word that’s no better than the short word; assistance, help, numerous, many, facilitate, ease, individual, man orwoman, remainder, rest, initial, first, implement, due, sufficient,enough, attempt, try, referred to as, called, and hundreds more.

Beware of all the slippery new fad words; paradigm and parameter,prioritize and potentialize. They are all weeds that will smotherwhat you write. Don’t dialog with someone you can talk to. Don’tinterface with anybody

Question: 

What two points in the Thomas transcript for this unit strike you as most significant in guiding e-mail communication? Why?

 
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