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Nursing Teaching/Wk5/Discussion

Nursing Teaching/Wk5/Discussion

(Nursing Teaching/Wk5/Discussion)

Topic 1

Generate a list of questions you will ask during the interview such as teaching strategies, theories, technology, and evaluation techniques.

Conduct the interview.

Your discussion post should include:

The setting.

How the interview was conducted.

The questions asked and the responses given.

Anything else you think to be important.

Setting: Hospital – Director’s Office

The interview was conducted as a one-on-one informal discussion in the Director’s office at the hospital during day shift. There were a few interruptions including a code blue however, we eventually got through it and it was very interesting and informative.

Interview Q&A(Nursing Teaching/Wk5/Discussion)

Q. Please share with me an example of how you helped coach or mentor someone. What improvements did you see in the person’s knowledge or skills?

A. Early in my nursing career, I worked on the Med-Surg unit and was orienting a new nurse to the unit. She had a patient that was very ill and had multi-organ failure. She was waiting for a hospice consultation when the patient coded. At that time, the patient was a DNR therefore she was not resuscitated. The nurse felt helpless and did not’t know what to do. She literally broke down in tears. I had a one-on-one conversation with her and explained the of end of life process and shared my first experience when I lost a patient. She later came back to me and thanked me for sharing with her as it was very helpful to process hers.

Q. Tell me how you organize, plan, and prioritize your work.

A. I begin each day with staffing which sets the stage for the rest of the team and the day. After staffing I meet with the day shift nurses, prior to them getting report to review and discuss any concerns or new implementations. I then meet with other directors and bed management to evaluate our bed availability and what needs to be done with any transfers or discharges. This information is communicated with the charge nurse and he or she will use this information to plan their day. Obviously, there are many obstacles that may arise or issues that may need to be resolved throughout the day which can’t be planned for. At the end of the day there is another staffing meeting to prepare for the next day. I guess you can say each day begins with and ends with staffing, the backbone to a successful unit and patient experience.

Q. Please share an experience in which you presented to a group. What was the situation and how did it go?

A. I have presented to groups on multiple occasions however, the one that comes to mind is my first. At the time, I was promoted to Clinical Coordinator. I had never been in a management position before and was extremely intimidated and anxious when I had to conduct my first staff meeting. I prepared several days in advance and even rehearsed how I would run the meeting. I did not’t sleep the night before and was worried I would fail my director. Everyone gathered in the break room and I handed out the agenda. At that time, I realized I had nothing to worry about and this was my team. I conducted the meeting flawlessly and took a deep breath when it was over and smiled.

Q. Share an example of when you went above and beyond the “call of duty”.

A. Wow, that is a tough one. I don’t know that I can remember one in particular. I think it is something I do on a daily basis or whenever the situation arises. I believe that being a nurse you often do more than you are “asked” to do. That is what makes our field and profession different from others. We take care of people. It’s an amazing career.

Q. In your experience, what is the key to developing a good team?

A. I believe the key to developing a good team starts with good communication. Which includes listening to staff complaints and concerns. If something isn’t working you can try to figure out a solution or how to resolve it. If you don’t know what is wrong, you can’t fix it. Treating others with respect is also key as it promotes professionalism and a positive attitude. All of which are important elements in a good team as well as many others.

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Financial Analysis Assignment Details

June 30, 2021/in Assignment Help, Assignment Help Nursing, Homework Help, Nursing Paper Help /by Stephen

Financial Analysis Assignment Details

(Financial Analysis Assignment Details)

Finance

Question description

Jetson Spacecraft Corp. shows the following information on its 2011 income statement: sales = $244,000; costs = $144,000; other expenses = $7,900; depreciation expense = $18,000; interest expense = $13,200; taxes = $21,315; dividends = $10,000. In addition, you’re told that the firm issued $4,700 in new equity during 2011 and redeemed $3,200 in outstanding long-term debt.

a.	What is the 2011 operating cash flow?

Operating cash flow

$ ???

b.	What is the 2011 cash flow to creditors?

Cash flow to creditors

$ ???

c.	What is the 2011 cash flow to stockholders?

Cash flow to stockholders

$ ???

d.	If net fixed assets increased by $30,000 during the year, what was the addition to NWC?

Addition to NWC

$ ???

Prepare a 2011 balance sheet for Cornell Corp. based on the following information: cash = $132,000; patents and copyrights = $630,000; accounts payable = $212,500; accounts receivable = $102,500; tangible net fixed assets = $1,630,000; inventory = $295,500; notes payable = $185,000; accumulated retained earnings = $1,268,000; long-term debt = $850,000. (Be sure to list the accounts in order of their liquidity.)

CORNELL COP. Balance Sheet
Assets
(Click to select)Notes payableCashAccounts receivableAccounts payableInventory	$ ???
(Click to select)Accounts receivableIntangible net fixed assetsTangible net fixed assetsNotes payableAccounts payable
(Click to select)CashInventoryAccounts payableCommon stockAccounts receivable
Current assets	$ ???
(Click to select)Accounts payableAccounts receivableIntangible net fixed assetsTangible net fixed assetsInventory
(Click to select)Accumulated retained earningsCommon stockTangible net fixed assetsIntangible net fixed assetsNotes receivable
Total assets	$ ???

Liabilities
(Click to select)Notes payableLong-term debtAccounts receivableAccumulated retained earningsAccounts payable	$ ???
(Click to select)Notes payableCommon stockLong-term debtNotes receivableAccumulated retained earnings
Current liabilities	$ ???
(Click to select)CashInventoryAccounts payableAccounts receivableLong-term debt
Total liabilities	$ ???
(Click to select)Notes receivableCommon stockAccounts payableAccounts receivableNotes payable
(Click to select)Accumulated retained earningsNotes payableCashAccounts payableCommon stock
Total liabilities & owners’ equity	$ ???

Use the following information for Taco Swell, Inc., (assume the tax rate is 30 percent):

2010	2011
Sales	$	21,073	$	18,636
Depreciation	1,851	1,926
Cost of goods sold	4,929	4,897
Other expenses	1,041	919
Interest	890	1,021
Cash	6,352	7,036
Accounts receivable	8,230	9,997
Short-term notes payable	1,360	1,337
Long-term debt	20,890	25,111
Net fixed assets	51,306	58,120
Accounts payable	4,688	5,214
Inventory	14,606	15,478
Dividends	1,900	1,808

For 2011, calculate the cash flow from assets, cash flow to creditors, and cash flow to stockholders.(Negative amounts should be indicated by a minus sign. Round your answers to 2 decimal places.)

Cash flow from assets	$ ???
Cash flow to creditors	$ ???
Cash flow to stockholders	$ ???

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Project Completion and Presentation

June 30, 2021/in Assignment Help, Assignment Help Nursing, Homework Help, Nursing Paper Help /by Stephen

Project Completion and Presentation , management homework help

(Project Completion and Presentation)

Question description

This week, you are planning for project closure. This may be just as important as project initiation. You will also provide detail and a status update for the activities that you have performed to date on your network integration project. As part of the status and requirements update, you will produce a final network infrastructure diagram that represents the requirements and new network configuration or topology for the capstone project. You are tasked with creating a final presentation to communicate to your constituents on what the project is and summarize all of the major areas already captured in your Word document.

The deliverables for Week 5 are as follows:

•Project Closure Plan ◦List at least 5 major closeout categories.

◦Identify the activities that are needed to complete each of these closeout categories in a plan format.

◦Describe how each activity will assist in closing out the project?

◦Include an analysis of whether the project was successful or not.

◦Provide a list of lessons learned and what can be done differently in a future, similar project.

•Project Status and Requirements Updates ◦Include a final status update of your actual project status.

◦Update any final challenges, risks, and change requests. ◾Describe how they have been handled.

◦Draw a network infrastructure diagram to represent the network integration project requirements, and describe each major component in the diagram. (Visio is a good choice for creating this diagram.)

Final Project Word Document

•Title Page ◦Course number and name

◦Project name

◦Student name

◦Date

•Table of Contents ◦Use autogenerated TOC ◾Be sure to update the fields of the TOC so it is up-to-date before you submit your project.

◦Placed on a separate page

•Section Headings ◦Project Information (Week 1)

◦Capstone Project Milestone Plan (Week 1)

◦Requirements Specifications (Week 1)

◦Statement of Work (Week 2)

◦Project Plan (Week 2)

◦Project Resources (Week 2)

◦Communications Plan (Week 2)

◦Project Monitoring Reports (Week 3)

◦Project Control Process (Week 3)

◦Risk Assessment (Week 4)

◦Change Management Process (Week 4)

◦Project Closure Plan (Week 5)

◦Project Status Updates (Weeks 2–5)

Name your document “yourname_IT495_IP5.doc.”

Then, develop a PowerPoint presentation of at least 10–15 slides that summarizes the following:

•The goals of the project

•The project requirements

•The project plan

•The communications plan

•The project monitoring and control processes

•The risk assessment

•The change control process

•The network infrastructure diagram

•The closure plan

•The status update, what was been accomplished to date, and what is next

Add speaker notes to provide a narrative for each slide, or record a presentation of the slides and imbed it with the PowerPoint slides.

Deliverable Length: 3–5 pages of new content; 10–15 PowerPoint slides with speaker notes

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Showcasing Language Acquisition Mastery

June 30, 2021/in Assignment Help, Assignment Help Nursing, Homework Help, Nursing Paper Help /by Stephen

Showcasing Language Acquisition Mastery

(Showcasing Language Acquisition Mastery)

Final Paper

Language Acquisition ePortfolio

As you advance in your studies, you will continue to build your knowledge base in hopes of reaching your professional goals. This assignment is a culmination of the learning gained throughout this course, with hopes for you to build upon this as you grow in your academic journey. As a professional, you will want to showcase the knowledge you have gained, as well as demonstrate who you are as a unique, reflective practitioner entering the professional world. This project will allow you to develop a language-focused component that you would be able to add to your personal ePortfolio for future professional use. An ePortfolio is an organized collection of your work that is able to be accessed electronically. An ePortfolio may contain examples of some of your best work that you are able to share with others electronically, including potential employers. As you complete more courses, you are able to add more to your ePortfolio resulting in a reflective collection of who you are as an educator. The goal is for you to be able to use this as you enter the professional world. You can learn more about the creation of an ePortfolio at Virtual Educators.

For the Final Project, you will organize a language acquisition section that could later be added to your professional ePortfolio.

Choose one of the following ePortfolio methods to showcase your language acquisition learning.

- Power Point Presentation
- Google ePortfolio: This is an actual working website that you can enable for others to view.

Summarize each of the following components, created earlier in the course and revised using the feedback received. Be sure to explain the purpose of each. For example, you can summarize why you included your design of a language-rich environment for children as it relates to the support of language acquisition. For each bullet, you must include your summary and the actual assignment.

Guided Introduction (Week One)
A summary of your beliefs regarding language acquisition
Language-Rich Environment (Week Two)
Stages of Language Development Analysis (Week Three)
Literacy Lesson Plan (Week Four)
Language Reflection (You will choose another project complete within this course that you feel is a valuable reflection of your learning.)
A summary of how you will support children’s language acquisition in your professional role
Language Resource File in APA format (Week Five)

Your ePortfolio should be creative, but also professional and demonstrate the knowledge you have obtained. It is helpful to be thoughtful with your content and creative with your delivery.

Your Final Project should be submitted as one project. The ePortfolio should address the material using college-level writing and critical thought. In addition, it should include graphics, visuals, and media, as appropriate. Contents should be designed to clearly and concisely address the material with research justification. Your ePortfolio must be formatted according to APA style, including a title page and a reference page. You must use a minimum of five resources in addition to the course text. There is no length requirement for the ePortfolio so long as all of the required components have been included.

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Ethical Considerations of Deception

June 30, 2021/in Assignment Help, Assignment Help Nursing, Homework Help, Nursing Paper Help /by Stephen

Ethical Considerations of Deception

(Ethical Considerations of Deception)

Deception Responses

Tiffany

2 posts

Re: Topic 3 DQ2

Deception in research can be a helpful way of getting the information needed in some cases. For instance, it can fall within Principle C: Integrity, according to the APA ethics code in some situations deception maybe justifiable to maximize benefits and minimize harm. “Psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques. (APA, 2017).” For example, if a patient is reaching out to the psychologist stating they are wanting to harm themselves it is that psychologist duty to get as much information from that person to maintain their safety no matter what that person’s life is what is important at that given moment. Another example of when deception is necessary, when “psychologists are conducting court-ordered assessments or evaluating military personnel may be prevented from obtaining consent by law or governmental regulation (Fisher, 2017, p.157).” Although it may be beneficial in some cases it also can have adverse effects when used wrong.

References:

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved from https://www.apa.org/ethics/code/

Fisher, C. B. (2017). Standards on research and publication. Decoding the Ethics Code: A Practical Guide for Psychologists. (4thed.). (pp. 281-341). Los Angeles, CA: Sage Publications, Inc. Retrieved from http://gcumedia.com/digital-resources/sage/2016/decoding-the-ethics-code_a-practical-guide-for-psychologists_ebook_4e.php

Diana (Ethical Considerations of Deception)

3 posts

Re: Topic 3 DQ2

According to Fisher (2017), deception in research means psychologists intentionally withhold information or misinform participants about the purpose of the study, the experimental procedures, equipment used, or roles of the research team members. Deception should be used when psychologists have justified that using non-deceptive alternative procedures are not feasible. Using deception in research may benefit psychologists by keeping the participants unaware of the purpose of the experiment, providing a more realistic response. An example of using deception in research is the placebo effect. According to Miller, Swartzman, and Wendler (2005), the placebo effect monitors the positive physiological or psychological changes after administering inert medication and sham procedures without acknowledgement of the patient. The purpose, though deceptive, is to determine how inert interventions can lead to positive changes in patients. Proposed by APA (2018), under Principle C involving integrity, deception should be avoided unless it is deemed to maximize the benefits of the experiment and eliminate any harm.

APA. (2018). Ethical Principles of Psychologists and Code of Conduct. Retrieved January 10, 2019,
from: https://www.apa.org/ethics/code/index.aspx?item=5#906

Miller, F. G., Wendler, D., & Swartzman, L. C. (2005, September 6). Deception in research on the placebo effect. Plos Medicine, 2(9). doi:https://dx.doi.org/10.1371%2Fjournal.pmed.0020262

Fisher, C. B. (2017). Decoding the ethics code (fourth ed., pp. 46-53). Los Angeles, CA: SAGE Publications, Inc. Retrieved January 8, 2019, from https://www.gcumedia.com/digital-resources/sage/2016/decoding-the-ethics-code_a-practical-guide-for-psychologists_ebook_4e.php

Christina

2 posts(Ethical Considerations of Deception)

Re: Topic 3 DQ2

Deception can and should be used in unique situations that require the study design to have omission of details that might alter the participants responses that is being studied, This information can be withheld and shared after the study (OSU, 2019). Researchers must have specific justifications and have proper safeguards for using deception for the protection of the participants welfare and rights.

An example of deception would be, giving a participant a quiz and telling them they did poorly when its not true to gage their emotions and behavior. There should also be a plan in place to handle possible negative effects of the participants involved.

The APA ethics code states that deception can only be used when “it is the best and only feasible method, it will not cause pain or distress, and participants will have the opportunity to understand the deception as soon as possible with the option to withdraw their data should they so choose (UOV, 2019).” The elderly and children should not be part of deception studies because they may not understand the reasoning or be able to make logical decision about participating in the study.

References

OSU. (2019). Research involving Deception. Retrieved from research.oregonstate.edu: https://research.oregonstate.edu/irb/policies-and-guidance/guidance/research-involving-deception

UOV. (2019). When is Deception and/or Witholding Information from Participants Appropriate? Retrieved from www.virginia.edu: http://www.virginia.edu/vpr/irb/sbs/resources_guide_deception_appropriate.html

Heather (Ethical Considerations of Deception)

2 posts

Re: Topic 3 DQ2

“Researchers using deceptive techniques intentionally withhold information or misinform participants about the purpose of the study, the method-ology, or roles of research confederates” (Fisher, 2017).

When deception is used in a research stud a Psychologist should get consent from the participating parties in the research. If deception is used in any Psychologist’s research studies and the participants are not fully aware of the deception, this will affect the APA’s general principles. We should never use deception for our research studies, this will go against the ethics code. Using deception goes against the ethical and moral codes as a Psychologist. When using deception, it is to get the results of the research and not thinking about the participants in the studies.

The American Psychological Association has set a code of conduct for the 8.07 Deception in Research for Psychologist when using deception during his/her research studies. “The 8.07 Deception in Research (a) Psychologists do not conduct a study involving deception unless they have determined that the use of deceptive techniques is justified by the study’s significant prospective scientific, educational, or applied value and that effective nondeceptive alternative procedures are not feasible.(b) Psychologists do not deceive prospective participants about research that is reasonably expected to cause physical pain or severe emotional distress.(c) Psychologists explain any deception that is an integral feature of the design and conduct of an experiment to participants as early as is feasible, preferably at the conclusion of their participation, but no later than at the conclusion of the data collection, and permit participants to withdraw their data” (American Psychological Association, 2018).

References

American Psychological Association. (2018). Retrieved from Ethical Principles of Psychologists and Code of Conduct: https://www.apa.org/ethics/code/index.aspx?item=5#906

Fisher, C. B. (2017). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks: Sage Publications, Inc

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Adolescents Engaging In Risk-Taking Factors

June 30, 2021/in Assignment Help, Assignment Help Nursing, Homework Help, Nursing Paper Help, Solved Nursing Essays /by Stephen

Adolescents Engaging In Risk-Taking Factors

(Adolescents Engaging In Risk-Taking Factors)

Consider what actions might prompt the following exchange between a parent and his or her adolescent child:

Parent: “What were you thinking?”

Child: “I wasn’t.”

Parent: “What if you got caught? What if you hurt yourself or someone else?”

Child: “It’s not a big deal. All of my other friends were there, too.”

The adolescent age is marked by impulsive decisions and risk-taking behaviors. However, despite the frustrations of parents and caregivers, there are logical explanations for teens’ sometimes seemingly senseless choices. Scientists have found that the prefrontal cortex, the lobe that controls problem solving, goal planning, behavior adjustment, impulse control, foresight, and various other functions, is still very much under development during the adolescent years. This means that the brain is not fully prepared to deal with complex decisions, peer pressure, or situations of immediate versus delayed gratification. As a result, adolescents lack the capability to weigh the benefits versus the risks of a given choice as an adult might.

As a counselor, it is likely you will work with adolescents who engage in harmful risk-taking behaviors. You must be able set aside your own beliefs about “acceptable” behaviors to better support and counsel these adolescents. For example, what might you say to an adolescent who has been court-ordered to see you after multiple underage drinking charges? What about the adolescent who participates in unhealthy eating practices to achieve a desired body image? The one who is sexually active? The daredevil?

For this Discussion, review the media, “Adolescence.” Identify the adolescent (aged 11–18) in your assigned family. Consider how risk-taking behaviors are impacting the adolescent and his or her family. (THE PAPER WILL BE WRITTEN IN REGARDS TO THE JEONG’S FAMILY) You can access the Jeong information at this link:

Laureate Education (Producer). (2013a). Adolescence [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)

Post by Day 3 the identity of your adolescent client. Summarize the developmental crises he or she is facing. Then, explain at least two risk-taking behaviors in which the adolescent is involved and at least one protective factor that might be influencing his or her level of functioning. Finally, explain the impact of these behaviors on the adolescent and his or her family. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.

References:

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

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

Chapter 10, “The Social World of Adolescence” (pp. 368-407)

Bessant, J. (2008). Hard wired for risk: Neurological science, ‘the adolescent brain’ and developmental theory. Journal of Youth Studies, 11(3), 347–360.