Applying Narrative & Solution Focused Therapy

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Application: Applying Narrative and Solution-Focused Therapy

(Applying Narrative & Solution Focused Therapy)

Please no plagiarism and use the at least one source from this week sources. I need this completed by 09/30/17 at 7pm.

Application: Applying Narrative and Solution-Focused Therapy

Narrative and solution-focused therapy are postmodern theories of working with couples and families. In terms of counselor-client relationship, both forms of therapy can be viewed as more collaborative than other theories discussed thus far in the course. They emphasize a more equal distribution of power between counselor and client. They also promote movement away from a traditional metaphor of couple/family relations toward conceptualizing couple/family relationships as networks of co-constructed meanings. Clients are seen as active construers of reality, which, according to these theories, are infinitely re-authorable. In this way, change comes from reconceptualizing and rewriting the ways couples and families make meaning of their relationships.

To prepare for this Application Assignment, view two of the videos in this week’s Learning Resources (at least one narrative and one solution-focused video). Identify the couple’s or family’s issue(s) and begin to think about short- and long-term goals you might include in treatment plans for them. As you consider techniques or interventions to accomplish these goals, think about how you would measure progress in re-authoring or storytelling.

The assignment (4–6 pages)

Based on the theory demonstrated in the narrative video:

  • Define the problem.
  • Formulate a treatment plan including short- and long-term goals.
  • Describe two theory-based interventions you would use and justify your selection.
  • Explain one anticipated outcome of each.

Based on the theory demonstrated in the solution-focused video:

  • Define the problem.
  • Formulate a treatment plan including short- and long-term goals.
  • Describe two theory-based interventions you would use and justify your selection.
  • Explain one anticipated outcome of each.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To view this week’s embedded media resources, please use the streaming media players below.

 

Required Resources

Media

  • Video: Psychotherapy.net. (Publisher). (1994). I’d hear laughter: Finding solutions for the family [Motion picture]. [With Insoo Kim-Berg]. United States: Psychotherapy.net.
    Retrieved from the Walden Library databases.
  • Video: Psychotherapy.net. (Publisher). (1994). Irreconcilable differences: A solution-focused approach to marital therapy [Motion picture]. [With Insoo Kim-Berg]. United States: Psychotherapy.net.
    Retrieved from the Walden Library databases.
  • Video: Allyn & Bacon. (Publisher). (2002). Narrative therapy with children. [Motion picture]. [With Steven Madigan]. United States: Psychotherapy.net.
    Retrieved from the Walden Library databases.

Readings

  • Course Text: Gurman, A. S., Lebow, J. L.., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 2, “Cognitive-Behavioral Couple Therapy”
    • Chapter 5, “Gottman Method Couple Therapy”
  • Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
    • Chapter 10, “Solution-Focused Therapy”
    • Chapter 11, “Narrative Therapy”
  • Article: Beyebach, M., & Morejon, A. R. (1999). Some thoughts on integration in solution-focused therapy. Journal of Systemic Therapies, 18(1), 24–42. Retrieved from the Walden Library databases.
  • Article: Robbins, J. M., & Pehrsson, D. (2009). Anorexia nervosa: A synthesis of poetic and narrative therapies in the outpatient treatment of young adult women. Journal of Creativity in Mental Health, 4(1), 42–56. Retrieved from the Walden Library databases.

Optional Resources

Readings

  • Book: Bitter, J. (2009). Solution-focused and solution-oriented therapy. Theory and practice of family therapy and counseling. Brooks/Cole: Belmont, CA.
    • Chapter 10, “Solution-Focused and Solution-Oriented Therapy”
    • Chapter 11, “Postmodernism, Social Construction and Narratives in Family Therapy”

 

Additional Resources

Narrative Lecture 2017

Gehart’s video lecture on narrative family therapy (Running time: 58:35 mins)

Narrative Case Conceptualization template

Case-Concept-Narrative.docx

Solution-focused Therapies 2016

Gehart’s video lecture on solution-focused therapy (Running time: 54:20 mins)

Solution-focused Case Conceptualization template

Case-Concept-SFT.docx

 
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Prevention Program Prompt

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Prevention Program Prompt

(Prevention Program Prompt)

Design An Addiction Prevention Program For Schools Or Workplace In Powerpoint For Psychology Addiction Studies

Prevention Program: Students will design a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social frameworks.

This assessment will assess your mastery with respect to the following course outcomes:

  • Analyze addictive behaviors for their social and psychological effects on the individual, family, community, or society
  • Identify connections between historical milestones and contemporary approaches to addictions

Prevention Program Prompt

Create a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social frameworks.

Below are the critical elements that must be addressed in this prevention program. Drawing on the some of the elements from Milestone One, provide a complete prevention program for an at-risk population.

  • Identify the population that is at risk that will be the focus of this prevention program.
  • Possible populations can include (this is not an all-inclusive list):
    1. Adult
    2. Senior
    3. Youth
    4. Adolescent
    5. Workplace
    6. Church member
    7. LGBT
  • Identify the addiction and the impacts it has on the individual, family, workplace and community.
    • Possible addictions can include (this is not an all-inclusive list):
      1. Alcohol
      2. Drugs
      3. Gambling
      4. Tobacco
      5. Internet
    • Possible impacts can include (this is not an all-inclusive list):
      1. Family conflict
      2. Financial issues
      3. Reduced productivity
      4. Loss of faith
      5. Reduced reputation and standing in the community
      6. Legal issues
      7. Loss of job
      8. Criminal charges
  • Describe the history and social frameworks of this addiction and the at-risk population.
    • What is currently in place with this at-risk population?
      1. For example: April is alcohol awareness month, and October is violence prevention month.
  • Where is the best place to implement this program?
    • Possible places can include (this is not an all-inclusive list):
      1. School
      2. Church
      3. Community center
      4. Business
      5. Chamber of Commerce
  • Provide information on the marketing and funding of the program.
    • Possible marketing can include (this is not an all-inclusive list):
      1. Facebook
      2. Twitter
      3. News
      4. Newspaper
      5. Blog
      6. Company newsletter
  • How will you evaluate success of this prevention program?
    • Surveys
    • Questionnaires
    • Before and after statistics
 
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Who controls nursing?

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Who controls nursing?

(Who controls nursing?)

Question description

1. who controls nursing? (Consider nursing practice on all levels in your discussion.).I work in ICU. I would like discussion reflect ICU prespective if it applies. This is a discussion post atleast 8 sentences. This is an example of discussion post from another classmate below by ashely poppa

2. Reply to stephanie renoylds post with reflective and respectful questions or arguments or constructive feedback- atleast 5 sentences

Ashley Popa –Nursing is controlled by a variety of people and groups, none of whom control nursing entirely. The public controls nursing by influencing public health issues and by creating different nursing environments such as homeless care, home health, public health clinics, etc. Patients control nursing by creating personal demands for care. Some patients are more or less demanding than others which can control nursing care in addition to the nursing care required by their medical needs. Study participants and researchers for evidence based practice can control nursing care because policies and procedures change based on study results. The nurse controls nursing care because he or she carries out the physical and emotional act of nursing. Doctors and mid-level providers control nursing care by entering orders for the nurse to execute. Management controls nursing care by creating goals for nursing staff such as infection control measures or overtime prevention. Hospital or clinic administration control nursing by creating policies, utilization management, ethics law, etc. that affects day to day nursing. Members of legislature and government agencies affect nursing by passing laws related to healthcare.In summary, there are many many people, groups and other factors that control nursing but none that control nursing as a whole. Nursing it far too comprehensive to be completely controlled by just one person or group.


Stephanie ReynoldsWho controls nursing?-I believe that nursing is controlled by many factors. One of which is the patient! Nursing scores are based solely on patient satisfaction and standards of care are being centered around patient surveys. While I do believe that nurses have a lot of power and influence regarding nursing as well as safe and effective practice, nurses still must battle with patient satisfaction versus standard practice. There are many evidence based practices that nurses follow day to day that are in place strictly to improve satisfaction scores because of what patients want and what will make them happier. For example, hospital bedside nurses are frequently being told how to provide care to patients that will increase the hospitals scores. Administration is so concerned with scores from patient surveys that they tend to forget why we became nurses in the first place. The state board of nursing plays a large role in nursing control. We must adhere to specific rules and nurse practice guidelines that are set by each state board. Nurses can also take better control by joining committees and voicing their opinions on nursing care and advocating for better standards of practice. Nursing is a very broad field and caters to many different job opportunities. It is hard for me to point to one direction when it comes to who controls nursing as there are so many factors in play. For myself, I would say that I am in control. I take care of every patient the same as I would the next one. I advocate for myself, other staff members, as well as my patients and I speak up when I see something that isn’t right or if I feel like it is not working on my unit. Nursing is about teamwork, as I believe that if we work together and ensure excellent nursing care, we will always have the upper hand in controlling our field of practice.
 
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Role Of Counselor: Crisis Response

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Role of the Counselor in Crisis Response

(Role Of Counselor: Crisis Response)

Part 1: Interview

Contact a professional individual to interview, in person or on the telephone, who knows of an existing crisis response plan. Identify the person you interview and their specific job or role, such as crisis counselor or a member of the Red Cross or Federal Emergency Management Agency (FEMA), or therapists who work with victims of PTSD or are involved in CISD, and arrange an interview. Once you arrange a personal interview, develop a set of open-ended questions that will allow you to gain a clear and complete picture of the plan as it currently exists. (See the sample interview questions provided within the assignment.)

Ask your interviewee to give you a specific example of an actual crisis and the details of the various roles that are involved in the plan that is utilized, including any mental health professional. Examine what you are told by the interviewee, and compare it to the identified elements recommended for response plans in the Mental Health All-Hazards Disaster Planning Guidance from the U.S. Department of Health and Human Services (USDHHS, 2003), provided in the Resources.

 

Part 2: Description and Analysis

Describe and analyze a counselor’s role and responsibilities in a crisis response. Summarize the responsibilities of the counselor within the mental health component of the crisis response system in order to identify the type of necessary training for the role of the counselor.

To successfully complete this project, you will be expected to do the following:

  1. Compare and contrast the elements of a real-world example of an emergency management plan, obtained through your personal interview of a professional in the field, to the elements identified in the course studies, particularly the Mental Health All-Hazards Disaster Planning Guidance (USDHHS, 2003), provided in the Resources.
  2. Summarize the responsibilities of the counselor, including the professional role, functions, and relationships as a member of a crisis response plan during a local, regional, or national crisis, disaster, or other trauma-causing event (CACREP, 2016).
  3. Describe in detail the specific skills and knowledge required by a counselor in order to function effectively as a member of an interdisciplinary emergency management response team.
  4. Describe the types of training a counselor requires to develop the required skills and knowledge relevant to emergency management.
  5. Exhibit proficiency in effective, credible academic writing and critical thinking skills.

Note: A template for your APA formatted paper is included in the assignment Resources. Please use the template to present the assignment criteria in an organized way. The headings guide you to the criteria, and the details that are included describe what is necessary to complete the assignment to a Distinguished degree.

To achieve a successful project experience and outcome, you are expected to meet the following requirements.

  • Content: Prepare a comprehensive paper that includes all sections described above.
  • Components: The paper must include a title page, abstract, and reference list.
  • Written communication: Develop accurate written communication and thoughts that convey the overall goals of the project and do not detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA (6th Edition) style and formatting.
  • Number of pages: The body of the paper should fall within 10–12 pages, excluding title page and reference list.
  • Number of resources: Minimum of 5 current resources, published within the last 12 years.
  • Font and font size: Times New Roman, 12-point.
 
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Criminal Justice Assignment Unit9

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Criminal Justice Assignment Unit9

(Criminal Justice Assignment Unit9)

Complete this week’s Practice Activity.

Matching exercises give you an opportunity to practice definitions and develop logical and critical thinking skills. By using such techniques as inversion, diversion, and the process of elimination, you are able to greatly increase the probability of answering questions correctly. This is an important skill to have, as it is commonly found on nearly all standardized tests and increases critical thinking.

The objective of this exercise is to understand restitution, parole, mandatory release, and parole.

Unit 9 Practice Activity

Review the details of the Coatesville Fires.

Complete the Unit 9 Assignment Worksheet: The Coatesville Fires Case.

Directions for Submitting Your Assignment

Save your Assignment in the following format: Last name First name Assignment. (Example: SmithJohn_Unit9_Assignment).

Submit your Assignment to the Unit 9 Assignment Dropbox by the end of Unit 9.

respond to class mate Karen:

Probation is a type of sentence given to offenders to serve in their community rather than spending time in jail. Offenders given probation can either be supervised, unsupervised, community-control, shock probation, and crime-specific types (McKenna, 2018) and acquire certain conditions the offender must abide by.

Probation should only be given to those who have committed petty crimes such as vandalism, possession of marijuana (very small amount), drunk driving if it’s their first time breaking the law. An individual who has been charged with sexual assault, molestation, or murder should not be given probation as they pose a threat to society. Although, McKenna (2018) states that crime-specific types probation may be given to sex offenders. What is done here is that the government installs a monitoring software to track what the offenders do on his computer. I would not argue if this type of probation is given to sex offenders after they have served their time in prison.

Thinking back at one of our seminars where we discussed how probation or parole can come in conflict with the jobs individuals hold because probation may require you to show up in a specific time that you start work causing the individual to lose his job. If I were a probation officer, I would want copies of the client’s work schedule so that he is able to do both (if probation officers can do that). The goal is for the offender to not offend again and we should not pose another obstacle in their path to do better. I would also want to check on them regularly (as a pop-up), proof of what they are doing to turn their lives around, provide them with counseling, and ask my permission when they want to leave their county. For me, these conditions are important to bring safety to society and help reinstate offenders into society as a functional citizen (unknown author, 2013).

McKenna, K. (2018). What types of probation are there? Retrieved from https://www.legalmatch.com/law-library/article/what-types-of-probation-are-there.html

N/A, (2013). The importance of probation for achieving community safety. Retrieved from https://www.probationofficeredu.org/2013/06/the-importance-of-probation-for-achieving-community-safety/

respond to susan:

According to Schmalleger (2017) probation is “A sentence of imprisonment that is suspended. Also, the conditional freedom granted by a judicial officer to a convicted offender, as long as the person meets certain conditions of behavior.” When someone who has been found guilty Is being sentenced they can be given probation. This is a set number of years that they have to report to a probation officer and follow a set of rules given. Some of these rules are things like no drinking, no drugs, and no leaving the state. Probation can also be given to serve after a sentence. So, someone can get 3 years jail time and 3 years’ probation. The probation starts once they are released. The federal government no longer has probation it is now called supervised release. The difference is probation you have an officer that supervises you and it is up to them if they want to report a violation to the court. Supervised release also has an officer, but everything has to be reported to the courts. I personally had t serve 3 years supervised release and it was no fun at all. I personally think that setting guidelines depends on each person’s crime. The courts actually set the guidelines but if given the opportunity the main ones would be no drugs, no excessive drinking, and they must report when scheduled. These main ones will help with tracking each convict and hoefully keep them out of trouble.

Schmalleger, F. (2017). Criminal Justice Today: An Introductory Text for the 21st Century, 14th Edition. [Purdue University Global Bookshelf]. Retrieved from https://purdueuniversityglobal.vitalsource.com/#/books/9780134145648/

 
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Action Research Final Presentation

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Action Research Final Presentation

(Action Research Final Presentation)

EDU 675 W6 Change Leadership Differentiate Education Environment FA

Question description

Action Research Formal Presentation of Findings

This Final Project is designed to report what you have learned and to apply the information obtained from your action research in its entirety including the proposal, observations, data collection, analysis, sharing, and feedback acquired through collaboration with your peers. As a scholarly practitioner, you have had the opportunity to continue your exploration of action research principles and implement your intervention/innovation in the setting of your choice.

To clarify, the planned action research intervention or innovation will occur in the approved setting while you are enrolled in EDU675. You will again submit the Informed Consent form during Week One of EDU675, verifying approval to conduct their AR intervention/innovation. The available settings for your research are limited depending on your personal situation:

  • Employed in a classroom setting:
  • Employed in a non-classroom setting:
  • Not employed:

As you have learned, the rationale of this type of research is to discover evidence that examines perceived problems in a given setting. Recall, the purpose of action research is to improve practice or to implement change for the purpose of professional development. Mills (2014) states “. . . educational change that enhances the lives of children is a main goal of action research. But action research can also enhance the lives of professionals” (p.13). Furthermore, action research is the process of telling the story of your research journey. This final project is your opportunity to tell the story of your research experience in the Masters of Arts in Education (MAED) Program.

Writing the Final Project
Construct your final project to meet the content and written communication expectations below.

Content Expectations

  • Introduction (1 point): Create a one-to-two paragraph introduction that provides a succinct overview of the scope and organization of the assignment.
  • Context (2 points): In one-to-two paragraphs, explain what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation. (e.g., details about the organization/school, staff, number and type of learners/employees, programs, ages, locale, and any other pertinent details regarding the specific content of the project).
  • Literature Review (3 points): In two-to-three pages, summarize the literature related to the problem using 4-5 scholarly resources including a brief historical overview and that expands the introduction and presents the current research published about the problem.
  • Area of Focus Statement (1 point): In one-to-two sentences, discuss the issues that were addressed, how they emerged, and the goal of your research.
  • Research Questions (1 point): State one-to-three questions addressed by the research in list format.
  • Intervention/Innovation Description (3 points): In one page, describe the intervention applied for your action research study including comments on the type of adjustments you may have had to make to the intervention.
  • Data Collection Strategies (2 points): In one-to-two pages, describe the data obtained through the observations using charts, diagrams, or other visual depictions of your data to supplement the description.
  • Outcome Analysis (2 points): In one-to-two pages, explain the conclusions of the data analysis addressing the specific strategies that were successful, which strategies did not work as well as was anticipated, and how the strategies support the research questions.
  • Learning Themes (2 points): In one-to-two pages, reflect on the research themes, including the unintended/unexpected outcomes, what worked well, what worked less well, and any process you would conduct differently.
  • Action Plan (3 points): In one-to-two pages, explain the anticipated steps that are necessary to continue with this change initiative and the leadership strategies needed to implement them action plan.
  • Conclusion (2 points): In two-to-three paragraphs, summarize the major outcome and analysis of the project including the gaps that were uncovered providing insight into the relationship between the topic of the literature review and your overall findings.

Written Communication Expectations

  • Page Requirement (.5 points): 18-to-20 pages, not including title and references pages.
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (.5 points): References five scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

Next Steps: Review and Submit the Assignment 
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than Day 7.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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Draft of Literature Findings

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Review Paper—Draft of Literature Findings

(Draft of Literature Findings)

Evaluate the evidence. Create a draft of the findings of the articles you have selected and how they contribute to our knowledge of this problem. Be sure to address each of the following items in your draft:

1.  Discuss the strengths and weaknesses of each piece.
2.  If the articles talk to each other (that is, if they support or contrast with one another), explain how and why.
3.  What does the evidence tell us?
4.  Is there another possible explanation you can think of?  Based on what you have read, what is your hypothesis?  In other words, what is your explanation for the findings?
5.  How can you refine your question or topic even further, now that you have described the findings?

Your draft should be double-spaced and in 12 point, Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors.  It should include a title page with a running head and a reference page. The body of the paper should be at least 5-6 pages in length. Submit your paper to the Submissions Area by the due date assigned.

Copy of the first assignment

The Psychological Impact of Cyberbullying on Adolescents

In today’s Internet age where an online presence is as important to the individual as their offline activities and life, the threat or dangers posed by activities such as cyberbullying are increasingly becoming an international public health concern, especially as this vice affects the development of adolescents. The victimization arising from cyberbullying can be so intense as to result in depressive symptoms in adolescents and even suicide attempts.

Indeed, those adolescents prone to cyberbullying are also susceptible to school bullying, and these victims will often have lower school performance and school attachment. There is need, therefore, to examine in detail the psychological impact that cyberbullying has on adolescents and their mental health, as well as various suggestions for therapy for affected victims.

References

Asam, A.E., & Samara, M. (2016). Cyberbullying and the law: A review of psychological and legal challenges. Computers in Human Behavior, 65, 127-141. https://doi.org/10.1016/j.chb.2016.08.012

Barlińska, J., Szuster, A., & Winiewski, M. (2013). Cyberbullying among adolescent bystanders: role of the communication medium, form of violence, and empathy. Journal of Community & Applied Social Psychology, 23(1), 37-51. Doi: 10.1002/casp.2137

Foody, M., Samara, M. Carlbring, P. (2015). A review of cyberbullying and suggestions for online psychological therapy. Internet Intervention, 2(3), 235-242. http://doi.org/10.1016/j.invent.2015.05.002

Hinduja, S., & Patchin, J.W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156. Doi: 10.1080/01639620701457816 

Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), 206-221. doi:10.1080/13811118.2010.494133

Kowalski, R.M., & Limber, S.P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), s13-s20. https://doi.org/10.1016/j.jadohealth.2012.09.018

 
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Overcoming Barriers: Nurse Empowerment

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Overcoming Barriers: Nurse Empowerment

(Overcoming Barriers: Nurse Empowerment)

I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT..BETWEEN 100-120 WORDS

The health care sector is experiencing major changes due to extensive research and development activities. As nurses play a crucial role in the delivery of health care, they need to embrace new and innovative techniques to provide effective and best possible treatment to their patients. Several institutional and personal barriers can hinder nurses from adopting EBP (Wood, 2013).

The two potential barriers that can prevent continuation of my evidence based practice change proposal in the future is poor coordination among the clinical team and staff turnover. My project focuses on Coronary Artery Bypass Graft patients and working with these high-risk patients need the best coordination and team work from the whole clinical team including devising appropriate discharge planning. Poor communication between the clinical team members can affect the outcome. My strategy is to recommend three interventions: staff appreciation events, monthly review of the continued adherence to the changes made, and monitoring the staff compliance by the administration. These interventions can motivate the clinical team to continue to pursue the change proposal. The second barrier I assume is staff turnover. There is lot of staff turnover in our hospital. Floating nurses and agency nurses on contract can affect the continuation of my change project. My strategy is to promote ongoing training which is absolutely necessary. These training needs to be scheduled and to be listed in the calendar every week.

Hospital management can help to overcome these barriers. The nurses preferred to consult their supervisors and colleagues to obtain needed information. Hospital management can create a conducive environment and provide socializing opportunities for nurses to promote peer-to-peer information and knowledge sharing (Melnyk & Overholt, 2011).

References,

Melnyk, B., & Overholt, E., (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.

Wood., R., (2013). Progress and Barriers Toward Innovation in Clinical Nursing Education. https://www.rwjf.org/en/library/articles-and-news/2014/10/progress-and-barriers-toward-innovation-in-clinical-nursing-educ.html

 
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Nursing Shortage: Impact & Solutions

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Nursing Shortage: Impact & Solutions

(Nursing Shortage: Impact & Solutions)

Comment1

The nursing shortage causes nurses to have to take on larger caseloads, work longer hours and overtime, creates nurse fatigue and ultimately lends way to burnout, injury and medical errors. The impact of reimbursement, legislation, regulation and technological advances must also be considered. A failure to consider the relationships among all these aspects limits the full appreciation of the complexity of the nursing shortage today (ANA, n.d.).

Some of the ways specifically the nursing shortage is impacting the public are higher mortality rates, increased hospital acquired infections, higher medication errors,  patients being diverted to facilities farther away from their families, surgeries being postponed longer than they should be and longer wait times (ANA, n.d.).

To facilitate improvements in nurse staffing, now and in the future, healthcare organizations must focus on recruitment, maintenance, and retention. In an attempt to address nurse burnout and shortage healthcare institutions are offering incentives  such as providing sign on bonuses, offering competitive wages, providing tuition reimbursement; implementing nurse patient ratios protocols and providing ongoing training and CE’s for their employees. Nurses in general can help work toward the shortage by providing appropriate and thorough education to their patients, decreasing hospital admissions and office visits (Minority Nurse Staff, 2013).

Coment2

The nurse shortage almost seems to be used to promote many other issues besides nursing.  In my previous places of employment, I have felt that the nursing shortage was more of an issue of a short staffing pattern, not that nurses were not available.  And I also think that phasing out the LPN/LVN is a mistake.  Many nurses that are LPN/LVN do not want to advance to being and RN and many cannot.  I have talked to many LPN’s who do not want the added responsibility and I understand that too.  I believe there will always be a need for LPN/LVN and I love working with them.  I have often thought that in hospitals there should be teams consisting of three-member teams; a RN, a LVN/LPN and a CNA. I do realize that this is not needed everywhere but our profession is continuously being burdened with added responsibilities.  If you supply a RN with these qualified positions, the RN can handle more cases while learning gaining experience in leadership and educating.  What are your thoughts with your experiences thus far as a RN?

 
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Managing Schizophrenia Diagnosis Impact

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Discussion1: Managing the Impact of Schizophrenia Diagnosis

(Managing Schizophrenia Diagnosis Impact)

A diagnosis of schizophrenia most often comes in early adulthood. Often what are called “first breaks” come while an individual is in college. This lifelong and life-changing diagnosis for a 20- or 21-year-old often comes as a shock and causes much dismay for the client and his or her family members.

For this Discussion, consider how you would work with the client and his or her family members to acclimate to this diagnosis. Then consider how you would prepare them for the changed expectations they will now have for their loved one. Finally, using your skills from previous coursework, describe the developmental expectations that have changed since the diagnosis. Consider also the grief and loss the family will experience. Be sure to use a strengths perspective to address potential concerns.

· Post a description of how you, as a social worker, might work with a client and the client’s family in acclimating to the client’s recent diagnosis of schizophrenia. 

· Then explain how you might help the client’s family manage the grief and loss related to the changes in developmental expectations since the client’s diagnosis. 

· Finally, explain how you might help the client and the client’s family prepare for the changed expectations they now have for the client. 

· Be sure to use the strengths perspective to address their concerns.

References (use 3 or more)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

· “Schizophrenia Spectrum and Other Psychotic Disorders” (pp. 87–122)

Beecher, B. (2009). The medical model, mental health practitioners, and individuals with schizophrenia and their families. Journal of Social Work Practice, 23(1), 9–20.

Bradshaw, W., Armour, M. P., & Roseborough, D. (2007). Finding a place in the world: The experience of recovery from severe mental illness. Qualitative Social Work, 6(1), 27–47.

Perkins, D. V., Raines, J. A., Tschopp, M. K., & Warner, T. D. (2009) Gainful employment reduces stigma toward people recovering from schizophrenia. Community Mental Health Journal, 45(3), 158–162.

Prince, J. D. (2005). Family involvement and satisfaction with community mental health care of individuals with schizophrenia. Community Mental Health Journal, 41(4), 419–429.

Somers, V. (2007). Schizophrenia: The impact of parental illness on children. The British Journal of Social Work, 37(8), 1319–1334.

Discussion2: Managing Schizophrenia Diagnosis Impact

Policy Process and Public OpinionManaging public opinion and understanding the balance between its influence and your advocacy goals is a delicate matter. It is a task fraught with uncertainty because, as a policy advocate, you must navigate through the territory of politicians, bureaucrats, and lobbyists whose primary goals are to appease and please their constituents.

In this Discussion, you select a social problem that is of interest to you and identify how public opinion influences the process and political approaches involved in addressing that social problem.

· Post a description of the importance of public opinion in addressing the social problem you have selected. 

· How does public opinion influence political approaches to the problem? 

· Explain. 

· What policy advocacy approaches and skills can you use to address the problem with political leaders? 

· What are the social justice implications of your approach?

References (use 3 or more)

Burns, J. C., Paul, P. D., & Paz, S. R. (2012). Participatory asset mapping: A community research lab toolkit. Retrieved from http://www.communityscience.com/knowledge4equity/AssetMappingToolkit.pdf

Community Toolbox. (2016). 2. Assessing community needs and resources. Retrieved from http://ctb.ku.edu/en/assessing-community-needs-and-resources 

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice. (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

· Chapter 4, “Understanding the Ecology of Policy in Government, Electoral, Community, and Agency Settings” (pp. 100–140)

Rome, S. H., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

 
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