Week4 Psy640 Interactive Assignment

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Week4 Psy640 Interactive Assignment

(Week4 Psy640 Interactive Assignment)

No unread replies. No replies.

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

 Applications In Personality Testing

Prior to beginning work on this discussion, read Chapters 8 and 9 in the textbook and carefully review Section 4 of Chapter 7 in the U.S. Department of Labor Employment and Training Administration (2006) guide, Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals (Links to an external site.)Links to an external site.. In addition, review all the required articles for this week, as well as the Case Description: Mr. I—Psychiatric Inpatient Interpretive Report (Links to an external site.)Links to an external site. and the PSY640 Week Four Psychological Assessment Report (Links to an external site.)Links to an external site..

For this discussion, you will take on the role of a psychologist who was recently assigned two new clients. You will examine psychological assessment information presented in two different formats: a computer generated interpretative report of personality test results for the patient Mr. I and a psychological report written by a licensed psychologist for the patient Ms. S. In your initial post, you will examine the personality assessment instruments used in each report.

Carefully review the Case Description: Mr. I—Psychiatric Inpatient Interpretive Report (Links to an external site.)Links to an external site.; this patient was referred to you after being admitted into a psychiatric inpatient facility. Write a one-paragraph summary of the computer generated MMPI-2-RF results for Mr. I based on the information in the interpretive report.

In your role as the psychologist who evaluated Ms. S., examine the personality and ability testing results in the PSY640 Week Four Psychological Assessment Report (Links to an external site.)Links to an external site.. In your next meeting with Ms. S, you will be required to give her a copy of the psychological assessment report and discuss the results with her by explaining the psychological concepts effectively observing appropriate professional standards. In order to share this discussion with your colleagues, you will create a screencast of a three- to five-minute assessment feedback session, which must walk the client through the report and summarize the most pertinent information from the psychological assessment report in language your client can understand. You may use any screen-casting software you choose. Quick-Start Guides are available for Screencast-O-Matic (Links to an external site.)Links to an external site. for your convenience. Once you have created your screencast, include the link in your initial post.

In your initial post, provide an evaluation of the contents of both psychological evaluations in terms of ethical standards and the professionalism of the interpretation of the testing and assessment data presented. Write an analysis of the psychometric methodologies employed in the development and validation of the MMPI-2-RF personality test used with both clients. Develop a list of at least two additional tests of personality or emotional functioning to administer to the two clients that demonstrate acceptable validity. Justify your inclusion of each additional assessment measure in terms of the validity of the assessment measure and your clients’ presenting concerns, diagnosis, and prognosis.

Guided Response: Review several of your colleagues’ posts, and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion.
Assess the additional instruments suggested by your colleague. How would these suggested measures provide reliable, valid, and culturally appropriate results for each of the given scenarios? Use scholarly and/or peer-reviewed resources to support your assertions. What other measure(s) would you suggest your colleague use in this situation?
Continue to monitor the discussion forum until 5:00 p.m. Mountain Standard Time (MST) on Day 7 of the week and respond to anyone who replies to your initial post.

 
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Quality and Sustainability Paper

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Quality and Sustainability Paper Part Two: Analysis and Application.

(Quality and Sustainability Paper)

Question description

Details:

The Quality and Sustainability Paper is a practice immersion assignment designed to be completed in three sections. This is part two of the assignment. Learners are required to analyze the quality outcomes and/or patient safety measures of a health care entity to determine its successes and failures, identify potential obstacles to the implementation of the measures, and determine what collaborative efforts are needed to create sustainability.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that you support your position by referencing at least six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
  • You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,250-1,500 word paper that provides the following:

  1. Identify or create a health care entity. (Provide an overall description of this entity without using the real name; i.e. location, size, profit or nonprofit, years in operation). Do not give the real name of any entity or person you are describing.
  2. Using defined quality outcomes and/or patient safety measures, describe the health care entity’s successes and failures. Include identified criteria and data that demonstrate why this entity is successful and in what areas.
  3. Using the quality outcomes data, identify a quality or safety area that nursing science can impact. Describe the specific variables.
  4. Identify potential obstacles that may hinder the implementation of the quality or safety measure.
  5. Identify those groups or leadership roles within the entity with whom you may need to collaborate.

Quality and Sustainability Paper

Quality and Sustainability Paper Part Two – Analysis and Application 

1
Unsatisfactory
0.00%		 2
Less than Satisfactory
74.00%		 3
Satisfactory
79.00%		 4
Good
87.00%		 5
Excellent
100.00%
70.0 %Content
5.0 %Completed Changes and Corrected Errors to Subsequent Paper, Including Transitions for a Scholarly Paper Learner did not attach previous paper and did not make changes as indicated. N/A Learner attached previous paper and has made changes as indicated. Learner needs to incorporate transitions to connect the ideas between the papers Learner attached previous paper and has made changes as indicated. Learner needs to incorporate better transitions to connect the ideas between the papers. Learner attached previous paper and has made changes as indicated. Learner has includes all necessary transitions to create a scholarly paper.
15.0 %Description of Health Care Entity and Identification of Successes and Failures A heath care entity is not described; the success and failures are not identified. A heath care entity is identified, but a description is not provided. Quality outcomes or patient safety measures are not utilized to identify the success and failures. Criteria and data are not used to substantiate why the entity is successful. A heath care entity is identified and an overall description is provided, but many significant details are missing. The quality measures or patient safety measures utilized fail to accurately identify the successes and failures for the health care entity. Criteria and data do not fully substantiate why the entity is successful, or in what areas. A heath care entity is identified and described, including relevant details. Quality outcomes and /or patient safety measures are utilized to identify the success and failures. Criteria and data are presented that help substantiate why the entity is successful in certain areas. A heath care entity is identified with details that provide insight into the organization. Quality outcomes or patient safety measures clearly define its success and failures. Very detailed criteria and data are presented to substantiate why the entity is successful, and in what areas.
20.0 %Identification of Quality or Safety Measure That Nursing Science Can Improve, and Analysis of Supporting Data Quality or safety measure that nursing science can improve is not identified. Analysis of data is not performed. Quality or safety measure that nursing science can improve is suggested, but analysis of data is not performed. Quality or safety measure that nursing science can improve is presented, but analysis of data does not completely support claim. Quality or safety measure that nursing science can improve is presented. Analysis offers support, but more explanation is required to fully demonstrate how data supports claim. Quality or safety measure that nursing science can improve is presented. Analysis is thorough and the data presented supports claim. A very good explanation of the how the data supports the claim is provided.
10.0 %Identification of Potential Obstacles to Implementation of Quality or Safety Measures Potential obstacles that may hinder implementation of quality or safety measures are not identified. Potential obstacles are identified, but a correlation to how these obstacles will hinder the implication of quality or safety measures is not established. Potential obstacles are identified, but a correlation to how these obstacles will hinder the implication of quality or safety measures is unclear. Potential obstacles are identified. A correlation to how these obstacles will hinder the implication of quality or safety measures is generally established. Potential obstacles are identified. A correlation of how these obstacles will hinder the implication of quality or safety measures is clearly established and shows insight.
10.0 %Identification of Stakeholders and Leaders Needed for Collaboration Stakeholders needed for collaboration are not identified. Stakeholders needed for collaboration are referenced, but no groups or leaders are identified. Stakeholders needed for collaboration are identified, but the roles of the groups or leaders in the implementation are unclear. Stakeholders needed for collaboration are identified, and the roles of the groups or leaders in the implementation are generally discussed. Stakeholders needed for collaboration are identified, and the roles of the groups or leaders in the implementation are generally discussed.
10.0 %Six to Eight Additional Scholarly Research Sources With In-Text Citations None of the required elements (minimum of six topic-related scholarly research sources and six in-text citations) are present. Not all required elements are present. One or more elements are missing, or included sources are not scholarly research or topic-related. All required elements are present. Scholarly research sources are topic-related, but the source and quality of one or more references is questionable. All required elements are present. Scholarly research sources are topic-related, and obtained from reputable professional sources. All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
 
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Neurological Disorders: Case Studies

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Neurological Disorders: Case Studies

(Neurological Disorders: Case Studies)
Week 5 – DiscussionNo unread replies.No replies.

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

Neurological Disorders/Case Studies

Prior to posting to this discussion, read Chapter 15 in the course text.  For this discussion you will pick one of the cases available in the Week Five Discussion – Case Studies document (Links to an external site.)Links to an external site. and take on the role of the clinician. Review the patient’s symptoms and the available demographic and historical data.  Discuss your differential diagnosis and provide a thorough basis for any diagnoses you have included. Also discuss what (if any) additional testing you would order and how this would be helpful in clarifying the diagnosis. Finally, discuss recommendations for the patient/family for ongoing functioning (social, occupational and academic, if applicable). You must use a minimum of two peer-reviewed articles in your discussion to support your diagnostic conclusions.

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion. Your response must include your own conceptualization of the case, whether you agree or disagree with your peer’s response and why. You must use a minimum of one peer-reviewed source to support your response.

 

Week Five Discussion – Case Studies

1. This case is an 80-year-old male who is on an inpatient rehabilitation unit and you are being asked to see the patient to evaluate him for dementia versus delirium. The patient is a retired professor who was living alone and independently prior to his injury. He fell on the ice while retrieving his mail and sustained a right hip fracture. He underwent surgery for repair of his hip fracture two days prior to your consult. The patient has been exhibiting the following symptoms: occasional visual hallucinations, confusion about where he is, inconsistent recall as to the reason he is in the hospital, and behavioral outbursts (e.g., yelling and swearing at the staff).

2. This case is a 65-year-old married female with 16 years of education. She works full-time as an elementary school teacher. Her symptoms began suddenly one evening; her husband noted she referred to the dog food as “Jell-O” and called the television remote a “fork.” She appears to understand conversational language and can read and write normally, but is unaware of her paraphasic errors in speech.

3. This case is a 48-year-old male who is referred for an evaluation of behavioral and mood changes. Over the past year, his wife has noticed that he has become increasingly withdrawn and isolated. He no longer enjoys any type of social interaction and prefers to spend his time alone playing card games on his computer. He is college educated with no previous significant medical, neurological or psychiatric history. He works as an engineer and has been at the same company successfully for the past 20 years. In the past year, his supervisors have noticed that his work quality has declined and he seems less motivated and “excited” about his job. Tasks he had always completed early are now being done late or not at all, and he appears unconcerned that his job is now in jeopardy.

4. This case is a 16-year-old female with no previous history of any psychiatric conditions, learning difficulties, or a diagnosis of attention deficit hyperactivity disorder. She is a high school sophomore and her parents have noticed that her mood seems to be “up and down.” She often falls asleep if not involved in a stimulating activity. Teachers at school note good performance on tests, but homework is frequently turned in late and she appears distractible and fidgety during class.  She works part-time as a waitress on the weekends but is in danger of losing her job due to frequent tardiness over the past 6 months.

5. This case is a 19-year-old male with 12 years of education who has worked in the field of construction successfully for the past 2 years. His girlfriend stated that he is often inattentive; she finds that he “spaces out” when they are talking and she frequently has to repeat information to him. He was involved in a car accident 6 months prior and sustained a very brief loss of consciousness, but his Glasgow Coma Scale at admission to the ED was 15/15. There was no evidence of pre- or post-traumatic amnesia.

 
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Phase Three: Progress Blueprint

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Phase Three: Progress Blueprint

(Phase Three: Progress Blueprint)

Revise and re-write

Identify and describe Phase Three distinctives features: purpose, goal, chief aim, role, and responsibility.

 

  • Purpose- The purpose of Phase Three is that I will make sure that Melissa is clear as to what she and I have decided that we are putting into action. She needs to know what and how she is going to move on with her next and future plans of moving forward with her life when she is not grieving. There are times when a counselee finds it easier to stay where they are (be it mad, sad, grieving). I want her to be successful with moving on and progressing with being happy.
  • Goal- The vision clarification that I have for Melissa is that I want her to know how to grieve successfully and know how to remember her friends in a loving manner. This is all a part of her grieving successfully.
  • Chief Aim-It is important for Melissa to learn how to grieve properly and execute properly how to handle her own problems before she can handle other people’s problems.
  • Role/Responsibility- The rapport that I want to continue building with Melissa is that I will still be here to listen when she has her good or bad days. During our sessions I will hear how her week went and how she handled her thoughts of her friends and how she decides to move past her thoughts those thoughts and focuses on what is happening in her life today. I will encourage her to smile and remember the good times that she shared with her friends but not to make her grieving take over her life. I will encourage her to grieve for a time but then move on and keep her friends as a memory. It will be my job to help Melissa have hope of a future where she can remember her friends as a good memory that she can share and think of. Maybe she can create a photo wall of her friends that she can look at when she feels the need to see them or talk with them. She can start by putting them in her bedroom. Then as she progresses she can move it into the hallway, then into the living room and then eventually into a photo album once she is able to function without seeing them on a regular basis. This will show her, her progress and enable her to see how far she has come and give her hope for future outcome on other successes. “This is small concrete steps that lead to small changes which eventually generate bigger changes (F.A.I.T.H.).”Briefly discuss the challenges you might face in Phase Three and identify/describe insights and /or techniques useful to maintaining forward progress.

(Phase Three: Progress Blueprint)

  • The challenges that Melissa might face in Phase Three are that at this point she may feel like she is done grieving and now she needs to be there for other people. I feel that at this stage she needs to understand that grieving takes time and must be done in a proper manner or it will hit people harder in later months. She may also feel that when she has a few good days or bad days that she that this is how all the others are going to be. I want to encourage Melissa to look deep inside herself and allow herself to feel what has happened to her. She has lost her friend and so far she has not showed any emotions. This has to affect her but she is just giving advice and remaining calm during the situation (Crossroads).

    During the supportive feedback break, what portrait, definitions, key thought, assessments, insights, wise counsel, action steps, and biblical insights do you need to reflect upon as you assess progress?

    I want Melissa to continue with biblical insight (Clinton & Hawkins, 2009, pg. 10) . It is important for her to understand how the Bible intertwines with real life. Therefore, I would have Melissa journal scripters that deal with hope. For example, Romans 12:12, I would give her the scriptures written on the top of a page and ask her to look them up and write them out. This would give her the chance to use her Bible and give her the chance to write out the scripture. I would then ask her to draw, paint, and color or take a photo what this verse looks like to her. This gives her the chance to visualize what the verse and give it a perspective. At the end of the session she would a photo album of hope that she and I would put together so that anytime she got down she could look at it and know how she views hope.

    In the event relapse, resistance, and or sameness is encountered, identify and describe techniques beneficial to action plans timely execution.

    If Melissa had a relapse I would encourage her through her hope journal. I would also encourage her though what I discussed in the first phase that I mentioned that I was concerned about with her not wanting to continue and I discussed that I would have Melissa sign an agreement for a certain amount of sessions. I would simply encourage Melissa to continue and let her know that I am there for her and let her know that we all get discouraged but I would like for her to continue with the sessions that her and I set up. I feel that just being there for her and letting her know that her and I set the sessions up for her sake would be encouragement enough for her to continue. If it was not then I would let her know that she did sign for a certain amount of time and I would want her to keep her word. If that did not work that I would ask her what she was missing that she felt the sessions were not giving her. There has to be a reason that she is giving up. Encouragement is my main focus.

    References(Phase Three: Progress Blueprint)

    Clinton T. & Hawkins, R. (2009). The quick-reference guide to biblical counseling. Grand Rapids, MI: Baker Academics.

    F.A.I.T.H for Solution Based Short Term Pastoral Counseling SBSPC

    Harrison, John K. (2007) Crossroads: A story of forgiveness. Lecture notes.

     

 
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Reflections on Death Perspectives

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Reflections on Death Perspectives

(Reflections on Death Perspectives)

Please Do A Comment Base In This Answers. Write At Least 140 Words In Each Answer, Take Reference From (2013-2018) If Is Possible, Academic References Please Because The Teacher Check It Out One By One. 

Comment 1

I work as oncology and death can occur at any time to my patients. I usually offer a bit of anti-anxiety medication since an impending death may not always be welcomed. Some patients transitioning into the actively dying stage, living becomes exhausting. They become tired, weak, struggling to eat, they feel uncomfortable, and even after chemotherapy, they struggle to taste. Mostly I deal with Hospice patients, and a potential patient death usually waits for me each time I clock in.

My death view was shaped a long time before I joined nursing. During my childhood, I watched cancer eating away as well as taking the majority of my family members. I even have watched my closest friend struggle with cancer currently. After graduating from nursing school, offering back to the oncology community was the only logical thing I could do. The experience has enabled me to empathize with my patients as well as their families. My view on death involves overwhelming sadness, heart-wrenching as well as anxiety-inducing. After working with my oncology patients, my view of death has changed to a more peaceful perspective.

One day death will occur to each of us. Through working in the oncology, I have realized that accepting death as a part of life have assisted me to live more fully (Foss, 2015). My fear of death has been eased through believing that there is life after death.

Comment 2

Suicide, whether it be done by a mentally ill person or a mentally healthy person, has become a common discussion. During my nursing internship, a nurse that I was working with and I walked in to check up on a patient and found that she had committed suicide in her bathroom. Till this day I wonder what caused her to feel that life was not worth living anymore? According to Bioethics A Primer for Christians, “Within the story of my life I have the relative freedom of a creature, but it is not simply “my” life to do with as I please”. I agree with the author. As creatures of God we are given the chance to decide many things, but one does not have the right to choose if one should live or die since we are not the creator. Instead, one should seek help from our creator and others to deal with the difficulties that may arise in our lives instead of deciding to end it all.

The Author goes on to say, “Understanding compassion and care in this way, we seek to learn to stand with and beside those who suffer — with them as an equal, not as a lord over life and death, but determined not to abandon them as they live out their personal histories up against that limit of death which we all share. For us, therefore, the governing imperative should be not “minimize suffering, “but “maximize care.” Again, I agree with the author, we are not the creator to decide who lives or dies. Watching someone suffer is difficult but one can help the person by providing comfort and care.

 
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Identificating specific health-promotion topic

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Identification of a specific health promotion topic, assignment help

(Identificating specific health-promotion topic)

Question description

The purpose of this assignment is to provide the student an opportunity to design a health promotion proposal specific to your role specialization.

Each student will write a scholarly paper that demonstrates graduate school level writing and critical analysis of existing nursing knowledge. The paper will be a minimum of 12 pages and maximum of 15 pages, using APA style.

There are multiple sections to the project. These include:

  1. Identification of a specific health promotion topic, along with a well-defined target population. This will be due in Week 1.
  2. Critically analyze the current literature related to this topic, which is due in Week 2.
  3. Create an intervention plan for the identified problem, which is due in Week 4.
  4. Create an evaluation plan for the intervention, which is due in Week 5, along with all other project sections.

The final project is due in Week 5 and will be composed of the above sections which you will adjust weekly based upon the feedback from your facilitator. All sections will be submitted in one document. Additional explanation for each section is provided in the relevant week’s directions.

Project-Specific Criteria:(Identificating specific health-promotion topic)

  • Clearly describe the health promotion/disease prevention problem specific to the target population.
  • Explain how the selected problem applies to advanced practice in the student’s role option.
  • Critically analyze the current literature related to interventions that address the problem related to communities from nursing, the sciences, and humanities.
  • Select an appropriate health promotion/disease prevention theoretical framework that applies to the problem.
  • Design an intervention to address the problem in the selected population/setting using appropriate epidemiological, social, and environmental assessments.
  • Design an evaluation plan to measure efficacy of the proposed intervention.

Choosing Your Topic 

The frist step in the project is to identify a topic appropriate for a health promotion project. There are multiple areas to look for acceptable projects, such as the Health People 2020 site, The Institute of Medicine, Centers for Disease Control (CDC), National Institute of Nursing Research (NINR), Agency for Health Care Research and Quality (AHRQ), and current literature in the South University library. You may also want to look at the websites for professional nursing organizations who may also have listings of health promotion priorities.

If you have any difficulty in identifying the topic, please talk to your instructor. Once you are clear on the area of interest, narrow the topic to something that is specific and measureable. For example, if you are interested in the care of the elderly, you may want to focus on a project to lessen the fall rate for the elderly.

Week 1 Project Task:(Identificating specific health-promotion topic)

Prepare a proposal in the form of a two-page paper which describes a detailed plan for the project. By Friday, July 29, 2016, post your proposal to the W1: Assignment 3 Dropbox. The facilitator will give you feedback that may require you to revise and refine your plan.

Assignment 3 Grading Criteria  Maximum Points
Identified an appropriate goal for health promotion. 10
Developed or proposed a specific, narrow, and focused intervention to address the goal. 10
Provided an explanation of the importance of the project relative to the students’ future advanced practice role. 10
Developed a plan to identify the needed data and information for creation of the project. 10
Followed APA Guidelines 10
Total: 50

create a PICO question base on the idea of “plasma rich platelet vs cortisone injection for pain management” Prepare a proposal in the form of a two-page paper which describes a detailed plan for the project. Use Rubric as heading to insure that it’s followed, also use the the Health People 2020 site, The Institute of Medicine, Centers for Disease Control (CDC), National Institute of Nursing Research (NINR), Agency for Health Care Research and Quality (AHRQ), and current literature as references.Use APA format..

 
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Social Politics of “Passing”

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Assignment 1: The Social Politics of “Passing”

(Social Politics of “Passing”)

Many people have had the experience of being informally tested for fitness for membership in a peer group. However, for members of an oppressed group who can pass as a member of the dominant group, such as members of a racial minority who look like members of the dominant group, “passing” takes on a special significance. One study (Stuckert, 1958) estimates that over 150,000 Americans with some degree of African American blood passed for white between 1861and 1950. For these individuals, it was a complex decision that had a profound impact on them as well as American history. Understanding the significance of passing and its impact on your work is important for your future as a social worker.

  1. ·    Submit a 2-page paper using APA formatting.
  2. ·    Also provide historical references and references from the resources.
  3. ·    In the paper, analyze the relationship between passing and privilege in North American society, identify at least two incidents where passing may lead to greater privilege, and explain the implications of passing on social work practice.

References (use at least 2)

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

Assignment 2: Recognizing and Responding to Those Who Self-Harm

For some adolescents, experiencing physical pain becomes a regular practice for managing psychological pain. Whether used as a coping mechanism, a way to express anger, or to deal with intense emotional pain, self-harming is often a call for help.

In school settings, faculty and staff are charged with protecting students, but how can they protect those students who choose to harm themselves? The importance of educators understanding the circumstances, causes, and effects of self-harming behavior so they can respond quickly and effectively cannot be overstated.

For this Assignment, consider your role as a social worker and think about how you would raise awareness for educators to respond to this increasing maladaptive coping mechanism.

  1.      Submit a 5 slide PowerPoint presentation explaining the indicators of self-harm, appropriate interventions, and follow-up steps for educators needing to respond to those who self-harm.

References (use at least 2-3)

Moorey, S. (2010). Managing the unmanageable: Cognitive behaviour therapy for deliberate self-harm. Psychoanalytic Psychotherapy, 24(2), 135–149.

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 
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Understanding Organizational Accident Factors

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Understanding Organizational Accident Factors

(Understanding Organizational Accident Factors)

Question description

I am only responsible for the this portion of the assignment: Explain what factors can play a role in organizational accidents similar to the one highlighted in the scenario:

  • How can organizational processes give rise to potential failures? 300 words

As a team consider the following scenario:

On Dec. 7, 2000, the Cincinnati OSHA office heard through media and police reports that there were two deaths at a nursing home in Ohio. OSHA determined that the FDA should take a lead role in performing an investigation.

Since the nursing home had many residents who had unhealthy respiratory systems, the nursing home routinely ordered and received tanks that contained pure oxygen. During one delivery, the supplier mistakenly delivered one tank of pure nitrogen in addition to the three tanks of pure oxygen that had been ordered. The nitrogen tank had both an oxygen and nitrogen label. An employee at the nursing home connected the nitrogen tank to the nursing home’s oxygen delivery system. This event caused two nursing home residents to die, and three additional nursing home residents were admitted to hospitals in critical condition. Within the following month, two of these three additional residents also died, bringing the total death toll to four.

Note: Based on accident # 837914 www.osha.gov.

Write a 1,050- to 1,400-word paper in which your team compares the Normal Accident Theory to the Culture of Safety model.

Include the following in your paper:

  • Explain what factors can play a role in organizational accidents similar to the one highlighted in the scenario:
    • How can organizational processes give rise to potential failures?
    • How can certain conditions influence errors and violations within the workplace? (e.g., operating room, pharmacy, intensive care unit)
    • The errors and violations committed by “sharp end” individuals
    • How the breaching of defenses or safeguards affect these accidents
  • Explain why the FDA, not OSHA, was responsible for investigating this case.
  • Explain how the Culture of Safety model could have been applied to reduce risk in this scenario.
  • Explain the five general principles used in the Culture of Safety model.
  • Explain actions that could have been taken to manage risk by applying each of the five general principles used in the Culture of Safety model to this scenario.

Cite at least 3 peer-reviewed, scholarly, or similar references and your textbook to support your information.

Format your paper according to APA guidelines.

 
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Catheter related UTI

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Catheter related UTI, health and medicine homework help

(Catheter related UTI)

Question description

 

Submit by 2359 (CT) Saturday at the close of Module 3.(Catheter related UTI)

Name Date:

Overview: “Information Retrieval Paper – Part 1”

This Module you will begin to develop an Information Retrieval Paper. This Assignment focuses on identifying appropriate evidence-based nursing practices related to specific problems you may identify as you work in the healthcare/workplace setting.

The goals of an Information Retrieval Paper are to (1) practice using APA format, (2) summarize and examine the strengths and limitations of research articles, and (3) prepare you for the Nursing Research Course where you will write a research paper using the skills you have learned completing this Information Retrieval Paper.

As a part of your Information Retrieval Paper, you will begin development of a research question using PICO format. Chapter 10 of the Role Development text book explains PICO. Be sure to develop your research question and then just below your research question delineate what the P, I, C, and O components of your question are.

For this Module 3 Assignment you will prepare a Title Page in proper APA format for your Information Retrieval Paper, identify three peer-reviewed articles, and summarize each article using APA format.

It may be helpful to look at the outline for the entire paper before you begin this Module’s Assignment. Assignments in this Module plus in Module 4 and 5 will address the Information Retrieval Paper.

Resources

APA Module*

http://isites.harvard.edu/icb/icb.do?keyword=apa_exposed (This is also printable. Follow instructions in the tutorial.)

Scholarly Writing Tips*

(*Available in the Resource section of this module)

MS Word Tutorial for Beginners:

https://www.youtube.com/watch?v=a_ddFubJ3tc

Choose the tutorials you need.

Review your course readings, lecture, and your Module 2 Resources before completing this module’s Assignment.

Performance Objectives

  • Identify a clinical problem in your workplace setting.
  • Develop an appropriate research question using PICO criteria and format.
  • Summarize 3 peer-reviewed, evidence-based articles/literature related to your clinical problem and research question.
  • Use correct grammar, punctuation, and APA format expected in writing professional papers.

Rubric and PICO Format(Catheter related UTI)

Use this rubric to guide work on the Module 3 assignment, “Information Retrieval Paper, Part 1.”

Research question must be stated in PICO format. See Chapter 10 of the Role Development textbook for the formatting. Be sure to address all four PICO components of the question.

Task

ê

 Accomplished Proficient Needs Improvement
Part 1:
Problem Identification
Research Question
Rationale for QuestionMust be constructed in the PICO format.
(Total 40 points)		 Identifies a clinical problem in the workplace that would be under a nurse’s control. (15 points)

Question is stated in PICO format. Problem, Intervention, Comparator, and Outcome is clearly stated. (15 points)

Clearly explains a rationale for the selection of a research question.(10 points)

 Identifies a clinical problem in the workplace but it is not under the control of a nurse (8 points)

Question is stated in PICO format but problem, intervention, comparator, and/or outcome is not clearly stated. (12 points)

Rationale is not clearly stated for the selection of a research question. (8 points)

 Does not clearly identify a clinical problem in the workplace.

(2 points)

Did not use PICO format at all when delineating the research question but does state a research question.

(5 points)

Provides no rationale for the selection of a research question.(0 points)
Part 2:
Title Page Components using UT Arlington College of Nursing Title Page Format(Total 10 points)		 Develops title page components in College of Nursing Title Page Format using APA format with no errors. (10 points) Develops title page components in APA format with no more than 3 errors. (7 points) Does not use College of Nursing Title Page Format or creates title page with more than 3 errors. (0 pts)
Part 3:
APA References and Summaries
Summarize peer-reviewed, evidence-based literature related to a clinical problem.
(Total 25 points)Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers. (Total 25 points)		 Clearly and concisely summarizes 3 professional, peer-reviewed articles that address a research question. (25 points)

No errors in APA formatting including grammar, spelling, headings, etc.

(25 points)

 Summarizes 3 professional, peer-reviewed articles that address a research question. However, summaries are not clearly stated leading to confusion of the article addressed. (20 points)

1-5 APA formatting errors including grammar, spelling, headings, etc.
(20 points)

 Summarizes 2 or less professional, peer-reviewed articles that address a research question.(15 points)

6 or more errors in APA formatting including grammar, spelling, headings, etc.

(10 points)

Preview of Information Retrieval Paper Criteria(Catheter related UTI)

In this module’s assignment, you will take the initial steps in composing an Information Retrieval Paper that you will complete during Part B of the course. Because the paper will be submitted in sections, may want to look at the entire paper in the table below.

APA Format Elements Timeline
Title Page in APA format Completion Timeline
APA format

Citations in the body of the paper

Headings

 Applicable each time sections are submitted
Writing style

Grammar

Spelling

Paragraphs of at least three well-written sentences

Organization and flow

 Applicable each time sections are submitted
Content Criteria Timeline
Introduction:

Identification of clinical problem in a workplace setting

Research question stated correctly

PICO format

Rationale for question

 To Be Completed Module 3
Summary of 3 peer-reviewed articles

Overview: Where did you search? How did you decide on the 3 articles?

3 article summaries

 To Be Completed Module 3
Critical Analysis

Completeness of analysis

 To Be Completed Module 4
Conclusion

Synthesis of key points for the 3 articles

 To Be Completed Module 5
Reference Page

Alphabetized

Sources cited in APA format

References complete

 To Be Completed Module 5

Part 1: Research Problem and Question using PICO Format(Catheter related UTI)

A.In the space below, identify the clinical problem in the workplace setting that will serve as the focus of your information retrieval paper. Make sure that the problem is one that would be under your complete control as a nurse.

Clinical Problem (Type in box below)

Urinary Tract Infection (UTI) in Hospitalized Patient. C

B. In the space below, compose a preliminary research question about the clinical problem that you identified in the workplace. Use this criteria in composing a preliminary research question:

– Question must relate to a clinical problem in the workplace.

– Question cannot be answered with a simple yes or no.

– The issue to be studied is under your complete control as a nurse.

– The question is open ended.

Delineate the PICO components of your question.

State your question

Then under the question

P (problem) =

I (intervention) =

C (comparator) =

O (outcome) =

Preliminary Research Question and Identified PICO Criteria (Type in box below)

Problem: Catheter related to Urinary Tract Infection

Intervention: urinalysis or urine culture is a test that done to look for the red blood cells, white blood cells and bacteria. For effective intervention, it is important to test for chemicals such as nitrites in urine. This test is important since can diagnose the infection.

Comparator: the clinician need to interfere to find out if the infection has spread to the kidneys or is just in the bladder. The patient must take antibiotic as a way of preventing the infection from spreading to the kidneys.

Outcome: in a successive treatment, the infection symptoms will go away within 24-48 hours. However, if you have kidney infection, it can take a week or longer.

  1. Compose a rationale that explains why you chose the research question. (Type in box below)

Rationale for Selecting the Research Question (Type in box below)

I chose this research question because nurses too often fail to give proper care to patient who confine to an indwelling Foley catheter. urinary tract infection is a significant disease that can harm the whole urinary track if not catch on time and treat adequately. Also, because I believe UTI is preventable. Thus, urinary tract infection is a sensitive issue that needs to be focus on.

  1. After completing this portion of the Assignment, go to this module’s Discussion,
    and follow the directions for sharing your research question. After receiving feedback
    from your colleagues, revise your research question, if necessary, in the space provided.

Revised Research Question (Type in box below)

  • Complete after participating in the Module 3 Discussion. Type your revised Research Question in the box provided below.
  • “What interventions can be done to decrease the risk of UTI related infections in patients with Foley catheters?”

Part 2: Title Page Components

In this part of the Assignment, you will record the parts of the title page for your Information Retrieval Paper by typing into the text boxes in the graphic organizer that follows the instructions chart.

(Catheter related UTI)

Content Criteria
Section or Section Title Description How-To and Tips
Use APA: The Easy Way, Second Edition.
  • 1” margins all around
  • Font – Times New Roman, 12 pt
  • Double-spaced
  • See APA: The Easy Way for formatting of paper.
  • Professional grammar, spelling, and punctuation, and paragraphs composed of at least 3 well-written sentences each
  • Select File – Page Setup…
  • Select Format – Font…
  • Select Format – Paragraph…
  • Select View – Header and Footer…
  • See “Scholarly Writing Tips”
 (Refer to the MS Word “Help and How To” links if you need help with any of these tasks.)

The short title should be in upper- and lower-case, or “Title Case.”
Entire paper
  • Just below Header, include a “running head” as shown below, left-justified: (Replace “CAPITALIZED ABBREVIATED TITLE” with an abbreviated version of your paper’s title.)
  • Title in upper half of page, centered, upper- & lower-cased letters (Title Case)
    • Title is content of unique paper, not assignment title.
  • Submitted by, Student name, RN
  • The following information centered, 1-2 inches from the bottom of the page: (Fill in course, faculty details.)

Running head: CAPITALIZED ABBREVIATED TITLE

In partial fulfillment of the requirements of

Course name and number

Faculty name, credentials

Submission date

 APA: The Easy Way. Second Edition, Pages 7 & 48.

The running head appears only on the title page, and includes the words “Running head.”

You can access the complete UTA directions and an example title page at
http://www.uta.edu/nursing/APAFormat.pdf

Your finished Title Page should resemble the Title Page right after this grid. See next page.

Title Page: UT Arlington College of Nursing Format

Running head: CATHETER RELATED UTI 1

In partial fulfillment of requirements of

Course name and number

Faculty name and credentials

Submission date

Part 3: APA References and Summaries

  • Select three peer-reviewed, evidence-based articles that address your research question.
  • Compose an overview about your choice of the three articles. Answer these questions:
    • Where did you search for articles?
    • How did you decide what articles to include?
  • Post references to the three articles in APA format.
  • Summarize the article and how it addresses your research question.

Overview

Where did you search for articles? How did you decide what articles to include?

I searched the articles on the internet. I decided what the articles to include basing on the clarity and relevance of the information contained in such articles. In my research, I was looking for professionally, scholarly and educational nature of the article.

Article 1

In the space below, post the reference for the first article in correct APA format.

O’sullivan, D.J. Fitzgerald, M.G., Meynell, M.J., & Malins, J. M. (2014). Urinary Tract Infection. British medical journal, 1(5228), 786.

In the space below, write a summary paragraph in APA format. Use scholarly writing to describe the article, the decision-making process you used to select the article, and how it addresses your research question. Use professional writing style.

The urinary tract infection is an infection that involves the ureters, kidneys, bladder and urethra. Any part of the urinary system can become infected. The farther up the urinary tract the infection is located, the more serious the infection can be. The UTI is more common in adults than in children. However, about 2% – 3% of the children get the urinary tract infection.

Article 2

In the space below, post the reference for the second article in correct APA format.

Lee, J.B., & Neild, G.H. (2013. Urinary tract infection. Medicine, 35(8), 435-456.

In the space below, write a summary paragraph in APA format. Use scholarly writing to describe the article, the decision-making process you used to select the article, and how it addresses your research question. Use professional writing style.

The symptoms of the urinary tract infections can either be complicated or uncomplicated. Uncomplicated infections can occur in health person and they are caused by Escherichia coli. On the other hand, the complicated infections are associated with functional, anatomical, or metabolic abnormalities of the urinary tract.

Article 3

In the space below, post the reference for the third article in correct APA format.

http://www.healthline.com/health/catheter-associat…

In the space below, write a summary paragraph in APA format. Use scholarly writing to describe the article, the decision-making process you used to select the article, and how it addresses your research question. Use professional writing style.

Ways to prevent catheter related UTI. Proper hands washing before and after handling the catheter; cleaning the catheter and the skin around the catheter every day. In addition, you must drain the drainage bag multiple times per day and keep the drainage bag below the bladder. Also making sure the catheter is not twist, changing out the catheter at least every month. Finally, the catheter must remove when there is no longer a need for it because the unnecessary use of catheters can be a cause for UTI.

Submitting Your Assignment:

(Save all assignment documents in MS Word 2007 version and later. MS Word 2010 is recommended. Open Office and Office 360 documents are to be saved as MS Word 2010 or Word 2013 before uploading into Blackboard for grading)

  • Click the word Assignment in the Module 3 folder.
  • Click on the words Information Retrieval Paper, Part 1. The assignment submission document will open.
  • Go to 2. Assignment Materials-Submission. Click Browse and navigate to your Desktop where you saved your paper. Select the final version of your paper to upload from your computer.
  • When you’ve selected your paper, click Attach Files and your saved assignment document should appear in the submission box just above the Attach Files button.
  • Click Submit at the bottom of the Assignment Submission screen and your saved document assignment will appear the gradebook with a green exclamation point that alerts your Academic Coach that your assignment is ready for grading.
 
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