Posts

Based Patient Teaching Direct

Based Patient Teaching Direct

teaching new born care to mother as a nurse.

rubric

Clear and concise discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs,Clear and comprehensive patient assessment data to support a deficient knowledge nursing diagnosis.

Open and closing remarks that capture patient’s attention.Clear and correct statement of 2 teaching objectives.Clear and organized presentation of evidence-based patient teaching

Direct eye contact and appropriate gestures/movements during teaching.Relaxed, self-confident nature and no mistake during teaching.

Use of clear speech and inflection, maintains the interest of the learner.

Clear/appropriate evaluation of patient’s response and effectiveness/ineffective ness of teaching.Reflective analysis of teaching including discussion of strengths and weaknesses.

Security Risk Assessment Tool

Security Risk Assessment Tool

 

Infrastructure Review

As a nurse executive leader, you may very well be tasked with the evaluation of the current technology safeguards, infrastructure, and regulations surrounding the security of the enormous amount of patient data collected in your organization. As nursing continues to increase point-of-care clinical technology, there is potential to increase vulnerabilities and risks with protected health information.

There are a variety of tools to assist with these evaluations.( HealthIT.gov has downloadable programs for a Security Risk Assessment Tool.)

Choose one of the Word documents, and do not choose the same one as your peers if possible.  

Analyze the Administrative, Technical, or Physical Safeguards using the corresponding SRA tool.

Include the following aspects in the discussion:

  • Complete a review of your own organization’s infrastructure using the chosen tool. If you are not working, choose an organization for which you once worked (the chosen tool does not need to be submitted). 
  • Seek assistance when needed from appropriate departments within your own healthcare institution
  • Summarize what you discovered during the review
  • How did the tool assist in your assessment?
  • Discuss one vulnerability that you have discovered
  • Discuss how you as a leader will protect your organization from outside threats

NOTE- JUST WRITE 100 WORDS.

Nurse Manager Orientation ”

Nurse Manager Orientation ”

 

AONL

Explore the American Organization for Nursing Leadership (AONL) 

 

Evaluate AONL “Education” activities.

Include the following aspects in the assignment:

  • Reflect on the value of leadership certifications to your career management plans
  • How would you use the “Essentials of Nurse Manager Orientation”?
  • As a leader, how will you promote continuing education in your nursing employees?
  • Share what surprised you in the “Education” tab
  • This is an informal reflection of 1-2 pages, but as always, proper sentence structure, grammar, and spelling is required.
  • Cite the AONL and any other references you may have used

Kendall Regional Hospital

Kendall Regional Hospital

rubric 

Provides the name and address of the organization. Details a clear description of the purpose of the organization.

Kendall Regional Hospital //11750 SW 40th St, Miami, FL 33175

Shows an excellent understanding of the population served at this organization. Mentions type of people attending these meetings.

Identifies professional services available in this setting

Discusses with detail the ways the organization communicates internally and with the community.

Discusses with detail the activities experienced during the community experience.

Follows the APA format without APA violations, grammar and spelling error

West Coast University Library

West Coast University Library

 1. There are many possible sources of literature available: for example, the West Coast University library electronic databases, such as Medline, Cinahl, and PubMed. Which specific scholarly articles did you use and why did you choose them for your topic? 

2.  Now that you have fully identified your change project, share it with your peers. Also, share some clinical questions that you might use with the topic and subtopics you chose to complete your research. Why did you and your preceptor decide that this is a needed change? How will this change occur?

1 page each and at least 1 scholarly article 

New School District Budget

New School District Budget

 

For this assignment, you will be writing a letter compelling a friend or family member to change either a behavior or a belief with which you disagree. Choose your own topic, but for example, this letter could petition an enthusiastic neighbor to scale down his blinding Christmas decorations, an immature cousin to take a gap year between high school and college, a grandparent to vote to pass the new school district budget, a friend to stop drinking, or a spouse to reconcile with an estranged sibling. Because the letter will be written to an individual of your choosing, you must tailor your language and logic to the person to whom you are writing. 

Two Children Ages 5

Two Children Ages 5

You are assessing a 25-year-old male patient of Haitian descent admitted as newly diagnosed with Diabetes type II on the Medical-Surgical Unit. He is married and has two children ages 5 and 2, and he is currently unemployed. He does not speak English and has no health insurance. He describes his religion as Seventh Day Adventist. Both his parents live in Haiti.

  1. What family and nursing theory or theories would be best utilized to properly assess this patient. Why?
    (be sure to include at least one nursing theory and one family theory. Keep in mind that theories should complement each other.)
  2. What approaches would you use to provide culturally sensitive care to this patient?

300 words , apa, not plagiarism

Concepts Covered Thus Far

Concepts Covered Thus Far

Renewable Energy

In this exercise, you will connect and apply course topics and concepts to a real-world scenario. Then, you will critically reflect and articulate some thoughts about your perceived learning, which can be a powerful bridge in the learning process. After reviewing your submission, your instructor will provide you with personalized feedback to further your learning and contribute to your understanding and application of the concepts.

Activity Instructions

Formulate, using your own words and thoughts, a two-paragraph written discussion that concisely* fulfills the following requirements:

  • Paragraph 1: Apply topics and concepts covered thus far in the course in telling a story that traces how, with current technology, energy from the sun could be used to power your cell phone. Make clear but general applications of specific topics and concepts; detailed explanation is not expected.
  • Paragraph 2: Based on your discussion in paragraph 1, formulate a discussion that reflects on your learning thus far in the course. In doing so, consider answering the following questions:
    • How did the knowledge you’ve acquired prepare you for developing paragraph 1?
    • How has the knowledge you’ve acquired affected your interest in the topics and concepts presented?
    • How will the knowledge you’ve acquired apply to ventures beyond this course?

à ¢  ‚¬

à ¢  ‚¬

  

TO DO LIST

1. PowerPoint Presentation and 

2. Presentation Script: This may be provided either as speaker’s notes or as a separate scriipt.

What You Need To Know: Read about how sharing what you know can lead to deeper learning and how studying concepts through different lenses can solidify understanding.

Assignment: Using a teaching case as an illustrative story, prepare a PowerPoint presentation and presentation scriipt that you might use to share what you have learned in this course with a group of your organization’s formal and informal leaders.

Prepare: Read a case study to prepare for this week’s assignment.

Assignment Overview

For the final assignment in this course you will prepare a PowerPoint presentation and presentation scriipt that you might use to share with your organization’s formal and informal leaders to prepare for engaging in an organizational change process. The Belmont Abbey teaching case will serve as the vehicle for illustrating your concepts. In your presentation, you will be expected to incorporate graphical displays of information and systems diagrams to explain the organizational dynamics of the case.

What You Need to Know

Deeper Learning Through Teaching

The following short articles highlight the power of explaining concepts to others and responding to their anticipated questions. “Teaching” as an authentic practice exercise is nearly as effective as actually teaching others. The Feynman Technique is simple and intuitive. If you apply it regularly throughout your doctoral program, it will become second nature. 

Farman Street. (n.d.). The Feynman technique: The best way to learn anything [Blog post]. https://fs.blog/2012/04/feynman-technique/

Rusczyk, R. (2013). Learning through teaching. https://artofproblemsolving.com/news/articles/learning-through-teaching

Two notable quotes from the readings above:

“Your ideas will never be more effective than your ability to make others comprehend them” (Ruscyzk, 2013, para. 1).

“…Richard Feynman understood the difference between knowing something and knowing the name of something…” (Farnum Street, n.d., para.3).

A Synopsis of Systems Thinking

This is a classic introduction to systems thinking that is easier to understand if you already have some background about systems. Often it is helpful to revisit recently learned concepts in a different format to help integrate and consolidate knowledge. When you read the Kim article below at this point in the course, after having studied systems thinking and archetypes as well as a change process that draws heavily upon systems thinking, it should seem familiar and reinforce your learning about systems thinking at the same time. The goal is for you to continue to increase your understanding of systems thinking concepts and tools and to gain facility in applying systems thinking to problems of practice in organizations. 

Kim, D. H. (1999). Introduction to systems thinking [PDF]. https://thesystemsthinker.com/introduction-to-systems-thinking/

Prepare: Case Study

Case in Practice

Read the following to prepare for this week’s assignment, Teaching Case Study: Belmont Abbey.

Anderson, R., & Roberto, M. A. (2016). Belmont Abbey College: Strategy formulation in turbulent times. Harvard Business Publishing.

Assignment Instructions

TEACHING CASE STUDY: BELMONT ABBEY

Preparation

For this assignment, you’ll prepare a PowerPoint presentation and presentation scriipt.

If you have not yet done so, read the following teaching case:

Anderson, R., & Roberto, M. A. (2016). Belmont Abbey College: Strategy formulation in turbulent times. Boston, MA: Harvard Business Publishing. 

Review the Guidelines for Effective PowerPoint Presentations [PPTX].

The PowerPoint slides should follow the presentation standard guidelines specified in the above. Your slides must include graphical displays of information and system diagrams to explain the organizational dynamics of the case to your students. Your slides should also incorporate information provided in the case exhibits.

The scriipt will be your teaching narrative that includes explanations of each slide that will enable your students to understand the concepts. Use the feedback on your assignment in Week 7 to clearly and accurately address all components of the lesson. Anticipate questions and areas of confusion as you complete your assignment, so your plans are comprehensive and learner focused. 

Include graphics as appropriate, and incorporate information provided in the case.

Assignment Scenario

Assume that you are a formal or informal leader in your organization. You, along with your supervisor (or the rest of your leadership team) are engaged in a study of your organization’s challenges and strategic position with the intention of developing and implementing a series of improvement initiatives. You have shared some of the ideas in this course in casual conversation with others on the team and stimulated their interest. As a result, you have been asked to present the course’s concepts to everyone on the team so they, too, can begin to broaden and deepen their thinking about organizational learning, change, and improvement.

You decide to use a teaching case, Belmont Abbey, to help your team develop an understanding of the key course concepts. For this task you’ll develop a set of teaching materials in the form of a PowerPoint presentation and corresponding scriipt that convey the course concepts. Using examples from the case, you’ll enable your team to develop an understanding of systems thinking, systems archetypes, and change and action research inquiry processes. In developing these teaching materials, you will be synthesizing course concepts and gaining a deeper understanding of their application to problems of practice.

Instructions

Create a PowerPoint presentation and corresponding scriipt (or speaker’s notes) that consists of the following bolded components:

Introduce the case.

Preliminary Introduction of the Case: Summarize the case for your team. 

Provide a synopsis of the Belmont Abbey case that enables the intended audience to understand the case, including events, stakeholders, and challenges that will be analyzed.

Use disciplines of learning organizations to analyze problems of practice.

Disciplines: Apply the lens of the four core disciplines (personal mastery, mental models, team learning, shared vision) to the case, and provide an analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organization’s problems.

Analyze the organizational disabilities and systems archetypes present in the case.

Systems Archetypes: Explain and map at least one example of a systems archetype can be seen in the case. Include at least one systems map as part of your presentation.

Recommend change management strategies for the organization based on the case.

Critical-Thinking Tools: Prior to suggesting change management strategies, demonstrate critical thinking tools to identify assumptions the stakeholders in the case may have made, and develop a set of questions you would ask to help the stakeholders in the case uncover their assumptions and clarify the steps needed for future progress. Reference Paul and Elder’s 

Critical Thinking: Tools for Taking Charge of Your Learning and Your Life text in your comments.

Four-Stage Change Process: Describe and explain how the four-stage process could be used by the Belmont Abbey leaders to improve the strategic planning process that enhances the chances of success for one of the college’s initiatives. Explain how your set of questions would help uncover stakeholder assumptions and clarify steps needed for future progress. Refer to Stroh’s Thinking for Social Change text. 

Propose an inquiry model to plan for next phase of organizational improvement.

Inquiry Cycle: Demonstrate and explain how an inquiry model such as ARPP/action research could be use by the college leadership to plan the next phase of improvement or change.

Recommendations: Provide a set of specific practical recommendations about how the president should proceed. 

Demonstrate how your recommendations align with the college’s mission, vision, and values.

Questions: Conclude with at least 3 discussion questions you would pose to help uncover team members’ assumptions and facilitate their inquiry into and understanding of the key concepts you have presented.

Additional Requirements

Length of Presentation: As needed to support the assignment requirements.

References: As needed to support your analysis. Include a references list slide at the end of your PowerPoint presentation.

Presentation Script: This may be provided either as speaker’s notes or as a separate scriipt.

APA Style and Format: Be sure to use proper APA citation style throughout your presentation.

SCORING GUIDE REQUIREMENTS

1. Provides a well-crafted and organized synopsis of the Belmont Abbey case that enables the intended audience to understand the case, including events, stakeholders, and challenges that will be analyzed.

2. Applies the lens of the four core disciplines (personal mastery, mental models, team learning, shared vision), and provides an insightful and comprehensive analysis of the extent to which the disciplines reveal organizational dynamics and contribute either to organizational learning or to the organization’s problems.

3. Analyzes the organizational disabilities and systems archetypes present in the case, including at least one systems map, using specific evidence from the case.

4. Identifies a set of questions to uncover stakeholder assumptions and clarify steps needed for future progress and explains why the questions will be effective.

5.Explains how the four-stage change process could be applied to the case, providing examples, citations, or other supporting arguments.

6. Presents and action plan based on an inquiry model such as ARPP/action research to describe what has occurred or to plan the next phase of improvement or change, providing examples, citations, or other supporting arguments.

7. Recommends ways the president should proceed that align with the college’s mission, vision, and values, providing examples, citations, or other supporting arguments.

8. Communicates with exceptional clarity, including evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics.

Competency 1: Apply systems thinking principles and tools to problems and organizations.

Analyze the organizational disabilities and systems archetypes present in the case, including at least one systems map.

Competency 2: Use disciplines of learning organizations to analyze problems of practice.

Apply the lens of the four core disciplines (personal mastery, mental models, team learning, shared vision) to the case, and provide an analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organization’s problems.

Competency 3: Apply critical thinking to evaluate ideas and in interactions with others.

Identify a set of questions to uncover the team members’ assumptions and facilitate their inquiry into and understanding of the key concepts presented.

Competency 4: Apply a change model to a problem of practice.

Explain how the four-stage change process could be applied to the case.

Present an action plan based on an inquiry model such as 

ARPP/action research, and explain how it could be used by the college leadership to plan, implement, and evaluate the next phase of improvement or change.

Recommend ways the president should proceed that align with the college’s mission, vision, and values.

Competency 5: Communicate clearly, supporting a central idea in appropriate format with correct grammar, usage, and mechanics.

Provide a synopsis of the Belmont Abbey case that enables the intended audience to understand the case, including events, stakeholders, and challenges that will be analyzed.

Communicate clearly, supporting a central idea in an appropriate format with correct grammar, usage, and mechanics.

RESOURCES AND REFERENCES AVAILABLE- 

Books:

Paul, R., & Elder, L. (2012). Critical thinking: Tools for taking charge of your learning and your life (3rd ed.). Rowman & Littlefield Publishing.

Stringer, E. T., & Aragon, A. O. (2021). Action research (5th ed.). Sage.

Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results. Chelsea Green Publishing.

Other sources:

Casciaro, T., Edmondson, A. C., & Jang, S. (2019). Cross-silo leadership. Harvard Business Review, 97(3), 130–139.

Duhigg, C. (2016). What Google learned from its quest to build the perfect team. The New York Times Magazine.

Grogan, M. (Ed.). (2013). The Jossey-Bass reader on educational leadership (3rd ed.). Jossey-Bass.

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Rev. ed.). Currency.

Nature Versus Nurture Debate

Nature Versus Nurture Debate

Question 1

List at least four careers for each of these areas of psychology.

After researching these areas, did you find any careers that interested you? Why or why not? 

 What did you find to be the most interesting aspect about of these subspecialties in psychology? 

Question 2

 

Nature (Biology) versus Nurture (Environment) Debate

Watch the brief interview of Dr. Laurence Steinberg about nature’s versus nurture’s impact on human development.

In  this video with accompanying transcript, Dr. Laurence Steinberg,  Professor of Psychology at Temple University, explains the latest  research findings into the nature versus nurture debate, highlighting  the need to break down the false dichotomy between genes and the  environment.