Outline of Use of Power to Authorize Staff

Outline of Use of Power to Authorize Staff Order Instructions: 1.Introduction: outline of use of power to authorize staff

2. define power and empowerment
3.Method: use power to deputizing form
4. other than power, how to empower subordinates e.g. coaching
5. conclusion
The assignment format:
3cm left and right margins
doubled spaced
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All borrowings from other sources must be properly referenced and a reference list must be included at the end.

Outline of Use of Power to Authorize Staff Sample Answer

Introduction

Effective and empowering leadership in modern healthcare institutions is relatively useful in advancing profitability and skills among nurses and other health professionals. Furthermore, in a real situation, successful health leaders use their authority and power in empowering their subordinate staffs. The act of empowering subordinate staffs is relatively useful in advancing services offered in healthcare institutions. Additionally, the process of empowering subordinate staffs increases teamwork among healthcare professionals (Tomey, 2009). Therefore, based on the current trend in contemporary healthcare institutions, the use of the available resources and powers in empowering healthcare professionals is relatively critical in advancing their efficiency and effectiveness

Based on the available numerical evidence, there are justifiable and compelling reasons for empowering nurses and other health professionals. In most instances, powerless nurses are unproductive and ineffective in their operations. In addition, powerless nurses are always dissatisfied with their jobs and are more susceptible to depersonalization and burnouts. Therefore, nurses’ powers consist of three critical components, an appreciation that there are power and effect on their services, psychological beliefs on individual ability and power to perform, and the need to create the necessary environment for empowering nurses. Studies further reveal that competent nurses use their powers and position in advancing their professionals skills and improving community health status (Bradbury‐Jones, Sambrook & Irvine, 2008).

In addition, empowering of nurses is critical in helping them adopt and make effective utilization of emerging technology to improve healthcare services. However, although the healthcare sector has made tremendous changes in its operations, the available data reveals that there are insignificant changes in nurse training programs. For instance, studies indicate that despite endless effort to facilitate gender equality in modern healthcare services, 95% of nurses in the world healthcare institutions are women (Tomey, 2009). Furthermore, in spite of the existence of numerous feminist movements, women nurses lack the necessary power to execute their duties (Lautizi, Laschinger, & Ravazzolo, 2009). Therefore, to progress in the modern ever-changing and complicated healthcare sectors, health leaders and scholars should come up with reliable and productive policies for empowering nurses.

Definition of power and empowerment and Outline of Use of Power to Authorize Staff

Health professionals and scholars describe power as the ability to influence, control, and dominate other health professionals. In addition, power is the ability to ensure that other healthcare professionals undertake their responsibility with limited challenges and criticism. Power in the healthcare sector also involves individuals’ ability to mobilize the available resources and use their skills in helping an organization attain its goals and long-term plans. Furthermore, scholars reveal that health professional powers should include caring practices by nurses that help in empowering patients and family members. Modern scholars further view power as an infinite and positive force that helps in the establishment of the environment that frees professionals from unnecessary oppression and discrimination (Gilbert, Smith, & Leslie, 2010).

Health experts have identified several types of power, expert power, normative power, coercive power, and legal power. However, despite the existence of various powers in modern settings, the most effective and applicable form of power in the healthcare system is expert power. Health scholars define expert powers as individuals’ ability to influence other professionals by possessing the skills and knowledge that are essential and useful to others. An expert power also helps in ensuring that health professionals and most specifically nurses have healing and transformative powers. In most instances, healing and transformative power are critical in supporting the power of caring that is essential among nursing professionals (Caspar & O’Rourke, 2008).

In modern healthcare settings, power is critical and necessary in influencing group and individual behaviors and professional skills. As a result, nurses require substantive powers in order to influence their actions, patients’ activities, physicians and skills, and operations of other healthcare professionals. In most instances, powerless nurses are ineffective and less influential in advancing the quality of services offered in modern healthcare institutions. In addition, powerless nurses express dissatisfactions with their job hence increasing changes for professionals turn and depersonalization. Furthermore, the existence of powerless nurses could lead to poor patient outcome. Equally, studies reveal that powerless nurses have limited morale and motivation of executing their duties (Stewart, McNulty, Griffin & Fitzpatrick, 2010).

In order to realize the significance of empowering nurses, nurse’s power over the nursing operation and practice should include educational factors, social needs, and cultural practices and values. Cultural and social factors should aim at eliminating the perception that nursing is the role of women. Instead, nursing professionals should involve both male and female professionals. The inclusion of both genders in the management of nurses will be critical in empowering the profession. On the other hand, educational factors should aim at improving nurses’ professional skills and position in the entire healthcare system. Historically, nurses attained their training in the hospital as opposed to colleges and universities. The act of training nurses in hospitals lower nurses’ status and relation with other healthcare providers.

Besides, studies indicate that a good number of nurses are diploma holders (Tomey, 2009). As a result, the low education level among nurses has regrettable effects in lowering the power and position of nurses in modern healthcare institutions. Therefore, improving the educational levels among nurses will be relatively useful in making nurses powers productive in modern healthcare institutions. In addition, the multiple entry levels to nursing professionals is a major challenge that the dissipate nurse influence in the modern healthcare system (Gilbert, Laschinger & Leiter, 2010).

Consequently, based on the current position and influence of nurses in modern health settings, the profession requires significant transformation. Current lack of power among nurses is due to societal reluctant to accept the role of nurses in advancing the society health situation. In addition, nurses are unwilling to insert their power and influence in modern healthcare institutions. Studies further reveal that nurses in undeveloped and developing states have difficulties in appreciating and acknowledging their influence and power to the society (Tomey, 2009). Furthermore, society views power as an outcome of masculinity and contrary to the caring role of nurses. Essentially, nurses’ role in a healthcare institution is more of femininity and caring that requires powerless professionals. Therefore, a good number of modern nurses are unwilling and reluctant to use and access power due to the nature of their profession (Rhéaume, Clément, & LeBel, 2011).

On the other hand, modern scholars collectively agree that health professionals acquire power through empowerment process. As a result, empowerment is the act of raising social structure in the workplace that enables employees to get satisfied with their jobs. In most instances, empowerment emerges from relationships as opposed to influence, authority, and control. In addition, empowerment involves two critical steps, group attribute and change in the individual trait. Therefore, empowerment may emerge from own psyche or working environment. Studies reveal that highly motivated nurses have the ability and skills of empowering and motivating others thorough systematic sharing of new ideas and innovations. Furthermore, empowered nurses have limited job strains and burnout in their operations (Cole, Ouzts, & Stepans, 2010).

On the contrary, disempowered nurses experience a sense of frustration and are unable to act in demanding situations. Modern scholars further assert that the main contributor for powerless nurses is the fact that nurses do not understand the most effective mean of developing power from their relationship. Similar to women in society, nurses should empower themselves by establishing and maintaining an effective and productive relationship (McGuckin, Storr, Longtin, Allegranzi, & Pittet, 2011).

The theory of structural empowerment is relatively useful in explaining some of the most reliable means of establishing a mutual relationship among nurses. The theory states that the creation of productive relationship will be paramount in empowering healthcare professionals. Theory of structural empowerment further indicates that powers an opportunity in an organization are relatively vital in empowering healthcare professionals. Therefore, in order to support the entire empowerment process, healthcare institutions should provide empowerment opportunities to facilitate maximal organization success and effectiveness. Consequently, nurses have the mandate of using opportunities created by modern healthcare settings in empowering and positioning themselves effective in modern society.

Recent studies further present four critical contributors to nurses’ empowerment (Tomey, 2009). First, health leaders and managers should provide advanced empowerment opportunities by involving nurses in the management of the health centers. Secondly, healthcare leaders should ensure that nurses access all critical information regarding the operation and management of healthcare centers. Nurses should as well have access to all resources that could enhance systematic professional development. Finally, managers have the mandate of offering the necessary development support to all nurses (Regan & Rodriguez, 2011)

Modern health scholars further assert that empowerment is a continuous process and vary from one health institution to another. Furthermore, empowerment responds to a change in structural condition and work settings. In most instances, employees’ behaviors and empowerment occur when an organization is structured to provide the necessary development and empowerment opportunities. Further studies indicate that organizational interaction strategies are critical in empowering healthcare professionals. Therefore, in order to realize nurses’ empowerment, modern healthcare institutions should ensure that all professionals take an active role in an organization’s management, job enrichment, and in making meaningful organization decisions. The available literature further reveals that structural empowerment is critical in improving job satisfaction level. Consequently, nursing leaders should adopt a policy of empowering themselves by accessing empowering working environment structures (Mills & Hallinan, 2009).

Additionally, scholars observe that the empowerment is largely a psychological experience. In most instances, empowerment is personals attribute and motivational construct as opposed to environmental influence. In an ideal situation, empowerment plays a critical and noticeable role in enhancing personal and professional effectiveness and efficiency. In addition, studies indicate that the empowerment process involves four critical cognition initiatives impact, self-determination, meaning and competencies (Tomey, 2009). Meaning in the entire motivation process emerges when there is congruence between nurses’ job requirement and nurse behaviors, value, and beliefs. On the other hand, competence is confidence on individual ability to perform the set job successfully. Self-determination is the feeling of control that emerges from an individual skill and confidence. The impact is a sense of having the ability to influence critical organizational outcomes.

Use of power to deputise form

In modern healthcare institutions, nurses and other professionals use their power to deputise their leaders. Besides, a good number of successful healthcare professional leaders use their power in delegating their role to other health professionals including nurses. Therefore, based on the complicated nature of managing modern healthcare institutions, nurses have the role of understanding their duties as deputy leaders. Equally, modern training institutions should ensure that nurses have the necessary leadership skills and competence for enabling them to serve as deputy leaders. Nurses also have an individual and collective responsibility of practicing their leadership skills in their duties (Clark, 2010).

On the other hand, in delegating their works, nurse managers should understand and make effective utilisation of the existing empowerment models. First, before delegating power to subordinate staffs, nurse manager should identify duties that require delegation. In most instances, top leadership in modern healthcare setting delegate simple and less demanding work to their deputies. Therefore, understanding the most appropriate job to delegate will be useful in minimizing job confusion and conflict of interested. Equally, deputy nurses should have the skills of executing the delegated job with limited constraints. In addition, in order to empower nurses, nurse managers should ensure that they delegate most of their technical work to increase employees’ leadership experience

Serving as deputy nurse in any healthcare setting is also a critical undertaking in empowering nurses. Therefore, nurses who serve as deputy leaders should play a noticeable role in identifying and establishing the organisation objectives. Nurses should also understand and appreciate the significance of serving as deputy leaders. Deputy Nurses should also understand their influence in the new position and the most reliable mean of using the new position in empowering other nurses. In addition, deputy nurses have the mandate of understanding their role in improving services offered in healthcare institutions (Rezaei-Adaryani, Salsali & Mohammadi, 2012).

In an ideal situation, the role of empowered deputy nurses is to act and execute duties on behalf of their leaders. Deputy Nurses also have the mandate of demonstrating nurses’ role in enhancing the success of the entire organization. Therefore, in their deputy role, nurses should use the new opportunity and serve on behalf of other nurses. In addition, nurses who serve as deputy leaders should create favorable empowerment environment for other nurses. Deputy Nurses also have the mandate of demonstrating nurses’ leadership skills to other professionals. Studies further reveal that nurses who serve as deputy leaders have the role of developing effective and realistic action plans for improving nurses’ position in contemporary healthcare institutions (Rezaei-Adaryani, Salsali & Mohammadi, 2012)

Nurses who serve as deputy leaders should as well assist in developing skills of other employees in order to strengthen the entire organization. Ideally, nurses have essential skills that enable them to create a favorable development environment. Deputy Nurses also have the sole responsibility of making decisions on behalf of other health professionals. Therefore, deputy nurses have the mandate of allowing a subordinate to make critical mistakes and learn from the committed mistakes. In addition, empowered and successful nurses do not have the mandate of making decisions on behalf of subordinates. Instead, deputy nurses should use their positions in creating an environment for developing individual skills. In addition, the leader should desist from telling other nurses on the most effective means of executing their duties. Instead, nurse managers should help nurses in rectifying the committed mistakes (Clark, & Davis Kenaley, 2011)

How to empower subordinates

Healthcare managers have the mandate of empowering their staffs and most specifically nurses. Empowerment in healthcare settings describes employee mindset on autonomy, responsibility, capability, and accountability. Empowered health professionals have the skills and competence of ensuring that the organizations attain their objectives in the most cost-effective manner. Therefore, by considering the encouraging benefits of empowered health professionals, healthcare managers should empower their employees by creating and fostering the favorable environment that supports teamwork. So far, scholars have identified various strategies and methodology for empowering their workers (Gianfermi & Buchholz, 2011)

Coaching is one of the key empowerment strategies in contemporary healthcare institutions. Coaching empowers nurses by ensuring that they get the support essential in assisting them to attain their professional and personal goals and objectives. In the modern healthcare system, coaching involves two critical methods, formal training, and informal training. Formal training involves the process where healthcare professionals use their existing institutions to improve their skills. Formal training also involves the use of qualified professionals to help nurse understand their role in modern healthcare institutions. Moreover, formal training has a specific objective that it intends to achieve within a given period. On the contrary, informal coaching involves training employees in a non-formal environment. Largely, informal training takes place in working places and involves systematic interaction with colleagues and other health professionals. In most instances, informal motivation is less costly and does not have a specific target goal (Çavuş & Demir, 2010).

Creating a favorable and welcoming environment is also another reliable strategy for empowering professionals in modern health institutions. Studies reveal that creating a friendly and fun working environment is essential in empowering and motivating nurses (Rezaei-Adaryani, Salsali & Mohammadi, 2012). Nurses who work in a friendly environment get the chance to learn new skills from their colleagues and leaders. Creation of favorable working environment is also vital in ensuring that nurses have an effective opportunity for exercising their learned skills. Sharing of new ideas in a favorable working environment is also critical in empowering staffs. Leaders in modern healthcare institution also use the existing environment in identifying leadership skills among professionals. The favorable environment also gives leaders the necessary opportunity for challenging the underperforming professionals in a mutual and constructive manner (Rao, 2012)

Encouraging the creation of mutual and productive teamwork is also critical in empowering health professionals. Furthermore, in order to empower nurses, healthcare leaders should support and encourage outside team-building activities. Outside team-building enables nurses to understand operations and work that is outside their working place. In addition, successful and effective teamwork assists in supporting internal skills development. Groups also create reliable opportunity where professionals could interact and share productive skills that support both professionals and personal development. Teamwork also ensures that less performing professionals learn from their colleagues on some of the most productive skills for advancing their performance. In addition, healthcare leaders use groups to identify professionals with unique skills that can assist an organization to attain its goals (Men & Stacks, 2013).

The provision of skills training is also critical in empowering health professionals. A good number of the current successful healthcare institutions have useful and productive training programs. In most instances, successful organization use seminars and conferences for empowering their professionals. Seminars and conferences provide interaction opportunities for juniors professionals and experienced scholars. Seminars and other training opportunities are also vital in educating nurses on emerging skills and competence. Equally, training programs empower nurses by demonstrating leaders’ confidence in their skills and contribution. Healthcare leaders spend a huge amount of the institutional resources in ensuring that all employees have the opportunity of advancing their professional and personal skills. The act of spending huge resources to improve employees’ skills plays a critical role in motivating and empowering health professionals (Engström, Wadensten, & Häggström, 2010).

Provision of positive reinforcement among performing nurse is also a key initiative towards empowering nurses. In most instances, reinforcement initiatives aim at encouraging employees improves their performance. Additionally, reinforcement initiatives are critical in defining and shaping employees’ position in an organization. Provision of reinforcement also helps healthcare institutions offer the necessary incentives to well-performing nurses. Incentive plays a critical role in making the nurse feel the importance of their contribution to the modern health system. Incentives are also useful in helping organizations maintain their high performing professionals. Studies reveal that empowered professionals have the willingness to being associated with organizations that help them attains their career goals. Therefore, incentives that support professional development are paramount in empowering nurses and other health professionals (DeFrino, 2009)

Outline of Use of Power to Authorize Staff Conclusion

Subsequently, based on the available wide range of empirical evidence, nurse power is relatively vital in defining the success of modern healthcare institutions. Competence and empowered nurses play a critical role in improving services offered in modern health services. Studies further indicate that empowered nurses are relatively useful in supporting the management of contemporary health institutions. The available data further present various strategies and means of empowering nurses and other health professionals. As indicated in the available literature, healthcare institutions have a critical role in providing an appealing and favorable empowerment environment. The existing theories and model further highlight the role of nurses and leaders in supporting nurses’ empowerment initiatives. Modern scholars also collectively agree that nurses’ powers emerge from three critical components, the knowledge that there is power ineffective relationship and interaction, psychological beliefs, and provision of effective empowerment environment. Therefore, to motivate and empower nurses, healthcare leaders and other professionals have a collective responsibility of creating a favorable environment for supporting and appreciating nurses role in the modern healthcare settings

Outline of Use of Power to Authorize Staff References

Bradbury‐Jones, C., Sambrook, S., & Irvine, F. (2008). Power and empowerment in nursing: a fourth theoretical approach. Journal of Advanced Nursing, 62(2), 258-266.

Caspar, S., & O’Rourke, N. (2008). The influence of care provider access to structural empowerment on individualized care in long-term-care facilities. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 63(4), 255-265.

Çavuş, M. F., & Demir, Y. (2010). The impacts of structural and psychological empowerment on burnout: research on staff nurses in Turkish state hospitals. Canadian Social Science, 6(4), 63-72.

Clark, C. M., & Davis Kenaley, B. L. (2011). Faculty empowerment of students to foster civility in nursing education: A merging of two conceptual models. Nursing Outlook, 59(3), 158-165.

Clark, F. A. (2010). Power and confidence in professions: Lessons for occupational therapy. Canadian Journal of Occupational Therapy, 77(5), 264-269.

Cole, S., Ouzts, K., & Stepans, M. B. (2010). Job satisfaction in rural public health nurses. Journal of Public Health Management and Practice, 16(4), E1-E6.

DeFrino, D. T. (2009). A theory of the relational work of nurses. Research and theory for nursing practice, 23(4), 294-311.

Engström, M., Wadensten, B., & Häggström, E. (2010). Caregivers’ job satisfaction and empowerment before and after an intervention focused on caregiver empowerment. Journal of nursing management, 18(1), 14-23.

Gianfermi, R. E., & Buchholz, S. W. (2011). Exploring the relationship between job satisfaction and nursing group outcome attainment capability in nurse administrators. Journal of nursing management, 19(8), 1012-1019.

Gilbert, S., Laschinger, H. K., & Leiter, M. (2010). The mediating effect of burnout on the relationship between structural empowerment and organizational citizenship behaviors. Journal of Nursing Management, 18(3), 339-348.

Gilbert, S., Smith, L. M., & Leslie, K. (2010). Towards a comprehensive theory of nurse/patient empowerment: applying Kanter’s empowerment theory to patient care. Journal of Nursing Management, 18(1), 4-13.

Lautizi, M., Laschinger, H. K., & Ravazzolo, S. (2009). Workplace empowerment, job satisfaction and job stress among Italian mental health nurses: an exploratory study. Journal of nursing management, 17(4), 446-452.

McGuckin, M., Storr, J., Longtin, Y., Allegranzi, B., & Pittet, D. (2011). Patient empowerment and multimodal hand hygiene promotion: a win-win strategy. American Journal of Medical Quality, 26(1), 10-17.

Men, L. R., & Stacks, D. W. (2013). The impact of leadership style and employee empowerment on perceived organizational reputation. Journal of Communication Management, 17(2), 171-192.

Mills, J., & Hallinan, C. (2009). The social world of Australian practice nurses and the influence of medical dominance: An analysis of the literature. International Journal of Nursing Practice, 15(6), 489-494.

Rao, A. (2012). The contemporary construction of nurse empowerment. Journal of Nursing Scholarship, 44(4), 396-402.

Regan, L. C., & Rodriguez, L. (2011). Nurse empowerment from a middle-management perspective: nurse managers’ and assistant nurse managers’ workplace empowerment views. The Permanente Journal, 15(1),99-101.

Rezaei-Adaryani, M., Salsali, M., & Mohammadi, E. (2012). Nursing image: An evolutionary concept analysis. Contemporary nurse, 43(1), 81-89.

Rhéaume, A., Clément, L., & LeBel, N. (2011). Understanding intention to leave amongst new graduate Canadian nurses: a repeated cross sectional survey. International Journal of Nursing Studies, 48(4), 490-500.

Stewart, J. G., McNulty, R., Griffin, M. T. Q., & Fitzpatrick, J. J. (2010). Psychological empowerment and structural empowerment among nurse practitioners. Journal of the American Academy of Nurse Practitioners, 22(1), 27-34.

Tomey, A. N. N. (2009). Nursing leadership and management effects work environments. Journal of Nursing Management, 17(1), 15-25.

Critical Thinking Worldviews Assignment

Order Instructions:

CRITICAL THINKING WORLDVIEWS ASSIGNMENT INSTRUCTIONS

Overview:
1. Answer the following questions in 2 clearly separate parts I, II (500 words).
2. Be sure to answer every question.
3. Meeting the minimum word count as required for each part (I, II) is important.
a. Do NOT include the question as part of your word count
b. Direct quotations should be short and limited
4. Quotations and material used from other sources should be cited using current APA formatting (whichever corresponds to your degree program).
5. Check your work for spelling and grammatical errors.
6. Be sure to do your own work, do not plagiarize.

I. Part One: (250 words)
1. Select ONE of the worldviews (Secular Humanism, Hinduism, Buddhism, Islam) that have been considered in the course content.
2. Using course content and/or sources outside of the course, complete the following-
How would the worldview that you selected answer:

i. The Question of Origin –
ii. The Question of Identity –
iii. The Question of Meaning/Purpose –
iv. The Question of Morality –
v. The Question of Destiny –

II. Part Two: (250 words)
1. Compare and contrast your selected worldview’s answers (as given in Part One) to a Biblical/Christian worldview.
2. Do not just copy and paste, but you may wish to refer back to your Worldview Assignment from Module/Week 3.

i. The Question of Origin –
ii. The Question of Identity –
iii. The Question of Meaning/Purpose –
iv. The Question of Morality –
v. The Question of Destiny –

HERE IS MY ASSIGNMENT THAT YOU CAN COMPARE WITH FOR PART TWO…..

Worldview Assignment

I. What is Worldview?

Like just about anything in this world that can be argued, discussed, or perceived; “worldview” has many definitions or meanings. According to Merriam-Webster; “worldview is the way someone thinks about the world.” I like to think of this term as a framework of ideas and attitudes about the world, ourselves, and life, a comprehensive system of beliefs.

II. Articulate the Biblical/Christian Worldview

1. The Question of Origin –

Genesis 1:1, John 1:1-3
In the beginning…. “GOD”. God the Creator was already there in the beginning who is an eternal, triune Being in the persons of the Father, the Son, and the Holy Ghost. The Almighty God spoke the world into existence, and all things exist according to His intelligent design.
2. The Question of Identity –

Genesis 1:26-28, Genesis 2:7
God created man in His own image and in His likeness as we know that Jesus (God the Son) came to this Earth as a Man. The Bible tells us that God formed man out of the dust, and breathed the breath of life into his nostrils, and mankind became a “living soul”, unlike all other created beings. The Bible tells us that man has dominion over all other living things, and that man gave the names to all living creatures.

3. The Question of Meaning/Purpose –

Isaiah 43:7, Colossians 1:16
Simply put, the meaning and purpose of our lives is to honor, and glorify God with our entire being. The whole duty of man is to love God with all his heart, soul, and mind. Not only does God have a purpose for mankind, but God also has a purpose for the entire universe. God even has a purpose for the wicked according to Proverbs 16:4. I don’t believe it’s possible for a man to stand in God’s stead and answer the question of “why?” for Him. The Bible says the secret things belong to the Lord, and that His ways are past finding out.

4. The Question of Morality –

Genesis 2: 16-17, 2Timothy 3:16-17
The Word of God is the Christian’s absolute moral standard for all manner of faith and practice. In the Garden of Eden, God gave His spoken Word to Adam and gave specific guidelines to live by. God gave him liberty to eat of any tree in the garden, except the tree of the knowledge of good and evil. God also told Adam of the consequences of disobedience. This shows that mankind is given a choice between right and wrong. God’s instructions were clear, and yet the serpent beguiled Eve, and caused her to question the Word of God, and that was the beginning of the destruction of mankind. God’s Word hasn’t changed, and is still very clear about what is right, and what is wrong. What Satan started in the Garden of Eden has become common practice in today’s society. God’s Word is constantly being questioned, twisted, and distorted to make one comfortable in making sinful decisions.

5. The Question of Destiny-
Revelation 20:10-15, Mark 9:44-46, John 3:16-18, John 14:2-3
The Bible teaches that there is an eternal home of the condemned and an Eternal home for those who are saved. There is a literal burning Hell for those who die rejecting Christ. Hell is described as a place of fire, smoke, torment, sorrow, and eternal despair. Those who go to Hell go immediately at the time of death remain there until the Great White Throne of Judgment when Hell gives up the dead to be judged, and then cast into the lake of fire. Those of us who are Born Again believers have an eternal home in Heaven. Man is given the gift of Eternal life when he’s been saved. Christians will go to Heaven by way of death, or Rapture when Jesus returns (1Thes. 4). Two examples that give us this Blessed hope are the thief on the cross to whom Jesus said “To day thou shalt be with me in paradise.”, and then when Stephen was martyred he saw Jesus up in Heaven and said “Lord Jesus, receive my spirit” and he went on to be with his Lord and Savior.

III. How might/should a biblical worldview influence the way you:

a. …think about, treat, and speak to others on a daily basis?

As Christians our “worldview” should be on that believes and strives to be that of Jesus and bring glory to God. Therefore, love should be a very strong trait we should have when it comes to our daily dealings with others. John 13:34 says it best when Jesus stated; “that ye love one another; as I have loved you, that ye also love one another”.

b. …decide a future career (what you will choose and/or how you will carry it out)?

I know that worldviews can be persuaded, altered, and even changed with external or internal factors; however I personally feel that a person with a Biblical worldview would not choose a career that would contradict their morals or deny the glory of God. A career is a facet to one that

will enable one to be a light and display a Biblical worldview before the eyes of others. In my career I have chosen to pursue Probation and Parole for troubled teens. I will finish up my degree here at Liberty and apply what I have learned along with life experiences in helping with the troubled teens.

The KJV Study Bible. Uhrichville: Barbour Bibles, 2011. Print.
“Worldview.” Merriam-Webster. Merriam-Webster, n.d. Web. 07 Nov. 2014.

SAMPLE ANSWER

Critical Thinking Worldviews

Part 1

Different people have different ways in which they perceive or think about the world they live in. Worldviews helps in understanding how then people perceive about themselves, the world, life, and about comprehensive systems of beliefs (Merriam-Webster, 2009). Some of the worldviews include Buddhism, secular Humanism, Hinduism and Christianity, and Islam. The worldview the paper focuses on is the Secular Humanism.

This worldview (Secular Humanism) believes that people originated from the process of evolution. The worldview does not believe that human beings were created by a supernatural being or God (Toumey, 1993).

When it comes to the question of identity, this worldview explains identity through scientific inquiry. Biological evidence forms the basis of distinguishing the reason why a man and a woman exist.

When it comes to the question of meaning and purpose, this worldview holds the view that people need to reason and use evidence to choose from that what is right and wrong. The purpose of living and life is for people to understand themselves, their history, their achievements and outlooks of those that are different from them.

The question of morality in line with this worldview is that people should always be ethical and promote justice and fairness. People should eliminate any form of intolerance and discrimination and coexist with one another well. Lastly, is the question of destiny whereby this worldview holds that an individual life end after death. They do not believe in an eternal place that people souls will rest after death.

Part 2

There are considerable differences between the secular Humanism worldviews and Christian worldview. These worldviews differ on their approach to question of originality, identity, meaning, morality and destiny.

The Christian worldview believes in existence of a Supernatural Being -God that created everything in the earth and heaven. He commanded everything to come into existence according to His designs and they came into being. Therefore, human beings are creations of God and came into being after God created them. This view differs from the Secular Humanisms, which believes in evolution and scientific theories of evolution.

On identity, Christian view, believe that God created man and gave him powers over the creatures. He as well sent His only Son Jesus Christ on earth to save humankind. The bible tells us that God formed man out of the dust, and breathed the breath of life into his nostrils, and mankind became a “living soul”, unlike all other created beings (Genesis 1:26-28, Genesis 2:7). This view differs from the secular Humanism that holds that identity of human beings is explained through scientific theories.

The meaning and purpose of human beings is to honor and glorify God and to love God with all of our heart, mind and soul according to Christian worldview (Isaiah 43:7: Colossians 1:16). God as well has a purpose for the evil. This view differs from the secular Humanism as their purpose and meaning of existence is vested in understanding themselves and the history.

The word of God according to Christian worldview promotes living with faith and loving one another. God gives people freedom to choose from wrong and right but at the end, there are consequences. For instance, God gave instructions to Adam and Eve in the Garden of Eden not to eat a fruit on the tree of life. However, disobeying God led to their punishment. Secular Humanism on the other hand as well advocates for morality by requiring people to adhere to ethical principal and uphold to justice and fairness.

Lastly, on the question of destiny, Christian worldview suggests that there are eternal home for the saved and for the condemned. Those that accept Jesus Christ as the savior will go to eternal heaven while those that have rejected and live in sin will torment in Hell on the judgment day. Christians will go to Heaven by way of death, or Rapture when Jesus returns (1Thes. 4). Examples that demonstrates this include a thief on cross whom Jesus told, “Today thou shall be with me in paradise”. Another example is Stephen who saw Jesus up in Heaven and said “Lord Jesus, receive my spirit” and he went on to be with his Lord and Savior. This is different from secular worldview that believes that lives ends when one dies.

References

Merriam-Webster. (2009). Worldview. Web. 07 Nov. 2014.

The KJV Study Bible. (2011). Uhrichsville: Barbour Bibles.

Toumey, C. (1993). Evolution and secular humanism. Journal of the American Academy of Religion, 61(2): 275–301.

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Critical Thinking and Clinical Reasoning

Order Instructions:

The Role of the Nurse Practitioner
For this paper, the writer will have to provide a minimum of 3 references per section, and it’s important that the writer include a reference list at the end of each section, as each section has a sub-topic. Grammar and APA 6th edition must be use throughout the entire paper. The writer must pay attention to grammatical errors and proper spellings.

SECTION A (1 page minimum)

Critical thinking and clinical reasoning

Critical thinking and clinical reasoning are terms used to describe complex and comprehensive thought processes nurse practitioners use routinely in practice. Develop a definition for each term.

SECTION B (2 page minimum)

Scope of practice

The scope of practice for RNs and NPs varies greatly. There are also variations in scope of practice for RNs and NPs from state to state. Review the scope of practice for RNs and NPs in The state of Maryland and describe the differences.

Resources

From your textbooks, read the following:
Advanced Practice Nursing: Emphasizing Common Roles

• Chapters 2, 6
Please review the following web resources:

Drug Enforcement Administration (DEA)

American Nurses Credentialing Center

National Council of State Boards of Nursing

Centers for Medicare and Medicaid – National Provider

Identification Standard (NPI)

Nurses Service Organization (NSO)

SAMPLE ANSWER

Critical Thinking and Clinical Reasoning

In clinical practice, critical thinking and clinical reasoning are two terms used to describe complex and comprehensive thought processes nurse practitioners use routinely. Understanding these two terms can be done on getting to their definition. Critical thinking on nursing includes reasoning both outside and inside of the clinical setting. Therefore, critical thinking is a set of information, belief producing, and generating skills in clinical expertise (Darlington, 2009). It is also the process based on intellectual commitment of using those skills to guide behavior. Critical thinking in nursing includes both clinical judgment and clinical reasoning that involve a purposeful, informed, outcome-focused thinking which, is focuses on safety and equality hat employs constant self-correcting and striving to improve (Pagana, 2010 ). Clinical thinking in nursing can also take the dimension of carefully identifying and notifying the key problems, issues, and risks improved in clinical practice. Finally, critical thinking in nursing practice is based on applied logic and creativity that is grounded in specific knowledge, experience, and skills.

Clinical reasoning in nursing is the thinking through which a nurse practitioner takes through various aspects of patient care to arrive at a reasonable decision regarding the prevention, diagnosis, or treatment of a clinical problem to a specific patient (Gaberson, Oermann & Shellenbarger, 2015). This through taking analysis of patient history, taking and conducting a physical exam, ordering laboratory tests and diagnostic methodologies, designing a safe and effective treatment regimens, preventive initiatives as well as providing education and counseling (Arnold & Boggs, 2011). Therefore, clinical reasoning needs critical thinking skills, traits and abilities that are mostly not taught in schools and colleges for the nurse practitioners.

References

Arnold, E., Boggs, K. (2011). Interpersonal relationships: professional communication skills for nurses. St. Louis: Saunders.

Darlington, R. (2009). How to think critically. Retrieved January 6, 2011, from

http://www.rogerdarlington.co.uk/thinking.html.

Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing.

Pagana, K. D. (2010). The nurse’s communication advantage: How business-savvy communication can advance your career. Indianapolis, IN : Sigma Theta Tau International .

Scope of practice of registered Nurse (RN) and Nurse Practitioners (NP)

Not only do registered nurse and nurse practitioners differ on their education, they also differ on their scope of practice. This is mainly attributed to state of Maryland. In the state of Maryland, NP is independently responsible and accountable for the continuous and comprehensive management of a broad range of health care that comprises counseling and promotion, and maintenance of health to the patients in Maryland related hospitals. NP have also the mandate in use of research skills and using critical thinking to devise ways in which to facilitate provision of quality services to patients (Citizen Advocacy Center, 2010). The state of Maryland gives that NP should be highly insured due to the specialty of job they engage in. This is per according to Nurses Service Organization (NSO), which gives that nurse practitioners should be insured of their malpractices.

Nurse practitioners have also the responsibility to prevent illness and disabilities of patient to the concerned state, and to collaborate or consult with other caregivers and community resources for a holistic and effective provision of quality services (Institute of Medicine (U.S.) & Robert Wood Johnson Foundation, 2011). On licensure, NPs in Maryland have to pass NCLEX-RN and an additional certification needed to become an APRN. In addition, NPS in Maryland have to get further licensure at from the government. The government of Maryland requires NPs to work with a doctor for a certain period to get their license. The Nurse Practitioners should also give referral to other health care providers and community resources to ensure that the objective of the state of Maryland in providing health care to patients is affected. The state of Maryland gives credit to NPs in that locality to specialize in certain activities in Hospital in Maryland. Using The American Nurses Credentialing Center, the state of Maryland give Nurse Practitioners in this locality a certification exam that can be used as a proxy measure for NPs licensure or designation, therefore, it is not a voluntary but a requirement. Nurse practitioners and registered Nurses have different identification numbers as according to Identification Standard (NPI) (Ryan, Riff & Hansen-Turton, 2013). NPs can do all of the things that an RN can do in Maryland, but enjoy the advantage of ordering diagnostic tests and interpret those results. In Maryland, NPs are allowed to prescribe medications to patients.

The RNs in Maryland have also distinct roles. An RN’s practice in Maryland includes maintenance and prevention of all possible illness. This responsibility extends to diagnosing human responses to actual or potential health problems. In the state of Maryland, RNs have a role in administering, teaching, delegation, and evaluation of health and nursing practice (Declercq, 2009). The national board of nursing in Maryland gives that the respective RNs should also engage in providing supportive and restorative care and nursing treatment, medication administration, teaching, health counseling, case finding and experiencing changes in the normal health processes. RNs in this state also have the role in analyzing results of certain tests; operate medical machinery as well as administering medication (Ryan, Riff & Hansen-Turton, 2013). More often, RNs have responsibilities to help patients with follow-up care and educating them about medical conditions. However, RNs in Maryland cannot prescribe medications, but enjoy the privilege of providing input into a patient’s care program. The state of Maryland does not give licensure to RNs to have certification in certain specialty. Therefore, they can involve themselves in many activities in health care settings in Maryland

References

Citizen Advocacy Center. (September 2010). Scope of Practice FAQs for Consumers: Advanced Practice Registered Nurses (APRNs). Retrieved July 7, 2011 from http://www.cacenter.org/files/SOPaprn.pdf

Declercq, E. (January/February 2009). Births Attended by Certified Nurse-Midwives in the United States in 2005. Journal of Midwifery and Women’s Health. 54(1), pp. 95-96.

Institute of Medicine (U.S.)., & Robert Wood Johnson Foundation. (2011). The future of nursing: Leading change, advancing health. Washington, D.C: National Academies Press.

Ryan, S., Riff, J., & Hansen-Turton, T. (2013). Convenient Care Clinics: The Essential Guide to Retail Clinics

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Human Factor in an Accident Assignment

Human Factor in an Accident

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Human Factor in an Accident

“Human factors refer to environmental, organizational and job factors, as well as human and individual characteristics, which influence behavior at work in a way that can affect health and safety” (Health and Safety Executive, 2014). This definition includes three interrelated aspects that must be considered: the occupation, the employee, and the company.

The ’human factors’ to which employees and customers are subject sometimes lead to unintended errors of task management and professional judgment. They may also not deliver their practical skills at the trained level every time. The context for these errors may be simple lapses in the behavior of well-informed professionals or it may follow from an underlying failure to appreciate the full range of behavioral influences or their potential consequences. Errors may sometimes be intentional violations of varying degrees of severity and for varying motives. The organizational framework within which people function may not always be conducive to achieving the best from them – procedures may be inappropriate or ineffective (SKY Brary, 2014).

Case Study: Fokker-100 of Iran Air in January 5^th 1998.

Iran Air Flight 378, a Fokker 100, departed Urmia (Orumiyeh) Airport (OMH) at 18:41 on a domestic flight to Tehran-Mehrabad Airport (THR). The flight was descending towards Tehran when the crew decided to divert to Isfahan. This was because the weather conditions at Tehran were not suitable for a landing on runway 29. Visibility was poor in snow and sleet and there was a 20-knot tailwind.

The flight positioned for an approach to runway 26 at Isfahan. There was fog in the area and the airplane descended until it landed a dry riverbed, some 8 km short of the runway.

Figure 1: Initially intended route map

Figure 2: Image of the plane after accident. Visibility is still low

Undisclosed Report

Captain A and first officer B were assigned to do the flight 378 from Tehran to Orumieh on January 5^th 1998. Both crewmembers were new on this type of plane and it was their first experience on new generation of glass cockpit. Captain A had 60 hours and first officer B had only 20 hours of flight on the type. On assessment, Captain A’s record showed that he had failed during his training in the past and been grounded for quite some time and first officer B record showed that he had insufficient hours of experience on the jet.

Approaching Orumieh, they experienced a problem on the captain’s screen that shows navigation data. The captain’s navigation display intermittently switched to its default mode by itself. On the ground Orumieh engineer were advised and he fixed the problem by resetting the respective computer. Approaching Tehran the sun had already set and crew noticed the bad weather had reduced visibility and there was light snow with slippery runway. The captain of the airplane that had just landed in before them was Captain A’s instructor who passed him in the simulator test and let him come back to work again. He advised that the runway condition is poor and very slippery.

During approach, the crew noticed that several airplanes were diverting to the alternate airport Isfahan. They decided to discontinue the approach and go to Isfahan. The crew had difficulty setting up the computers of the aircraft for new destination. Closing to the alternate destination, they experienced significant pressure as the airport was very busy and they were short of fuel, the captain’s navigation display went to its default mode again that shows only basic data. Prior to final approach, they committed themselves to land, as there would be no fuel to make a go around and come back again.

On the short final approach course, the distance to runway on the captain’s display switched from eight to two miles, and the captain who was flying the aircraft became confused and nasty, and dived the plane to the ground in anticipation of not losing the runway in the last seconds, resulting to missing the minimum altitude at which a visual clue to the runaway must be obtained. At last, in total confusion, while looking for the runway, the first officer, to avoid hitting the ground, pulled the plane up and increased the power, but the main wheels of the aircraft touched the ground and the aircraft skidded on the cold and icy desert for about one mile before stopping around five miles short of runway. All 104 passengers and 9 crew members survived.

Figure 3: Hind view of the aircraft

Types of Errors and Violations

The causes of accidents in the workplace can be divided into three distinct factors: unsafe acts, unsafe conditions or a combination of both. Scientific research has shown more than 90% of workplace accidents, injuries or illnesses are linked to human factors.

Effective Human Performance is fundamental to operational safety in aviation. The majority of undesired outcomes can be attributed to the people who occupy the aviation system. They may especially occur in relation to the interface between people and complex procedures and equipment, which exist to support the safe and efficient completion of their duties.

Errors that contributed to the above accident can be classified as:

Knowledge based error:

Both crews were unable to show the minimum standard of knowledge to set the flight management computer to guide the aircraft to the alternate due to poor training and lack of knowledge. Both of them had difficulty to interpret the default mode of navigation display, which was the basic mode of the flight showing only the necessary information to land the aircraft safely.

The crews were unaware of auto tuning of navigational aids, which is automatically changed from one to another in certain conditions, that’s why the distance to runway suddenly changed from 8 to 2 miles. Standard operating procedure clearly states to tune the appropriate navigational aid to avoid auto-change during approach preparation.

Skill base error:

Pilots usually go down from minimum safe altitude towards the runway three miles prior to runway where the final approach fix is located and visual contact with the runway is established. The Captain suddenly noticed that it’s only two miles to the runway, and as a habit of landing at this stage of the flight went down without required visual clue.

Violations and Rule based error

The first violation happened approaching Tehran and the Captain decided to go to alternate without checking with the tower. Preceding aircraft report was just an advisory, the airport was officially open, and decision to divert was affected and influenced by the instructor who landed in front of them and in the silence of first officer. Another unjustified violation happened before reaching the alternate destination when the aircraft went suddenly below minimum safe altitude without any visual contact to the runway.

Organizational Gap:

The scheduling department didn’t have clear rules and regulations regarding new crew flying together. Normally scheduling should not put two inexperienced crew together, the requirement is minimum of 150 hours on almost all airlines

Recommendations

Over the past 20 years, a lot has been learnt about the origins of human failure. We can now challenge the commonly held belief that incidents and accidents are the result of a ‘human error’ by a worker in the ‘front line’. Attributing incidents to ‘human error’ has often been seen as a sufficient explanation in itself and something, which is beyond the control of managers. This view is no longer acceptable to society as a whole. Organizations must recognize that they need to consider human factors as a distinct element that must be recognized, assessed and managed effectively in order to control risks

We all make errors irrespective of how much training and experience we possess or how motivated we are to do the right thing. Failures are more serious for jobs where the consequences of errors are not protected. However, errors can occur in all tasks, not just those that are called safety-critical (Health and Safety Executive, 1999).

Thinking about potential human factor problems and planning ahead is more effective than waiting for incidents to occur and then trying to fix them after the event. Statistics have shown that companies that have correctly implemented and maintained an effective behavioral safety program have seen accident rates fall by between 40% and 70% (STS Solutions, 2014). This is a relatively high degree of significance. Ultimately, the goal is to minimize errors, and the consequences of those that remain, using either the monitoring or crosschecking of colleagues or technical solutions (SKY Brary, 2014).

The above accident shows the necessity of implementing a safety culture in all departments of an organization along with the training department. All departments and employees must strictly follow the Standard Operating Procedures, Checklists and CRM as well as retrain and debrief as necessary. Attending Human Factors seminars regularly and promoting no punishment reporting cultures are among safety nets that an organization could consider preventing any accidents.

Conclusion

It is no longer acceptable to attribute all accidents to human error. Instead, researchers have identified a better culprit that gives accidents a chance of avoidance. Human factors comprise a majority of all accidents. They should, therefore, be carefully managed to ensure that employees, their clients and the instruments of trade are safer. Every company should create a mechanism for managing human factors and follow up on it to ensure safety is guaranteed. The case study of Fokker-100 of Iran Air, which had an accident on January 5, 1998, is a good example of how human factors can influence the chances of an accident. As shown in that case, most of the human factors can at least be minimally controlled.

References

Health and Safety Executive, 2014, ‘Human factors/ergonomics – Introduction to human factors.’ [online] Available at: http://www.hse.gov.uk/humanfactors/introduction.htm [Accessed 30 Oct. 2014].

Health and Safety Executive, 1999, ‘Reducing error and influencing behaviour.’ 2nd ed . Richmond. [online] Available at: http://www.hseni.gov.uk/hsg_48_reducing_error_and_influencing_behaviour.pdf [Accessed 30 Oct. 2014].

SKY Brary, 2014, ‘Human Factors/Human Performance.’ [online] Available at: http://www.skybrary.aero/index.php/Portal:Human_Factors [Accessed 30 Oct. 2014].

STS Solutions, 2014, ‘How do human factors lead to accidents, injuries and illnesses in the workplace?.’ [online] Available at: http://www.sts-solutions.com/news-blog/how-do-human-factors-lead-to-accidents-injuries-and-illnesses-in-the-workplace [Accessed 30 Oct. 2014].

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Critical appraisal Essay Assignment Help Available

Critical appraisal

Order Instructions:

This critical appraisal must be written in narrative format. Use headings for each section of the paper as identified in the guidelines, such as Strengths, Weaknesses, and Evaluation. You can also use subheadings of Problem and Purpose, Literature Review, and so forth as needed to organize your paper. Do not use outline numbers in this paper (i., ii., iii., etc.) or present the paper in outline format. This assignment is worth 100 points.

Guidelines for Preparing Critical Appraisal:

A. Review the chapters of your textbook (Grove, Burns, & Gray, 2013) and other research sources (i.e., Grove, 2007, articles and assigned readings, discussion board, research textbook from undergraduate program) to determine what is quality research.

B. Compare the steps in this study to criteria established in your textbook or other research sources to determine the study’s strengths and weaknesses. You can use the questions on pages 459-462 in Grove et al. (2013) to help you identify study strengths and weaknesses.

C. Evaluate the study findings using the questions in your text as a guideline (Grove et al., 2013, p. 462).

D. Prepare the critical appraisal using the following guidelines:

Paper should be a maximum of 15 double-spaced pages of text (excluding reference list).
Use appropriate documentation and develop a reference list using APA (2010) format.
Write in a narrative style, not an outline format.

E. Document throughout your paper using your textbooks and other research sources to support the statements you making in your critical appraisal of the article.

Format for Critical Appraisal #2

A. Discuss the strengths and/or weaknesses of each part of the study. Compare the steps in the study with published research sources(s) to determine if the step is a strength or weakness and provide a rationale to support your decision. Document throughout. Example: The statistical conclusion design validity is a strength in this study since the researchers consistently implemented the intervention in the study based on a detailed protocol (Grove et al., 2013).

Purpose/Problem
Literature review
Framework
Objectives, questions, and/or hypotheses
Definition of variables
Study design: Strengths and threats in the areas of statistical conclusion validity, internal validity, construct validity, and external validity
Intervention (if applicable)
Sampling process
Measurement methods
Data collection
Data analysis
Discussion Section: Findings, limitations, generalizations, implications for practice, and future research.

B. Develop a final evaluation of the quality of the study. Do not just restate strengths and weaknesses. Discuss:

Your confidence in the study findings.
Consistency of this study’s findings with the findings from other studies.
Readiness of findings for use in practice.
Contribution of the study to nursing knowledge.

Document your statements with references from nursing research literature and your research textbooks.

SAMPLE ANSWER

Critical Appraisal

Cossette, S., Frasure-Smith, N., Dupuis, J., Juneau, M., & Guertin, M. (2012). Randomized Controlled Trial of Tailored Nursing Interventions to Improve Cardiac Rehabilitation Enrollment. Nursing Research, 61(2): 111-120

Purpose/Problem

The strength of this purpose section is that the problem is adequately delimited in scope so that it is actually researchable and not trivial. The problem is researchable since it is not very complex, it is important, and it can be conducted with adequate support. The other strength of this purpose section is that it narrows and clarifies the aim of the study being carried out by the researchers. It has narrowed and made clear the aim as being to establish if a nursing intervention that is focused in individual acute coronary syndrome patients’ perceptions of their illness and treatment would increase rehabilitation enrollment following discharge (Cossette et al., 2012).

The other strength of the problem is that it is significant to clinical practice and nursing. This is primarily because it illustrates whether individualized, progressive nursing interventions would lead to greater rehabilitation enrollment, and in so doing improving long-term outcome. The approach that the researchers apply in the study provides a clinical pathway to addressing the significant concerns encountered by patients following a cardiac event (Cossette et al., 2012). Equally important, this study was feasible to carry out in terms of the availability of subjects and ethical consideration. It is of note that 242 ACS patients who had been hospitalized to a specialized tertiary cardiac center were available to take part. The Research Ethics Board of the hospital reviewed and approved this research study, and there was informed consent (Cossette et al., 2012).

Literature review

The strength of the literature review section is that it is organized to show the progressive development of evidence from previous research. This is evident from the fact that Cossette et al. (2012) have critically analyzed several actual research studies whose main objective was to increase enrollment to rehabilitation. Another strength is that a summary of the empirical knowledge in the subject of the research study is presented clearly and concisely. In literature review, Cossette et al. (2012) included four randomized controlled trials (RCTs) whose aims were to increase rehabilitation enrollment. Three sorts of interventions were tested in the trials including liaison, automatic referrals, and a combination of liaison and automatic referrals. Of the four RCTs, three of them actually showed a considerable increase in rehabilitation enrollment with intervention, and one did not. The knowledge from the four RCTs has been presented in a terse and succinct manner such that the readers will find it rather easy to read and understand. Furthermore, the literature review section actually identifies what is unknown and what is already known as regards the research problem and it offers direction for the formation of the research purpose. Thus, Cossette et al. (2012) point out that there is lack of randomized and controlled trials that evaluate the effect of interventions on enrollment.

The major weakness is that the researchers focused largely on empirical knowledge in the subject matter and have not provided a summary of the current theoretical knowledge, which is of great importance for the purpose and problem of the study. Another weakness is that out of the four RCTs summarized in the review of literature, two of them are not current since they are older than 10 years. In essence, one study was conducted in 1999, the second one in 2001, the third and forth ones in 2007, hence only the last two studies that were reviewed can be considered as current.

Theory framework

The strength is that the researchers have applied a theoretical framework and it is presented in the article. Cossette et al. (2012) used the self-regulation theory, which states that people’s perception of their disease regulates their health behavior as well as risk factor management. According to this theory, cognitive and emotional processes determine disease perceptions, and thus the plan of action in a health crisis (McNamara, 2011). Ryan (2006) stated that it is essential for investigators to link the research framework they use to the purpose of the research. In this research study, Cossette et al. (2012) have linked Leventhal’s self-regulation theory to the research purpose, and this is a strength. Cossette et al. (2012) pointed out that interventions could be obtained from this self-regulation theory, and they added that nursing interventions have to strive to reframe the more conceptual representations of the event to one that are more tangible.

For research studies conducted that pertain to nursing and clinical practice, a framework should be employed by the investigators that actually relates to the body of knowledge in nursing and clinical practice (Breslow & Day, 2012). In this study, self-regulation theory applied relates to the body of knowledge in clinical practice and nursing, and this is a major strength. In this study, there is no relationship or proposition from a theory that needs to be tested; hence no proposition is identified and linked to the hypothesis of the research study.

Variable definitions

The strength of variable definitions section is that the variables are reflective of the concepts identified in the framework. It is of note that the primary outcome in this study was enrollment in the free-access rehabilitation program that was situation close to the hospital in which the patients were recruited. Enrollment for this research study was defined as having attended at least 1 session of rehabilitation within a period of six weeks following discharge from the hospital. Enrollment data were gathered in a computerized database. The other independent entry of data was also carried out by the coordinating center (Cossette et al., 2012). Secondary outcomes have been identified and included anxiety level, medication adherence, family support, and illness perception.

A major weakness of this section is that variables are not clearly defined conceptually. Nonetheless, they are clearly defined operationally. The other strength is that the variables are based on a theory, Leventhal’s self-regulation theory in particular (Cossette et al., 2012) since the 38-item Revised Illness Perception Questionnaire (IPQ-R) comprised seven dimensions of illness perception, basing on Leventhal’s self-regulation theory. Another weakness is that since there is no conceptual definition of variables in the study, the conceptual definition of a variable cannot be considered as being consistent with the operational definition.

Objectives and hypothesis

The strength of this section is that the objectives and hypothesis of the research study are expressed clearly. Cossette et al. (2012) stated that the aim of their study was to find out whether a nursing intervention focused on individual acute coronary syndrome patients’ perceptions of their illness and treatment would actually increase rehabilitation enrollment following discharge. The hypothesis is also clearly stated. Cossette et al. (2012) hypothesized that patients in the experimental group would demonstrate greater rehabilitation enrollment within a period of six months following hospital discharge after an Acute Coronary Syndrome than would patients in the control group. This hypothesis is stated to direct the conduct of quasi-experimental and experimental research, and this is another major strength of this section.

Another strength of this section is that the objectives and hypothesis are logically linked to the research purpose. In the objectives section, Cossette et al. (2012) have pointed out that the objective of the Transit-CCU clinical trial was to evaluate the effectiveness of the CCU transit nursing intervention on rehabilitation enrollment 6 months after discharge from hospital in patients who had been admitted for an acute coronary syndrome. Moreover, the objectives and hypothesis are logically linked to the concepts as well as relationships/propositions in the framework.

Study design

Validity

Construct validity is understood as to whether the operational definition of a given variable in reality reflects the factual theoretical meaning of a concept. It ensures that the researcher is actually measuring the construct that she or he wants to study, and it measures how well an experiment or test measures up to its claims (Breslow & Day, 2012). In this study, some of the threats to construct validity include (i) the apprehension of study participants about being evaluated by the researchers, and (ii) bias introduced in the research study by expectancies on the part of the researchers. The strength of construct validity as applied in this study is that the study actually evaluated the effectiveness of CCU transit nursing intervention on rehabilitation enrollment within six weeks of discharge from hospital in patients who had been admitted for an ACS.

Internal validity occurs when one can make cause and effect statements basing on the research study. Internal validity is essentially the approximate truth with regard to inferences about causal or cause-effect relationships (Breslow & Day, 2012). In this study, the strength of internal validity is that the researchers were able to conclude that their intervention made a difference. From their study, Cossette et al. (2012) found that there was a considerably higher rate of rehabilitation enrolment in the intervention group compared with the control group. For the secondary outcomes, the researchers reported that the personal control dimension of illness perception was substantially improved with the intervention.

External validity as used in research addresses the issue of the ability to generalize the research findings to other persons, places, and times (Ryan, 2006). Since this study was conducted in only one setting – a specialized cardiac hospital in Montreal, Quebec – the generalizability of the findings is limited. The threats to external validity are being able to obtain similar findings if the study was carried out in a different setting, and if similar results would be found with a different sample.

Intervention if applicable

The strength of the intervention section is that the treatment is described clearly. The intervention was based upon empirical evidence that suggested a progression in disease perceptions from the acute hospital to post-discharge. The intervention comprised three encounters. Another strength of this section is that the study framework, which is Leventhal’s self-regulation framework, explains the links between the proposed outcomes/dependent variables, and the treatment/independent variables (Cossette et al., 2012). The treatment is appropriate for examining the study purpose as well as hypothesis, and this is another major strength of this section. The researchers monitored the implementation of the treatment to ensure consistency in all the three encounters.

The design is logically linked to the sampling method as well as statistical analyses, a noteworthy strength. Another strength is that two groups were used and they appear equivalent: both the intervention group and usual care group consisted of 121 participants each. Moreover, the subjects were randomly assigned to the treatment group and comparison group. Cossette et al. (2012) point out that the participants were randomized to either the usual-care group or the intervention group, and this is a major strength of this section. The comparison and treatment group assignments were appropriate for the purpose of the study since each comprised 121 participants; an adequate number of participants that is actually appropriate for the study purpose. One weakness is that a protocol was not developed for promoting consistent implementation of the treatment to ensure intervention fidelity since it is not described in the article.

Sample selection

The weakness of this section is that the sampling method was insufficient to produce a sample that is representative. This is because the subjects were not representative of the population: 85% of them were men, and there were children or minorities. In essence, this section did not include an understudied population such as minority or young subjects, since the participants comprised largely of elderly ≥ 65 years old, and adult male patients. The strength is that the sampling criteria were appropriate for the type of study conducted. The criteria for exclusion included being discharged to a long-term care or to a short-term rehabilitation center; being unable to speak English or French; living over 50 miles from the rehabilitation center. Other exclusion criteria included having psychological, physical, or cognitive problems; already receiving outpatient follow-up; referred for surgery; having a final diagnosis besides ACS; or previously completed a rehabilitation program (Cossette et al., 2012). As such, the exclusion criterion was appropriate for the type of study conducted. The potential biases in the sampling method include excluding subjects because of the aforesaid exclusion criteria, and this is a strength since it allowed the researchers to obtain a sample that is appropriate for the study. Moreover, the sample size is adequate to avoid a type II error considering that the sample size comprised 242 participants, and this is a noteworthy strength. The other strength is that the setting used in the study is typical of clinical settings since the study was carried out in adult patients admitted for a suspected ACS at the medical ward or CCU of a specialized cardiac hospital in Montreal, and this is a strength (Cossette et al. (2012). The refusal to participate rate was not a problem since only one participant refused the initial hospital encounter because of hurry to go home, and participants filled a consent form, and this is a strength.

Measurement tools

A key strength of this section is that the measurement methods selected for the study adequately measure the variables of the study; data on enrolment were derived from a computerized database that records each appointment in the rehabilitation program. One weakness is that the measurement methods are not sufficiently sensitive to detect small differences between the subjects. As such, additional methods of measurements should have been utilized to improve the quality of the study. A noteworthy strength of this section is that the measurement methods used have adequate reliability and validity; they actually measure what they were intended to measure and have consistency since with the use of the same measurements methods, the same findings could be obtained in a similar study.

Moreover, the instruments used in the study are clearly described as Cossette et al. (2012) point out that illness perceptions were assessed with the use of a 38-item Revised Illness Perception Questionnaire, and basing on Leventhal’s theory, this questionnaire consisted of seven dimensions of illness perception. A 14-item Family Care Climate Questionnaire-Patient version was also used. The researchers assessed anxiety with the use of the state portion of the State-Trait Anxiety Inventory comprising 20 items. Another strength is that the instrument development process has been described satisfactorily considering that the instrument was developed particularly for this study. In addition, the reliability and validity of instruments have been described amply. Cossette et al. (2012) stated that they assessed concurrent validity by examining correlation coefficients with related constructs, and there was test-retest reliability.

Data collection & Data analysis

An important strength of this section is that the data collection process is described clearly. The authors used a 14-item Family Care Climate Questionnaire-Patient version, a 38-item Revised Illness Perception Questionnaire, and a 20-item state portion of the State-Trait Anxiety Inventory. A 4-item Self-Reported Medication-Taking Scale was also used to collect data, in addition to the “Are You Eating Healthy?” scale, which had 20 questions. The other strength is that the forms used to collect data are organized to facilitate computerizing the data. Moreover, the process of data collection is conducted in a manner that is consistent, and this is a key strength of this strength of this section.

Another strength is that the collected data actually address the research hypothesis and the research objectives. For instance, the Revised Illness Perception Questionnaire comprised a total of seven aspects of illness perception, and the patients’ perceptions of the support offered by their family members and relatives relating to their health situation were evaluated with the use of the 14-item Family Care Climate Questionnaire-Patient Version. Medication adherence and anxiety were also assessed. The data gathered using the various instruments address the objectives and hypothesis. No adverse events occurred during collection of data, and this is also a strength of this section. Another strength of this section is that the training of data collectors is clearly described and is adequate. Cossette et al. (2012) pointed out that they provided the study nurses with a box of sealed opaque envelopes which they opened after every patient had completed the baseline questionnaire.

The procedures for data analysis are appropriate for the type of data collected and this is a strength. Clinical and sociodemographic variables were summarized as mean ± standard deviation for continuous variables and as percentage and count for categorical variables. The procedures for data analysis are described clearly, which is also a strength of this section. The chi-square test was applied by Cossette et al. (2012) for the primary outcome. The researchers used logistic regression to evaluate models adjusting for baseline variables that were thought to influence the findings (Cossette et al., 2012). The secondary outcomes were analyzed with the use of analysis of covariance models and including the baseline score as a covariate. The other strength is that the results are presented in an understandable way by narrative and includes participant flow, sample description, intervention description, primary outcome, and the secondary outcomes (Cossette et al., 2012). Additionally, the results of the study are interpreted aptly and this is also a strength of this section. Cossette et al. (2012) reported that the findings are in line with three of the four published Randomized Controlled Trials evaluating rehabilitation enrolment after a liaison kind of intervention.

Discussion

The key strength is that the findings are discussed in relation to the hypothesis and objective. Cossette et al. (2012) stated that the findings of the study demonstrated a virtually doubling of enrolment by the experimental group relative to the control group. They added that the findings are actually consistent with 3 of the 4 published RCTs. The other strength is that the implications that were identified for practice were appropriate based on the study findings as well as the findings from previous studies, and the findings are clinically significant. Cossette et al. (2012) reported that since the literature shows that referral is an essential requirement for enrolment in rehabilitation, their study shows that a nursing intervention is able to provide a considerable benefit beyond simple referral.

The other strength of this section is that the findings are an accurate reflection of reality and valid for use in clinical practice. Another strength of this section is that various explanations for nonsignificant and significant findings are adequately examined. Cossette et al. (2012) reported that a slight but significantly greater increase was found in perceived personal control in the experimental group compared with the usual-care group, which suggests one possible explanation for the increase in rehabilitation experiment.

Confidence in the study findings

There is not much confidence in the findings considering that a small, inadequate sample size was used and this limits generalizability of results; a small proportion of the general CCU population was used. The confidence of the findings is also limited by another weakness of the study in that the study was conducted in only a single setting and did not include minorities and children. This also serves to limit the generalizability of the research findings. The study findings could have been improved if the study was conducted in multiple settings. Furthermore, more children, minorities, and more women – there were only 35 women out of the 242 participants – should have been involved. Nonetheless, the appropriate sample/participants were used, and the methodology applied by the researchers is satisfactory. In addition, the process of data collection and analysis is adequate, and so is the review of existing literature.

Consistency of this study’s findings with the findings from other studies

There is consistency of the results. The results of this research study are in fact consistent with the those of other studies. Cossette et al. (2012) noted that their findings are actually in line with 3 of the 4 published randomized controlled trials that evaluated rehabilitation enrollment after liaison sort of intervention. Just like in the study by Cossette et al. (2012), the interventions in the three trials were bedside practice nursing staff members, or nursing staffs supervising practice nurses or peers.

Readiness of findings for use in practice

Cardiac illnesses are the main causes of mortality as well as hospitalization in industrialized nations. Acute Coronary Syndromes such as unstable angina and myocardial infarction are responsible for most of the cardiac deaths and admissions (Cossette et al., 2012). The approach used by the researchers provides a clinical pathway that can be utilized in addressing the major concerns faced by patients following a cardiac event. Nursing staffs are on the forefront of offering care to cardiac patients and they really require findings such as these on which to base their clinical as well as practice judgment. The research study by Cossette et al. (2012) is a case in point of how scientific knowledge, combined with clinical practice can actually contribute to better outcomes of patients.

Contribution of the study to nursing knowledge

The research study actually contributes to the existing literature by testing a progressive intervention that was tailored particularly to the psychological and clinical trajectories of patients following a cardiac event. Individualized, progressive interventions by nursing staffs led to greater rehabilitation enrolment, thus potentially improving long-term outcomes. The study is of major importance considering that there was a dearth of randomized controlled trials that assess the effect of interventions on enrolment. The study also contributes to nursing knowledge by demonstrating that a nursing intervention could actually offer a considerable benefit beyond referral.

References

Breslow, N. E., & Day, N. E. (2012). The Analysis of Case-Control Studies. IARC Scientific Publications, 32.

McNamara, C. (2011). Analyzing, Interpreting and Reporting Basic Research Results. Boston, MA: CRC Press.

Ryan, A. (2006). Methodology: Analyzing Qualitative Data and Writing Your Findings. Columbus, OH: Springer Publishers.

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Critical Analysis Worksheet Available

Critical Analysis Worksheet

Order Instructions:

Critical Analysis Worksheet

Read “Common Core” and “The Battle Against Common Core Standards.”

Perform a critical analysis of each reading using critical thinking techniques from this week’s readings.

Respond to the following based on your critical thinking analysis of the “Common Core” and “The Battle Against Common Core Standards” readings.

1) Define the term conclusion.

2) What is the conclusion of each article?

3) Define the term premises.

4) What premises support the conclusions in each article?

5) How convincing is the conclusion of each article? Explain your answer.

6) Define the term biases.

7) What biases did you observe in each article? Why do you think they are biases?

8) What might be the sources of the biases in each article?

References

Sell, M. (2013). Common core. McClatchy – Tribune Business News [Washington].

Smith, H.K. (2013, March). The battle against common core standards. FreedomWorks, Retrieved from www.freedomworks.org
Link to the article: http://www.freedomworks.org/blog/rousseau/the-battle-against-common-core-standards

SAMPLE ANSWER

Critical Analysis of “Common Core” And “The Battle against Common Core Standards”

Define the term conclusion

Conclusion is the major statement or statements that summarize the major inferences that can be drawn from the information presented by the an article, report, or research work. It gives answers to the question that originally was raised by the research problem and supported by at least one premise.

What is the conclusion of each article?

The battle against common score

The common score should not be implemented because it cheapens education and erode the country federalism.

Common score

The common score should be implanted since it sets standard for all students and assist the learners to pass every stage with basic skills.

Define the term premise

A premise is assertions that when joined together, leads the reader to the conclusion. This is the part the audience will accept in order for them to accept the conclusion. In simple term, the premise justifies the conclusion.

What premises support the conclusions in each article?

The battle against common score

First, the new standards are tougher than the one being used right now. Second, there is the danger of states being questioned of ever raising standards beyond the initiative. Lastly, the exceptional will obstruct some from reaching beyond mediocre.

Common score

First, the common score will highlight the best students. Two, the standard will assist them get the best work force with the best education. Lastly, the new course of study expects students to have proficient skills level and attain deeper understanding of the curriculum.

How convincing is the conclusion of each article? Explain your answer.

The article “common score” is more convincing than the article “The battle against common score.” The common score is proving that learning process and education should give the best workforce and should be selected on their merits. By setting standards, it will be easy to know the best students.

Define the term biases

This is a favor of or against one group of people compared to another one.

What biases did you observe in each article? Why do you think they are biases?

The battle against common score

The will only impede exceptional students from reaching beyond the mediocre; they are favoring student who cannot work hard and compete with others.

Common score

The people supporting are from one state hence only wants this system regardless to who will examine it in other states.

What might be the sources of the biases in each article?

The sources of biases are a result of personal interest and inability to get the reality from the premises that lead to the conclusion

References

Sell, M. (2013). Common core. McClatchy – Tribune Business News

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Critical thinking and Academic integrity

Presentation on Critical thinking and academic integrity.

Purpose The purpose of this assignment is threefold: to apply critical thinking skills, to demonstrate the relationship of these skills to academic integrity and to practise the skills of presentation of your work.

Process Using PowerPoint create a presentation for an audience of your fellow students on the topic of critical thinking and academic integrity. Use these questions to shape your presentation.

How is new knowledge developed in academic settings?
What makes an academic argument persuasive to its reader?
What elements are required (evidence etc) to build and refute an argument? Provide examples
How do techniques such as mind mapping, brainstorming and critical reading support the development of new ideas?
Describe critical thinking skills and explain how they relate to original or creative academic work. Provide examples
Explain the function of academic integrity in higher education and the tools such as turnitin for self-assessing proper referencing and protecting the intellectual property of other academics.

Using words, images and links to engage your audience. Your presentation should be 10 slides in total (1000 words in length) plus images, links and references. (from the teacher- I suggest a 10 slide presentation and the rest is a written explanation . A picture is worth a thousand words would apply to this assignment) Reference your work using the APA style

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Outline of Use of Power to Authorize Staff Sample Answer

Definition of power and empowerment and Outline of Use of Power to Authorize Staff

Outline of Use of Power to Authorize Staff Conclusion

Outline of Use of Power to Authorize Staff References

Critical Thinking Worldviews

Case Study: Fokker-100 of Iran Air in January 5th 1998.

Undisclosed Report

Types of Errors and Violations

Recommendations

Conclusion

Case Study: Fokker-100 of Iran Air in January 5^th 1998.