Base your initial post on the paragraph below, your readings and research on this topic.
Alzheimer’s disease is a condition with increasing incidence in our population. There is no differential diagnosis, so the onset of the disease may go unnoticed by others. By the time the patient reaches the moderate stage of the disease, manifestations are quite apparent to others and the required level of care often places tremendous strain on the caregiver. Caregiver role strain is a nursing diagnosis that is frequently applied in the situation.
After reading the above information, discuss the following points (minimum of 250 words):
Since patient wandering and confusion are common for the patient with moderate-to-severe Alzheimer’s disease, what would the RN teach the family about maintaining a safe environment? Provide three examples.
How would the RN adjust the teaching teaching based on the family’s educational level, socioeconomic status or culture? Provide two examples
What are common symptoms of caregiver role strain?
Provide one nursing diagnosis statement (statement must include an actual nursing diagnosis, related factor and as evidenced by) that may be appropriate for a patient with moderate-to-severe Alzheimer’s disease.
SAMPLE ANSWER
Since patient wandering and confusion are common for the patient with moderate-to-severe Alzheimer’s disease, what would the RN teach the family about maintaining a safe environment? Provide three examples.
The RN should teach the family that patients diagnosed with Alzheimer can comfortably live in their homes, provided the safety measures are put in place. The family members must be educated on ways Alzheimer disease causes changes in the patient’s brain and body functions. This affects the patient reasoning, judgement, physical ability, behaviour, cognitive functions and sense of time (Bridenbaugh, Monsch & Kressig, 2012).
The family should be taught on ways to identify the possible dangers. The hazardous areas should be locked. Drugs and other chemical substances should be stored out of reach, in lockable cupboards. The family must be ready for emergencies. This implies that they should keep emergency phone numbers such as fire departments and local police helplines. The family members should ensure that the safety devices are working. These include smoke detectors and carbon monoxide detectors and fire extinguishers. Walkways should be well lit to prevent falls. All weapons such as guns or other types of weapons must be removed. Basically, the home must be well lit, ventilated and free from hazards. The home should not be too restrictive, but one that encourage social interaction and independence (Schneider, 2011).
To prevent the patient from wandering, the patient’s relatives and care givers should be taught the following strategies. To start with, they should create a daily activity plan. This helps identify the times of the day that wandering occurred. The patient must be reassured whenever they feel lost, disoriented or abandoned. The care giver must refrain from using correcting the patient using harsh voice. All patients’ basic need must be met. They should not allow the patient to go places that trigger confusion and disorientation such as grocery stalls, malls or other venues that are busy. The doors must remain locked, and keys including car keys put out of sight. The patient must never be left alone i.e. they should always be under supervision. If the main issue is night wandering, devices that signal motions should be used (Lacey, Jones, Trigg & Niecko, 2012).
How would the RN adjust the teaching based on the family’s educational level, socioeconomic status or culture? Provide two examples
Despite the increase emphasis on patient centred care, when it comes to coping strategies for Alzheimer, the healthcare provider should focus on family centred care. In this case, the RN must conduct a family assessment to understand patient structure as well as style. This helps RN formulate effective teaching plan (Skoog, 2011).
To begin with, the RN should evaluate the barriers that would hinder the family ability to deliver health care. This includes the ages, sex and health status of the family member. The family socioeconomic status influences the teaching strategy. People from high socioeconomic status are most likely to be educated, thus basic healthcare can be used during the teaching process. However, those from low income households tend to have low level of education which determines people’s attitudes and perceptions of care. Additionally, some family members lack basic knowledge of the disease. Cultural backgrounds could make some patients to believe in folk medicine. These factors must be addressed when teaching the patient’s family members (Trigg, Jones, Lacey & Niecko, 2012).
What are common symptoms of caregiver role strain?
The demands of giving care to Alzheimer patients are very taxing which can lead to care givers strain and burnout. These are manifested through stress, anxiety, exhaustion, and sleep disturbances. Other common symptoms of care giver role strains include changes in appetite, depression, withdrawal and mood swings (Trigg, Jones, Lacey & Niecko, 2012).
Provide one nursing diagnosis statement (statement must include an actual nursing diagnosis, related factor and as evidenced by) that may be appropriate for a patient with moderate-to-severe Alzheimer’s disease.
Anxiety related to stress and situational crisis as evidenced by insomnia, restlessness, memory loss, and cognitive functions deficits.
References
Bridenbaugh, S., Monsch, A., & Kressig, R. (2012). How does gait change as cognitive decline progresses in the elderly?. Alzheimer’s & Dementia, 8(4), P131-P132. http://dx.doi.org/10.1016/j.jalz.2012.05.349
Lacey, L., Jones, R., Trigg, R., & Niecko, T. (2012). Caregiver burden as illness progresses in Alzheimer’s disease (AD): Association with patient dependence on others and other factors—Results from the Dependence in Alzheimer’s Disease in England (DADE) study. Alzheimer’s & Dementia, 8(4), P248-P249. http://dx.doi.org/10.1016/j.jalz.2012.05.660
Schneider, L. (2011). Agitation and Alzheimer’s disease. Alzheimer’s & Dementia, 7(4), S92. http://dx.doi.org/10.1016/j.jalz.2011.05.223
Skoog, I. (2011). Vascular Disease Risk Factors and Alzheimer’s Disease. Alzheimer’s & Dementia, 7(4), S284. http://dx.doi.org/10.1016/j.jalz.2011.05.822
Trigg, R., Jones, R., Lacey, L., & Niecko, T. (2012). Relationship between patient self-assessed and proxy-assessed quality of life (QoL) and patient dependence on others as illness progresses in Alzheimer’s disease: Results from the Dependence in Alzheimer’s Disease in England (DADE) study. Alzheimer’s & Dementia, 8(4), P250-P251. http://dx.doi.org/10.1016/j.jalz.2012.05.667
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Recovery Focused Nursing Care Plan Order Instructions: “i was given 1page free”.
Recovery Focused Nursing Care Plan
I need around 1500 words. please follow all the attached instructions carefully. Please read them carefully before doing the assignment. Thanksss…. also do referencing properly in apa format including required minimal journals.
Schizophrenia is typified by disturbances – for at least a period of six months – in sense of self, affect, thought content and form, social activity, psychomotor behaviour, perception, interpersonal relationships, language, and volition (Marder, 2011; Kopelowicz, 2012). In the case study, the 25-year-old Bernard who has a diagnosis of schizophrenia (295.9) has paranoid schizophrenia. The Recovery Focused Care Plan for him is as follows:
Consumers priority
Identified goals /issues
Consumer’s strengths to address these issues
Consumer and nursing interventions
Persons responsible
Time frame for next review
Hallucinations or delusions – the client reported increased paranoid ideation during the previous 4/52 and he stated that they are talking about him, following him and watching him. When the client is asked what he means by they, he is reluctant to identify them and states that they will also come to you.
In addition, this client was initially diagnosed with schizophrenia when he was 22 years old. He stated that during this time, he was hearing voices of a commentary nature and was also experiencing paranoid ideation. Working as a labourer at a building site, he reported that he felt somewhat paranoid regarding his fellow labourers and started suspecting that they were making plans to harm him or his family. The client has some lingering paranoia ideas evident with regard to his previous workmates at the building site. However, these paranoia ideas are short-lived in their nature and whenever they occur they happen to be less disturbing. Client exhibited suicidal ideation.
Reduce hallucinations and delusions
Client can attend counselling sessions for hallucinations / delusions.
· Clearly explain what you are doing and the reason as to why.
· Assist him in identifying the needs which may underlie the hallucinations. What other ways could those needs be satisfied? Hallucinations could reflect needs for sexuality, self-esteem, power and anger (Beck, 2014).
· Do not touch Bernard without first informing him exactly what you are trying to do.
· Do not tease or joke with Bernard.
· Assist Bernard to differentiate between reality and his own thoughts. Confirm the presence of delusions or hallucinations. Identify hallucinations or delusions as being symptoms of the disorder and tell him that hallucinations or delusions are present due to the metabolic changes taking place inside his brain. Centre on the reality-oriented facets of the communication (Fleury et al., 2013).
· Administer antipsychotics agents such as Risperdal, Zyprexa and Gedon, as prescribed. Inform Bernard about the side effects of the medicine, as well as dose of medication. Give emphasis to the significance of taking medicines following discharge, even when the symptoms have totally gone away. Ask Bernard to be committed in taking the medicine (Yamasaki et al., 2016).
The nurse will provide pharmacotherapy intervention.
Psychiatrist will provide non pharmacotherapy intervention
3 months
Activities of daily living – the client is socially isolated and withdrawn as he has become more and more insular and avoids social contact, inclining to avoid family and friends. He described few activities or interests outside the home. He has not been able to establish a new social circle since he left university. He experiences difficulties to sleep and often lies in bed worrying about his future and his life. Since he restarted medication, his appetite has increased as he consumes large meals and adds snacks on top of the meals. He does not feel like doing any household chores like he used to do previously before he relapsed.
Improve the client’s activities of daily living
Bernard can adhere to treatment regimen aimed at improving his activities of daily living
· Involve the client in group and/or individual interactions within the hospital unit. This would reduce the client’s isolation and promote a sense of self-worth.
· Assess the ability of the client to conduct activities of daily living and pay special attention to his nutritional status (Loebel, Lieberman & Alvir, 2013).
· Provide supportive group therapy that focuses on the here-and-now, create group norms which discourage improper social behaviour, and encourage the client to test new social behaviour.
· Role-play particular established social behaviours. Promote growth of relationships amongst group members by means of self-disclosure and realness. Encourage the members of the group to confirm their perceptions with other people (Oya, Kishi & Iwata, 2014).
· Monitor patient’s compliance with medication routine. Encourage the client to be present at medication group. Ask the client about particular symptom exacerbations and side effects. Encourage the client to go to regular symptom management groups.
· Recognize the environments wherein social interactions are impaired such as leisure, living, working, and learning.
· Role-play different facets of social interactions like asking for something, starting or terminating a conversation, asking somebody to take part in a certain activity such as going to watch a movie, refusing a request, or even interviewing for a job (Wai Tong et al., 2016). Give Bernard positive feedback. Focus at most on 3 behavioural connections at a time.
· Assist community members and client’s family to understand Bernard and give him necessary support. With the permission of the client, form an alliance with the family. Encourage members of his family to attend a support group (Chow 2012).
The nurse will provide pharmacotherapy intervention.
Psychiatrist will provide non pharmacotherapy intervention
Family members and community members will be understanding to Bernard and give him support
3 months
Problems with occupation and activities – client has problems at the workplace as he does not relate well with his workmates. Working as a labourer at a building site, he reported that he felt somewhat paranoid regarding his fellow labourers and started suspecting that they were making plans to harm him or his family. Some workmates were making fun of him and this made him to become more and more stressed, and consequently had disorganized actions and thoughts.
Reduce client’s problems with occupation and activities
Bernard can adhere to treatment regimen aimed at reducing his problems with occupation and activities
· Teach Bernard coping skills which minimize problems with occupation and activities such as talking to a trusted friend at the workplace, going to the gym, and phoning a helpline (Loebel, Lieberman & Alvir, 2013).
· Encourage the client to observe healthy habits that will help to optimize functioning such as working well with others at the building site, maintaining a regular pattern of sleep, and maintaining medication regimen. These are helpful in keeping the patient in remission (Kopelowicz, 2012).
· Engage patient in reality-oriented activities involving human contact such as outpatient day care, sheltered workshops, and inpatient social skills training groups.
· Reward positive behaviour to assist Bernard improve his functioning level (Edwards et al., 2011).
The nurse will provide pharmacotherapy intervention.
Psychiatrist will provide non pharmacotherapy intervention
Family members and community members will be understanding to Bernard and give him support
3 months
Depressed mood, anxiety and cognitive problems – When he worked for his uncle as a labourer at a building site, Bernard pointed out that other labourers in the same site began making fun of him and this made him to feel more and more stressed and increasingly disorganized in his actions and thoughts. The client described themes of hopeless, helplessness and worthlessness. The client described his mood as being variable; he reported of uncertainty for the future, anxiety, and sadness. Bernard experienced escalating stress levels, disorganized thinking and behaviour. He has also demonstrated mildly depressed mood, and decreased concentration.
Reduce client’s mood and anxiety
Client can comply with anti-depressant medication.
Bernard can stick to the treatment regime
· Work with Bernard to find the activities that are helpful in reducing anxiety and depressed mood and distract him from hallucinatory material. Practice with him new skills. If Bernard’s stress and depression trigger hallucinatory activity, he may be more motivated to find ways of removing himself from stressful environments or attempt distraction techniques (Steele, 2011).
· Be alert for signs of growing agitation, anxiety or fear. May be indication of hallucinatory activity that could be really frightening to Bernard, and he may act upon command hallucinations for instance by harming others or himself (Kohler et al., 2013).
· Intervene with seclusion, one-on-one or pharmacological/ medication treatments for depression and stress.
· Also use psychotherapeutic and somatic interventions and psychoeducation.
· Intervene before the anxiety starts to increase. If Bernard is already out of control, utilize physical or chemical restraints following unit protocols (Davis et al., 2016).
The nurse will provide pharmacotherapy intervention.
Psychiatrist will provide non pharmacotherapy intervention
3 months
Recovery Focused Nursing Care Plan References
Beck, J. (2014). Nursing process in psychiatric. Psychiatric Rehabilitation Skills, 42(6): 245-256
Chow, S. (2012). Schizophrenia interventions. J Clin Psychiatry, 31(67): 90-112
Davis, K. N., Tao, R., Li, C., Gao, Y., Gondré-Lewis, M. C., Lipska, B. K., & … Hyde, T. M. (2016). GAD2 Alternative Transcripts in the Human Prefrontal Cortex, and in Schizophrenia and Affective Disorders. Plos ONE, 11(2), 1-15. doi:10.1371/journal.pone.0148558
Edwards, J., Maude, D., McGorry, P. D., Harrigan, S. M., Cocks, J. T. (2011). Prolonged recovery in first-episode psychosis. Brit J Psychiatry, 172(33): 107-116
Fleury, M., Grenier, G., Bamvita, J., & Tremblay, J. (2013). Typology of persons with severe mental disorders. BMC Psychiatry, 13(1), 1-10. doi:10.1186/1471-244X-13-137
Köhler, S., Hoffmann, S., Unger, T., Steinacher, B., Dierstein, N., & Fydrich, T. (2013). Effectiveness of Cognitive-Behavioural Therapy Plus Pharmacotherapy in Inpatient Treatment of Depressive Disorders. Clinical Psychology & Psychotherapy, 20(2), 97-106. doi:10.1002/cpp.795
Kopelowicz, A. (2012). Recovery from schizophrenia. Psycholog Med, 123(24): 135-146
Loebel, A. D., Lieberman, J. A., & Alvir, J. (2013). Duration of psychosis and outcome in first-episode schizophrenia. AM J Psychiatry, 2(4): 43-60
Marder, S. R. (2011). Facilitating compliance with antipsychotic medication. J Clin Psychiatry, 51(98): 277-311
Oya, K., Kishi, T., & Iwata, N. (2014). Efficacy and tolerability of minocycline augmentation therapy in schizophrenia: a systematic review and meta-analysis of randomized controlled trials. Human Psychopharmacology: Clinical & Experimental, 29(5), 483-491. doi:10.1002/hup.2426
Sarin, F., Wallin, L., & Widerlööv, B. (2011). Cognitive behavior therapy for schizophrenia: A meta-analytical review of randomized controlled trials. Nordic Journal Of Psychiatry, 65(3), 162-174. doi:10.3109/08039488.2011.577188
Steele, K. (2011). The day the voices stopped. Albany, NY: Basic Books.
Wai Tong, C., Jolene, M., Gray, R., & Eric, C. (2016). Adherence therapy versus routine psychiatric care for people with schizophrenia spectrum disorders: a randomised controlled trial. BMC Psychiatry, 161-14. doi:10.1186/s12888-016-0744-6
Yamasaki, S., Ando, S., Shimodera, S., Endo, K., Okazaki, Y., Asukai, N., & … Sasaki, T. (2016). The Recognition of Mental Illness, Schizophrenia Identification, and Help-Seeking from Friends in Late Adolescence. Plos ONE, 11(3), 1-8. doi:10.1371/journal.pone.0151298
Follow the directions and grading criteria closely
2. The length of the project report is to be no less than 5 and no greater than 6 pages excluding title page and reference pages.
3. APA (2010) format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
a. Introduction
b. Description of the 9 NONPF NP Core Competencies
c. Description of the Interview with the APN.
d. Analysis of the discussed APN competencies
e. Conclusion
Preparing the paper
The following are best practices for preparing this project paper:
1. Read “Interview Suggestions and Tips” in Course Resources.
2. Review the 9 NONPF Nurse Practitioner Core Competencies.
3. Identify an APN with whom to conduct an interview. The APN should practice in one of the following roles: CNS, CNP, CNM, or CRNA.
4. When conducting the interview, be sure to identify appropriate background information regarding the interviewee (who, what, where, when, and why).
5. Discuss 4-5 APN core competencies with the interviewee. Be sure to identify appropriate details including relevant practice examples gleaned from the APN leader.
6. When analyzing the discussed APN competencies, be sure to fully address each APN competency discussed in terms of original source and leader’s application to APN role (i.e., Nurse Practitioner Core Competencies [NONPF, 2011]).
7. Conclude the paper with a summary of the main points covered in the paper and the benefits of meeting the competencies within the APN role.
8. MINIMUM OF 5 SCHOLARLY ARTICLES USED TO REFERENCE YOUR WORK (2011-2016)
SAMPLE ANSWER
Introduction
Nursing is a profession that requires the demonstration of expertise, effective communication, leadership and an understanding and application of evidence-based practice. The nurse practitioner core competencies provide nurses with the essential behavior that they are expected to demonstrated when delivering nursing care. Nurses acquire the knowledge of the core competencies throughout their training period which includes the handling of patients. Patients and their kin expect quality care and it is with the provision of quality care, guided by the core competencies, that a strong patient-nurse relationship is formed. The discussion below will focus on the analysis of the nine core competencies in nursing as well as an evaluation of a Clinical Nurse Specialist (CNS) and her demonstration of the core competencies in her day to day nursing activities.
Description of the 9 NONPF NP Core Competencies
The 9 NONPF Nurse Practitioner (NP) Core Competencies highlights the essential behavior that nurse practitioners must demonstrate as they execute their nursing services in the ever changing health care environment. The first core competencies are the scientific foundation competencies that emphasizes on the analysis and use of data to enhance nursing practice. Scientific foundation competencies also emphasizes on developing new practices based on related research and knowledge. The second core competencies are the leadership competencies that call on nurses to embrace advanced leadership responsibilities with the intent to improve healthcare delivery. Quality competencies advocate for nurses to embrace and advocate for quality clinical practice as a strategy of promoting a culture of excellence in the healthcare environment (Thomas, & Nativio, 2011). Practice inquiry competencies advocate for nurses to embrace and translate new knowledge into their practice so as to improve patient outcomes.
Technology and information literacy competencies advocate for the integration of necessary technologies to enhance patience care. Policy competencies involves the demonstration of an understanding of existing policies and their relation/influence to nursing practice and health care delivery. Health delivery system competencies refer to the ability of nurses to understand and apply existing organizational practices and systems to enhance health care delivery. Ethics competencies refer to the ability of nurses to understand existing ethical principles and the ability to apply them in the different health care scenarios. Lastly, the independent practice competencies refer to the nurse’s potential to function as a licensed autonomous practitioner as well as a high standards of accountability (Thomas, & Nativio, 2011).
Description of the Interview with APN
The Advanced Practice Nurse (APN) selected for the interview was Jane, a 45year old Clinical Nurse Specialist (CNS) at St. Louise Hospital. The CNS has over 20 years of nursing experience and has a master’s degree as well as certification indicating advanced knowledge and clinical skills. For 20 years of her nursing profession, Jane has worked directly with patients, implemented treatment plans and mentored fellow nurses who join the profession. The interview focused on understanding the spheres of influence of a clinical nurse specialist. The CNS works directly with the patients with the intent of providing direct patient care across various medical settings. The CNS ensures that she engaged her fellow nurses in determining the ideal care plan for the patients. The CNS also strives to embrace evidence-based practices and recommendation so as to provide patients with quality health care services. The CNS strives to influence the patient outcomes by adopting evidence-based practice into her daily operations. The CNS thus acts a bridge between standard clinical practice and science by translating research into action. The interviewee indicates her determination to change traditions of service delivery and replacing the traditions with recent scientific research (Tuite, & George, 2010). She points out the tendency by health care professionals to maintain the status quo of practices irrespective of the changes in the health care industry.
According to the CNS, she uses her knowledge and expertise to engage in a cost benefit analysis of merging technologies, medical products and interventions. CNS also strives to embrace preventative protocols for purposes of minimizing costs of health care services. The interview also focused on ethics in the nursing profession. CNS Jane also advocates for ethical conduct in health care delivery. The CNS ensures that nurses adhere to the code of ethics. The CNS also mentors, trains and takes other nurses through refresher training on ethical standards in health care delivery.
Analysis of the discussed APN Competencies
Several competencies stand out with regard to the CNS interview. First, the CNS demonstrates independent practice competency. Rather than playing a supervisory and leadership role as the CNS, the CNS also functions as an independent practitioner. The CNS is always assisting where necessary in the diagnosis, treatment and management of patients at the facility. The CNS engages patients in evaluating their illness. The CNS also provides patients with advice on the management of their illness. The CNS is also culture sensitive and strives to integrate the patient’s beliefs and practice in the treatment and recovery plan. The CNS also demonstrates scientific foundation competencies through the adoption and implementation of evidence-based practice (EBP). EBP is all about the utilization of the best evidence. According to Makic (2013), evidence-based nursing focuses on integrating a problem solving angle with regard to patient care.
Evidence-based practice guarantees improved outcomes in the delivery of patient care. The CNS also demonstrates leadership competencies as she executes her nursing role. As a clinical nurse specialist, the CNS supervises nurses on all aspects of patient care. She also oversees health care delivery and ensures that quality is emphasized. Patient satisfaction is achieved with the delivery of quality services. As a leader, the CNS initiates and guides changes that will enhance patient care. The CNS is also the advocate for quality and cost effective service delivery. The CNS thus ensures that the nurses use resources and facilities that will enhance cost effective utilization of resources without jeopardizing on quality.
Leadership competencies also emphasize on effective oral and written communication. Effective communication in nursing is critical in the delivery of quality patient care. Generally, nursing is a profession that involves collaboration with different health care professionals. Communication is thus critical as it enhances information sharing with regard to the patient’s condition, management initiative and treatment. Nurse leaders must enhance communication with their nurses to enhance patient care. Leaders must also demonstrate effective communication with patients so as to enhance patient satisfaction. According to Kourkouta & Papathanasiou (2014), effective communication is critical for the successful outcome of i nursing care. The CNS also demonstrates ethical competence as she integrates ethical principles in every aspect of the decision making process. In nursing, the ethical principles include beneficence ie the aim to do good; non-maleficence ie the aim to do no harm. Patients entrust healthcare providers with the lives and expect that the healthcare professionals will take care of them with the greatest level of professionalism and expertise (Holt, 2012). The application of the principles of beneficence and non-maleficence helps nurses in making ethical decisions that have the patient’s best interest in mind. Nurses also strive to uphold the patient’s autonomy with regard to the medical procedures and treatment that he is expected to undertake. Overall, nurse leader ensure that all nurses adhere to the ethical principles of nursing practice as the ultimate guide to healthcare delivery.
Conclusion
The understanding of the core competencies of nursing is critical in the nursing profession as it ensures that the nurses are able to execute the nursing duties with the professional realms of the profession. Nurses must know and implement in the core competencies in their daily activities in nursing. The core competencies enable nurse practitioners to implement the full scope of nursing practice as licensed independent practitioners. The CNS interviewed demonstrated an understanding as well as the application of the core competencies of nursing. Competencies such as ethics ensure that the nurses are able to execute their duties within the moral frameworks of the profession. Similarly, evidence-based practice ascertains that nurses deliver quality healthcare services to their patients.
Reference
Holt, J. (2012). Ethical practice in nursing care. Journal of nursing standards. Vol. 27:51-56
Kourkouta, L. & Papapthanasiou, I. (2014). Communication in nursing practice. Journal of Academy of medical sciences of Bosnia and Herzegovina. Vol. 26(1): 65-67
Mackic, M. (2013). Putting evidence into nursing practice. American Association of critical care nurse. Vol. 33(2)
Thomas, A. & Nativio, D. (2011). Nurse practitioner core competencies. The National Organization of Nurse practitioner’s faculties
Tuite, P. & George, E. (2010). The role of the clinical nurse specialist in facilitating evidence-based within a university setting. Critical care nursing. Vol. 33(2): 117-25
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NR-512 NURSING INFORMATICS
Readings are as follows:
McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett.
•Chapter 7: Informatics Roles and the Knowledge Work of Nursing
References
American Association of Colleges of Nursing (AACN). (n.d.). Crosswalk of the master’s essentials with the baccalaureate and DNP essentials. Retrieved from http://www.aacn.nche.edu/faculty/faculty-tool-kits/masters-essentials/Crosswalk-of-Masters.pdf
American Association of Colleges of Nursing QSEN Consortium. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes. Retrieved from http://www.aacn.nche.edu/faculty/qsen/competencies.pdf
Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press.
McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Sudbury, MA: Jones and Bartlett.
Reay, T., Goodrick, E., Casebeer, A., & Hinings, C. R. (2013). Legitimizing new practices in primary health care. Health Care Management Review, 38(1), 9–19. doi: 10.1097/HMR.0b013e31824501b6
Scott, E. S. & Miles, J. (2013). Advancing leadership capacity in nursing. Nursing Administration Quarterly, 37(1), 77–82. doi:10.1097/NAQ.0b013e3182751998
The TIGER Initiative. (2013). About TIGER: TIGER Vision Statement. Retrieved from http://www.thetigerinitiative.org/about.aspx
The TIGER Initiative. (n.d.). Revolutionary leadership driving healthcare innovation: The TIGER leadership development collaborative report. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_RevolutionaryLeadership.pdf
The TIGER Initiative. (n.d.). Transforming education for an informatics agenda: TIGER education and faculty development collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_EducationFacultyDevelopment_000.pdf
Page or paragraph numbers must be included with quotes per APA. See APA re how to format references and in-text citations i.e. capitalization issues and use of the ampersand versus the word (“and”).
Including at least one in-text citation and matching reference.
Check for grammar and spellings
Discussion- Reflection on Nursing Informatics Competencies (graded)
Reflect on your self-assessment completed in Week 1. How do your current competencies compare to discussions of NI competencies in the published, scholarly literature?
Hello NR 512 nurses! Welcome to the week 4 discussion and exploration of nursing informatics competencies. You all are somewhat familiar with these already as you completed the TIGER competencies in week 1. We are going to dig a bit deeper this week and apply evidence to our discussion.
The course outcome guiding our discussion this week is:
CO #5: Explore various nurse roles, competencies, and skills in informatics. (POs 2, 11)
——-
This week, reflect on your self-assessment completed in Week 1. The question this week is, “Reflect on your self-assessment completed in Week 1. How do your current competencies compare to discussions of NI competencies in the published, scholarly literature?”
In order to fully respond to this question you need to COMPARE your current competencies compare to discussions of Nursing Informatics competencies in the published, scholarly literature. A comparison notes either similarities, or similarities and differences. You might consider comparing by using either the block method or point-by-point method (you can Google these terms to see how they might be used) or any other way you find most effective.
Some other things to consider as you create your post: Have you seen any impact from your current competencies in your daily practice or perhaps even in your continuing work toward your graduate degree? Is there enough literature out there or does more research need to be done in this area? What are your strengths, weaknesses, and where you would like to focus your learning in technology and nursing informatics?
Name: Sophia David
SELF ASSESSMENT OF TIGER NURSING INFORMATICS COMPETENCIES
For each statement below, please rank your level of competence
Clinical Information Management
Novice Competent Proficient Expert
Capture data and information related to clinical care
0
0
x 0
Update data and information 0
x 0
0
Display on a screen 0
0
x 0
Print standardized (pre-formatted) reports 0
0
x 0
Demonstrate procedures that assure confidentiality
of protected patient health information (PHI) 0
x 0
0
Demonstrate procedures for maintaining security of PHI 0
x 0
0
Demonstrate procedures to maintain security of organizational information 0
0
x 0
Find information stored in the HIS to guide patient care (guidelines, standardized plans of care, protocols, etc.) 0
0
x 0
Communicate electronically with others, such as colleagues 0
0
x 0
Information Literacy
Novice Competent Proficient Expert
Determine the nature and extent of the information needed 0
x 0
0
Describe information need through key concepts and terms 0
0
x 0
Identify keywords, synonyms, and related terms for the information needed 0
0
x 0
Describe the available proprietary information systems (CINAHL, EBSCO, etc.) 0
x 0
0
Determine the most appropriate methods for accessing information electronically : search engines, interfaces (the database screens), and content available through a given system 0
x 0
0
State the risks and constraints of searching the Internet for needed evidence-based information 0
x 0
0
Use appropriate search language and parameters for selected system 0
x 0
0
Assess the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized 0
0
x 0
Evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system 0
x 0
0
Identify verbatim material that can be appropriately quoted x 0
0
0
Restate in your own words main concepts from a source 0
x 0
0
Compare information from various sources to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias 0
0
x 0
Judge the scholarly nature of a source such as: physical appearance, advertising, peer review, references, footnotes) 0
0
x 0
Analyze the structure and logic of supporting arguments or methods 0
0
x 0
Determine the value added by the new information 0
x 0
0
Synthesize conclusions based upon information gathered 0
x 0
0
Use information effectively to accomplish a specific purpose individually or as a member of a group 0
x 0
0
Articulate knowledge and skills transferred from prior experiences to meet information-need purpose 0
x 0
0
Manipulate digital text, images, and data to transfer from original source into new context 0
0
x 0
Evaluate outcomes of the use of information 0
x 0
0
Describe privacy and security of information 0
x 0
0
Explain free versus fee-based access to information 0
x 0
0
Use approved passwords and other forms of ID for access to information resources 0
x 0
0
Describe how to preserve the integrity of information resources, equipment, systems and facilities 0
0
x 0
Obtain, store, and disseminate text, data, images, or sounds legally 0
0
x 0
Basic Computer Competencies
Novice Competent Proficient Expert
Describe the concepts of uploading and downloading 0
0
x 0
Activate a hyperlink x 0
0
0
Define the term e-learning 0
x 0
0
Name options for recycling computer components, printer cartridges and paper 0
x 0
0
Name ways to protect my computer and information 0
0
x 0
Start the computer and log on securely using a user name and password 0
0
0
x
Restart the computer using an appropriate routine 0
0
0
x
Shut down a non-responding application 0
0
x 0
Shut down the computer using an appropriate routine 0
0
0
x
Use available Help functions 0
0
x 0
View the computer’s basic system information 0
0
0
x
Create a desktop icon 0
0
x 0
Collapse, expand, restore, resize, move, close a window 0
0
x 0
Create a folder and subfolder 0
0
x 0
Identify common file types 0
x 0
0
Use a text editing application 0
x 0
0
Sort files 0
x 0
0
Rename files, folders 0
0
x 0
Move files, folders between folders and between drives 0
x 0
0
Restore files, folders from the recycle bin/wastebasket/trash 0
0
x 0
Use anti-virus software to scan specific drives, folders, files 0
0
x 0
Change the default printer from an installed-printer list 0
x 0
0
Open an application 0
x 0
0
Create a new file 0
x 0
0
Save a file to a location on a drive 0
0
x 0
Close an application 0
0
x 0
Open a file 0
0
x 0
Close a file 0
0
x 0
Switch between open files 0
0
x 0
Copy and paste content between files 0
0
0
x
Display/ hide built-in toolbars 0
0
0
x
Identify risks associated with online 0
0
x 0
Display a web page in a new window, tab. 0
0
0
x
Discuss the main benefits of instant messaging 0
0
x 0
Recognize examples of social networking websites, Internet forums, chat rooms, online computer games 0
0
0
x
Recognize attempted phishing 0
x 0
0
Explain the importance of network etiquette (netiquette) 0
0
x 0
Identify possible problems when sending file attachments 0
0
x 0
Complete the To, Copy (Cc), Blind copy (Bcc), and subject fields in email 0
0
0
x
Insert, remove a file attachment 0
0
0
x
Save a draft of an e-mail 0
0
0
x
Use a spell-checking tool and correct spelling errors 0
0
0
x
Send an e-mail, send an e-mail with a low, high priority. 0
0
0
x
Use the reply, reply to all function 0
0
0
x
Forward an e-mail 0
0
0
x
Add, remove message inbox headings like: sender, subject, date received 0
0
x 0
Apply a setting to reply with, without original message insertion 0
0
x 0
Flag an e-mail. Remove a flag mark from an e-mail 0
0
0
x
Identify an e-mail as read, unread. Mark an e-mail as unread, read 0
0
0
x
Search for an e-mail by sender, subject, e-mail content 0
0
0
x
Add contact details to an address book. Delete contact details from an address book 0
0
0
x
SAMPLE ANSWER
Nursing Informatics
There is a number of nursing informatics competencies. These include overarching competency; knowledge and information management; regulatory and professional accountability; and communication and information technologies. Evidently, I am not competent in some of these competencies as I still am incompetent in some of their indicators. In relation to overarching competency, I am able to use communication and information technologies for supporting information synthesis based on regulatory and professional standard in client or patient care delivery (Saba & McCormick, 2015, 38).
Although I am able to use many of the indicators related to knowledge and information management which helps support evidence-based patient care delivery, I have challenges critically evaluating information and data from different sources including relevant websites, practice guidelines, databases, clinical applications and experts, and this hinders proper nursing care delivery as some aspects are missed. One of the indicators for regulatory and professional accountability is recognizing the need to involve nurses in the selection, design, evaluation, and implementation of systems and applications in healthcare (McGonigle & Mastrian, 2012, 19). However, I have not yet been able to be involved adequately, and this makes me feel that I am somehow not sufficiently part of the system. In relation to the communication and information technologies competency, although I can identify the various technologies, demonstrating appropriate use is a challenge since some are not in the department I work in. therefore, while pursuing the graduate degree, I still need to do a lot for total competency to be demonstrated. This will also ensure that I am able to practice professionally and competently in my practice, something that I doubt I am doing correctly at the moment (Mcbride, 2015, 29).
There is a need for more research in this area since there are inconsistencies and the current literature dates a few years back. I am competent in many of the competencies’ indicators but as noted above, there are some where improvements are needed. I have a deep desire to familiarize myself with the various technologies including EMR, HER (electronic health records), point of care systems, devices for monitoring fetal heart, telehomecare, hemodynamic monitoring, and capillary blood glucose (Baker, 2012, 34). I addition, I need to be competent with the decision support tools like critical pathways, clinical reminders and alerts, as well as web-based clinical practice guides. This will promote a practice with safe patient care and clinical judgment.
References
Baker, J. D. (2012). Nursing informatics. Philadelphia, Pa: Saunders.
Mcbride, S. (2015). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and … interprofessionalism. Place of publication not identified: Springer Publishing.
McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge. Burlington, MA: Jones & Bartlett Learning.
Saba, V., & McCormick, K. (2015). Essentials of Nursing Informatics, 6th Edition. New York, N.Y: McGraw-Hill Education.
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Topic: workplace safety (1500 words)
Task description:
Discuss the key concepts of health education,empowerment and health literacy and how they relate to health promotion,community health,and primary health for their chosen area.Discussions must include how this concepts relate to the role in health promotion.
Format: essay include an introduction,a body detailing the crucial aspects of the topic,a conclusion and reference list.Layout in double space with block paragraphing(no indenting).No indent the first line of each paragraph.Page number on the bottom left corner of page.Font 12
workplace safety assignment paper
workplace safety assignment paper
referencing 10 minimum references no more than 7yrs.old.A mixture of books and journal.
SAMPLE ANSWER
Introduction
Workplace safety will entail all the practices that help in the prevention of illnesses and also injury to the workers. The protection of the wellbeing of the employees will ensure they are not subjected to the high costs of the health insurance benefits. The medical cost will help enhance the workplace safety for the employees as they will not have any troubles safeguarding their health to the maximum. The potential job hazards will first be analyzed to ensure the full protection of the workers. The model to be used in the promotion of workplace safety will be made possible through the training and buddy systems that eliminates the high susceptibility to health hazards. The training and education model will efficiently help eliminate work fatalities, reward and promote safe practices.
The training and awareness creation model will be measured using various factors to determine its effectiveness in the workplace. These factors have led advancement in the workplace. The lower payment of medical benefits is one measurement factor and improvement in a given workplace. The reduction in the injury frequency among the employees is a vital advancement in the workplace through the effective workplace safety training model. The lower employee compensation costs and reduction in treatment frequency will result due to the enhancement of the workplace safety through the education and training model which will also contribute to the health promotion in a given firm or company.
Health promotion has become very essential in today’s life. Health promotion is encouraged as it enables people to have more control over determinants health and their wellbeing in a more efficient manner (Tones et al, 2013). The effort to increase the control leads to the overall improvement in the health of individuals. The primary practices and efforts to ensure effective health promotion are made possible through addressing health prerequisites. The health system is a major factor that influences the health of individuals. The family patterns, communication, learning environments and also cultural societies are other factors that influence health. In this case, the holistic approach to individual empowerment should be adopted for the effective address of the many health issues (Tones et al, 2013). The health promotion concept builds on the cultural and social awareness of health and its determinants.
Health education is a major health promotion component. Both have the objective of improving the access to services and the health related information. Health education that aims at improving the health and wellbeing of people will entail the dissemination of information, skills and also the simple health facts to the relevant people that are the society (Rongen et al, 2013). Health literacy is also vital when it comes to the improvement of primary and community health because of its positive impacts. Health education aims at ensuring efficient health literacy among people by giving them the ability to control their well-being for the better through adherence to the information disseminated by them regarding their health (Rongen et al, 2013).
Health education is one factor that that has led to the health promotion and improvement which will include both the primary and community health. Health education will be the practice that entails the dissemination of information to people in the matter to do with health. The profession of health education will encompass social health, spiritual health, physical health and also the environmental health of the individuals (Street et al, 2013). Health education influences the restoration, promotion and also the maintenance of health in a positive way. Health education has several concepts that have a major impact on the improvement and promotion of health. Some of these key concepts are health promotion, social justice, health determinants and also resilience. Health determinant concept will influence the achievement of well-being for the society and also mitigate the effects of the others. The social justice concept will entail the promotion of nondiscriminatory practices, inclusiveness and also fairness (Street et al, 2013). In this case, it is vital to ensure the people are educated on ways of enhancing social justice while carrying out their health practices. The nurse is one group of people that can be educated and made aware of the importance of social justice and its impacts on society and wellbeing of individuals (Rongen et al, 2013).
Resilience is an important concept that is explored while carrying out the health education practices. Resilience is simply the bouncing back capacity from adversity as the life events also have an impact on wellbeing. Resilience been a concept of health education will involve enhancing protective factors and also addressing the different heath risk factors. In such instances when resilience is considered, people are informed on the significant ways of improving and supporting wellbeing among people (Golden et al, 2012). Critical thinking and taking action is also emphasized during health education as people are made aware of the factors that contribute to the improved health. People are taught on how to make quality decisions that are efficient in the handling of the challenging health situations. Critical thinking concept will be helpful in ensuring one efficiently challenges the societal related health perceptions, understanding and also practices that will eventually lead to better health outcomes (Golden et al, 2012).
Health education plays a major role in the improvement of health and its outcomes. Health educators ought to take the initiative and disseminate the information to all people in the most appropriate way as there is an excellent relationship between health education concepts and health promotion (Perez et al, 2013). Learner involvement and also the participation of the community are vital shared principles of health education. Health educators usually emphasize on the importance of health promotion. The community is made aware of strategies of handing the health dangers and also acquiring the necessary information about the illnesses. Health promotion will only be successful if there is the quality dissemination of the necessary information to the community (Perez et al, 2013). The information and skills enhance the making of quality decisions related to the health matters.
Learning that occurs through the health education is the effective communication that is aimed at improving knowledge, health literacy and also the development of skills that enhances the improved community health as well as the primary health of the individuals(Sorensen et al,2012). Health education relates to primary, and community health is not leaving out health promotion which is the major objective of educating people. Health education will reshape the daily habits of individuals with unhealthy lifestyles on top of providing the basic health knowledge and also prevention measures that should be adopted (Sorensen et al, 2012). The necessary information instilled in people through health education will by far reduce the health risks to people after the implementation of the practices taught to the people.
Empowerment is another vital concept of health promotion and the betterment of primary and community health in general. Empowerment is a central principle when it comes to the health promotion of individuals and also at the community level (Schwazer, 2014). Empowering people will give them the more control over their health and also their lives. Empowerment will entail combating injustice through oppression in a process where people work together to increase control over things that influence their health and wellbeing. The health empowerment will encompass the environmental, system and also organizational change. The empowerment model will address the issues that inhibit the making of informed health choices. Numerous empowerment programs have been designed and used to improve the people’s health outcomes (Schwazer, 2014). The empowerment strategies have been used to reduce the health impacts that deteriorate the condition and well-being of the human beings. The health empowerment interventions have improved the outcomes that are health related. Some of the areas where these strategies have been employed are identified as increased awareness and knowledge, improved self-esteem and efficacy, a greater sense of community and also behavior change (Korda & Itani, 2013). Health promotion occurs through the empowerment strategies that occur in various ways.
It is the role of empowerment to reduce the health disparities and also social exclusion which are major inhibitors the improved primary and community health. When the individuals and community are empowered, they collaborate to create some positive changes and challenge the system for the improvement of the health outcomes which consequently leads to health promotion (Korda & Itani, 2013). The empowerment concept has several roles when it come health promotion. These roles include the broadening of support and social network, increasing awareness and enhancing behavior change. These empowerment interventions are factors of health promotion that lead to improving primary and community health (Korda & Itani, 2013).
Health literacy is another important concept of health promotion. Health literacy will efficiently describe the range of outcomes to communication activities as well as health education. The health education strategies have the objective of improving the health literacy of the individuals. Improved health literacy is essential to the empowerment of people. Health literacy will make people have the ability to use effectively the information they have assessed through various channels such as health education (Murray et al, 2013). Health literacy concept will entail the adoption of strategies that help people overcome the structural barriers to health. The community-based educational outreach and also the better communication personal forms are emphasized as they ensure the individuals are equipped with the necessary skills and knowledge defined as health literacy (Murray et al, 2013). The health literacy will empower people to act in the proper way in the many challenging and changing health circumstances. It is only made possible through the use and adoption of the social and cognitive skills.
The major concepts and attributes of health literacy include comprehension, numeracy and reading skills, the capacity to efficient use information to make some informed decisions about the effective functioning (Sorensen et al, 2012). The health related experience and also literacy are the main factors that influence the positive health outcomes. Health literacy concept is related to health promotion due to the impact it has on the improvement of health among individuals. Some of the impacts of health literacy that lead to health improvement include less use of the healthcare services, lower healthcare costs, reduced hospitalization cases and also the improved health status of the individuals and the community at large(Pakkari,2012). Health literacy will enhance the ability to adhere to the healthcare recommendations among the patients and also the improved ability of nurses to assess the patients more accurately (Murray et al, 2013).
Conclusion
Accessing the up to date information is vital when it comes to the making of quality choices and decisions related to health. Improving the health literacy is a major way of empowering the people to deal with the health challenges that threaten their wellbeing (Tones et al, 2013). All these strategies and efforts are aimed at increasing control over the life of individuals as well as their health. In this case, health promotion will be possible when the various health initiatives are adopted and implemented in an efficient manner.
References
Golden, S. D., & Earp, J. A. L. (2012). Social ecological approaches to individuals and their contexts twenty years of health education & behavior health promotion interventions. Health Education & Behavior, 39(3), 364-372.
Korda, H., & Itani, Z. (2013). Harnessing social media for health promotion and behavior change. Health promotion practice, 14(1), 15-23.
Murray, R. B., Zentner, J. P., & Yakimo, R. (2013). Health Promotion Strategies Through the Life Span: Pearson New International Edition. Pearson Higher Ed.
Paakkari, L., & Paakkari, O. (2012). Health literacy as a learning outcome in schools. Health Education, 112(2), 133-152.
Pérez, M. A., & Luquis, R. R. (2013). Cultural competence in health education and health promotion. John Wiley & Sons.
Rongen, A., Robroek, S. J., van Lenthe, F. J., & Burdorf, A. (2013). Workplace health promotion: a meta-analysis of effectiveness. American journal of preventive medicine, 44(4), 406-415.
Schwarzer, R. (2014). Self-efficacy: Thought control of action. Taylor & Francis.
Sørensen, K., Van den Broucke, S., Fullam, J., Doyle, G., Pelikan, J., Slonska, Z., & Brand, H. (2012). Health literacy and public health: a systematic review and integration of definitions and models. BMC public health, 12(1), 1.
Street, R. L., Gold, W. R., & Manning, T. R. (2013). Health promotion and interactive technology: Theoretical applications and future directions. Routledge.
Tones, K., Robinson, Y. K., & Tilford, S. (2013). Health education: effectiveness and efficiency. Springer.
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This paper is a continuation of 113908, and it would be nice for the same writer to complete this paper as it is a continuation. The writer will respond to the questions below base on the requirements. The writer must also read the uploaded paper so that he can better understand how to respond to this questions in the order form below. The EBP paper we are working as you will see on the uploaded paper is “Lack of proper education on patient with type 2 diabetes”. Base on that the writer will continue this week by responding detail to the questions pose below.
Designing a Practice Change
“Lack of proper education on patient with type 2 diabetes”
During this week’s paper, you will focus on designing a practice change.
Building on work done in the clinical practicum setting this week, and looking toward work with the EBP, address these questions:
1. What is your timeline/schedule for your project?
2. What key personnel (including a change champion) are needed?
3. What supplies are needed (e.g., technology, marketing materials, etc.)?
4. What areas are included for your budget? What is the approximate cost of the entire project?
5. How do items 1-4 above tie directly to the project goals?
SAMPLE ANSWER
Introduction
Trends have indicated an increase in prevalence in diabetes with 42% of the patients with diabetes aged over 65 years (Chen et al., 2012). Projections have been conducted and proved that this ratio will increase to over 60% by 2050. This increase in diabetes prevalence has also impacted related health care costs. For instance, the average acute hospital cost for managing diabetic patient with a diabetic foot was estimated to be $9,900 in the USA (Dabelea et al, 2014). According to Wong et al, this rise in the prevalence of diabetes has made it imperious to offer training and practice care for clinicians to manage diabetes (Wong et al., 2015). This paper is going to focus on the design of Evidence Based Practice training program that will be aimed at training healthcare practitioners on diabetes and improving the outcomes of patients with diabetes.
Timeline
The training module will involve one basic 50-minute presentation which will be conducted by a well-trained diabetes educator and a physician. The presentation will be conducted on Monday, Wednesday and from 0800hrs to 0850hrs for a period of two months. The presentation will be divided into two parts. The first part will concentrate on enlightening the trainees on diabetes, that is, the causes, risk factors, onset, types, signs and symptoms, treatment, and management of this disease. This part will also highlight the complications associated with diabetes. The second part of the presentation will concentrate more on patient education which is an integral component of comprehensive patient care. Several long term care facilities will be contacted as potential recruitment sites. Comprehensive training modules and assessment measures will also be developed to aid in the evaluation of immediate and long term impact of the training project.
Key Personnel
To achieve the educational needs of the clinicians the program will focus on training licensed practical nurses (LPNs), registered nurses (RNs), and physical therapists. The module will conduct a follow-up of learning outcomes in one group (RNs). The training will be designed for a small group of between 20-30 trainees in each session. This will ensure that close interaction is maintained between the participants and the instructors, with time set aside for participant comments and questions.
Supplies Needed
Some of the material that will be required include; PowerPoint presentation, videos, and handouts.
PowerPoint Presentation: Will consist of 40 slides. These slides will entail a brief overview of diabetes, and the associated complications such as foot problems, risk of amputation, blurred vision, and kidney problems. It will also offer information on appropriate history taking, keeping of records, conducting physical examination, and appropriate specialist referral.
Video: This will demonstrate the proper techniques of carrying out patient examination such as conducting a monofilament examination with the aid of a tuning fork.
Handout: Will be issued to the participants for daily patient explaining and for explaining how to conduct physical examination on a patient with diabetes.
An official website that will contain all that will have been taught during this period.
Cost
For successful completion of this module, funds will be used in paying two diabetes instructors, paying the IT technicians who will compile the PowerPoint presentation, the video, creation of website and typing of the handout. Funds will also be used in buying enough training materials such as tuning forks for the monofilament examination and glucometers. All this will be allocated a total of $ 2,000.
How do these items tie up to project goals?
These items will help in achieving the set goal of 10-15% increase in diabetes practice change two month post training. Such training promotes clinical judgment and advance patient care quality. The clinicians will understand how to acquire, interpret, and incorporate the best available research evidence with clinical observations and patient data which are important aspects in clinical practice (Wong et al., 2015).
References
Chen, L., Magliano, D. J., & Zimmet, P. Z. (2012). The worldwide epidemiology of type 2 diabetes mellitus—present and future perspectives. Nature Reviews Endocrinology, 8(4), 228-236.
Dabelea, D., Mayer-Davis, E. J., Saydah, S., Imperatore, G., Linder, B., Divers, J., … & Liese, A. D. (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. Jama, 311(17), 1778-1786.
Wong, C. K. H., Wong, W. C. W., Wan, Y. F., Chan, A. K. C., Chan, F. W. K., & Lam, C. L. K. (2015). Effect of a Structured Diabetes Education Programme in Primary Care on Hospitalizations and Emergency Department visits among people with type 2 diabetes mellitus: results from the Patient Empowerment Programme. Diabetic Medicine.
Wong, C. K., Wong, W. C., Wan, Y. F., Chan, A. K., Chan, F. W., & Lam, C. L. (2015). Patient Empowerment Programme (PEP) and Risk of Microvascular Diseases Among Patients With Type 2 Diabetes in Primary Care: A Population-Based Propensity-Matched Cohort Study. Diabetes care, 38(8), e116-e117.
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•Address the following in 1,000–1,250 words: ?Read and brief the following cases: ¦Edwards v. South Carolina, 372 U.S. 229 (1963)
¦Adderley v. Florida, 385 U.S. 39 (1966)
¦U.S. v. Wise, 221 F.3d 140 (5th Cir. 2000)
¦U.S. v. Bailey, 444 U.S. 394 (1980)
?Your case brief should follow the format below: ¦Title: Title of the selected case
¦Facts: Summary of the events, court timeline, evidence, and so forth
¦Issues: Issues that were present in this case
¦Decisions: The court’s decision and the conclusion to the case
¦Reasoning: The rationale behind the final decision
¦Dissenting opinions: Any dissenting opinions, and an explanation of what they were and why they were raised
?Define disorderly conduct. Explain why the protest of one group was upheld while the other was not.
Two angry students sent e-mails from Texas to government agencies, such as the FBI in California, U.S. Customs in New York, the ATF, the Secret Service, and the Correspondence Office of the President. The e-mails contained threats to blow up a building in protest over U.S. involvement in several controversial international issues. The students were arrested and charged with threats to use weapons of mass destruction. A search of the students’ homes and dormitories did not reveal any bomb making materials.
•Will the government be successful and obtain a conviction? Explain your answer.
Inmate Grady was working during his shift on the landscape detail at a very large camp with no fences. He and some other prisoners had hidden some homemade moonshine under a rock. Inmate Grady drank the little bit of moonshine that was left. During inmate count, Officer Giles discovers that inmate Grady is missing. A search ensues, and the officers find inmate Grady down the street from the camp asleep under a tree. Inmate Grady argues that he got drunk and lost and could not find his way back to the dormitory.
•What charges can be brought against inmate Grady? Explain in detail.
SAMPLE ANSWER
Title
In this paper, the case by the title United States v. Bailey 444 U.S. 394 (1980) will be addressed by exploring more information such as the facts, decisions, and opinions concerning the case (Swaim, 2014). The respondents, in this case, were indicted for having escaped the jail in District of Columbia thus violating 18 U.S.C. 751 (a).
Summary of the events, court timeline, evidence,
The law is used in governing of escape from the prisons commonly known as the federal custody. The respondents, in this case, were the walker, Cooley, and Bailey (Swaim, 2014). They had crawled out of the federal prisons and escaped through the window. The three respondents had been at large for about three months after escaping the prison but were recaptured and charged with the violation of the law. The respondents gave some of their reasons as to why they had escaped the hospital by highlighting horrible living conditions, threats of murder or beatings and also frequent cases of fires as some of the major reasons (Yu, 2014). The evidence provided by the defendants in the case proves that there were instances where the prisoners were beaten and threatened with death. The prison conditions are said to have adduced duress. The jury of instructions of the duress was not submitted to the trial court. The convictions were thus reversed by the court of appeal due to improper preclusion of the considered respondent’s juries. Adducing the evidence to the prison’s events and conditions made them give reasons that necessitated their escape (Swaim, 2014).
Issues
The main issue, in this case, was whether there was enough evidence that could be used for constituting duress during the submission of the jury. The trial court had demanded that the defendants provide sufficient proof that they were ready to surrender as an attempt. The attempt to surrender is said to be after escaping and freeing themselves from the described conditions. The court held that the prisoners were indicted for escaping the prison and not the failure to surrender after fleeing themselves from custody (Webb, 2014). Escaping from the federal custody was the issue presented as it’s an offense to leave and fail to come back after initial departure from prison.
Decision and conclusion to the case
There were decisions made and ruling that was given by the court after the presentation of the issues concerning the case between United States v. Bailey (Webb, 2014). The criminal conduct was excused by the duress as the actor was under threat of imminent death which is unlawful in nature. The risk of getting serious bodily harm and other reasons led them to violate the literal terms as per the criminal law. The court of appeal decision and ruling was reversed on the basis that the respondents failed to submit enough evidence required by the court. The defenses necessary to the juries and also the duress did not meet the sufficient evidence to support themselves fully (Braithewaite, 2013). The proper instruction of the juries had occurred during the ruling of the court on the case.
The rationale behind the final decision
When the respondents had failed to provide the sufficient evidence required in court to rule the case in their favor. By the law, the court decided that the defense had failed to provide the necessary information as support for the duress. The failure of the defense to come back to the prison could not be seen as the inability to claim the necessity for escape entirely (Braithewaite, 2013). They could have avoided returning to the prisons so as not to undergo the same atrocities they had faced previously. The failure to return was to be investigated and decided by the jury. The convictions were reversed by the appellate court. The jury considerations of the evidence provided by the respondent had been precluded improperly.
Dissenting opinions
The modern cases in court usually blur the line between necessity and duress. When one acts under some conditions that cannot be tolerated or threats, one can claim duress of the act they commit leading to the violation of the law (Braithewaite, 2013). The act or criminal action may have prevented more harm and serious implications that necessitate the one to go ahead and do some actions due to inability to cope or resist. The defense of the duress failed when there was a better alternative to undertaking rather than commit the crime while trying to escape threatened harm. In this case, breaking the law should not be used as the defense for the criminal actions. In the case of the USA vs. Bailey, the defense is supposed to offer the initial defense for escaping (Swaim, 2014). When the initial duress element is subsided, more sufficient and present evidence have to be provided again.
Title Edwards vs. South Calorina(1963)
Facts
In this case, which occurred in the South Carolina of USA, there were protest demonstrations by the African-Americans. The protests were against the government offices by compelling them to end discriminations and fully restore the citizens’ privileges(Webb,2014). The protestors were 187 in number while the case was handled by the Supreme Court, 1963, 2011.
Issues
Breach of peace was the charge imposed on the protestors after the incident had occurred. Based on the 14 amendments to the law process, they went on to appeal the conviction imposed on them (Swaim, 2014). The defendants believe that the court does not have sufficient evidence to convict them of breach of peace.
Decision
The initial trial in the court led conviction of the participants in the protests where they also attracted some sentence. The convicted faced up to $100 fine for 30 days or $10 penalty fines in 5 days. The convictions were however reversed Mr. Stewarts, who like the appeal judge for the case (Swaim, 2014). Mr. Justice thus had a dissenting opinion regarding the reversed convictions.
Reasoning
The basis of convictions as the original charges leveled against the protestors which are the breach of peace. Judge Stewart made a review of some 17 cases to make the decision. He came up with the ruling that the charge did not warrant a conviction due to insufficient evidence (Webb, 2014). In this case, the prosecution lacked enough evidence to support the conviction.
Dissenting opinions
Justice Clark gave a dissenting opinion based on that the government offices were in session, and also the city manager took the action of arresting the protestors to avoid the unnecessary chaos. In this case, Justice Clark affirmed the convictions. He was of the opinion that rage would be evoked on the citizens once the riots were uncontrollable.
Title Wise Vs USA (2000)
Facts
In this case, John Cain reported a case to the FBI by his member’s actions within the Texas Republic. Cain prepared some evidence of the terrorist behavior since March-July 1998.The compiled evidence included the threat to harm others, developing threats to the government through emails by Oliver Dean Emigh and also Johnie Wise.
Issues
Sending of the threatening messages which occurred through emails is the main issues in this case. The emails were then sent to the government officials. Cain as able to direct the FBI to the prepared plan by Wise (Yu, 2014).The decision by Wise regarding the threatening messages was reported to Sharkey, the agent. The involvement of the agent occurred when the action plans by Wise to hurt somebody was reported to him.
Decisions
Counts 5 and 6 were used in the conviction of Grebe and Wise during the original trial. Emigh was acquitted on all counts that were leveled against him during the case (Braithewaite, 2013). Wise was of the thought that the court had insufficient evidence to carry on with the conviction. Wise appealed as he believed that the court was provided with inappropriate instructions. The poor conduct by the case prosecutor was the main basis of argument.
Reasoning
The court of appeal agrees and credits the evidence as enough to convict Grebe and Wise (Yu,2014). The Conspiracy to commit crimes against the government of USA was the charge.
Dissenting opinion
The case had no dissenting opinions presented during all its stages.
Title Florida (USA) vs. Adderley
In this case, 32 students were arrested and convictions leveled against based on the charge, trespass with mischievous intent (Yu, 2014). The protest had occurred outside the government custody in Florida.
Issues
The main issues raised in this case were right to petition, fourteenth amendment and also freedom of assembly. The issues were the due process as the freedom of speech factors was also raised.
Decisions
The law interpretation and enforcement statue in the statue provided the court with sufficient evidence to prove the defendants guilty of their charges(Braithewaite,2013). The court was thus convicted Adderly and other 31 students. Judge Black upheld the convictions by the court during the appeal process.
Reasoning
The Edwards vs USA case was referenced by Adderley during the petition on the basis of protests. However, the basis of arrest for the both cases was not similar in nature to the breach of peace and trespass laws differ significantly (Swaim, 2014). The protests, in this case, did not involve the public property as compared to the referenced case. Adderley thus had insufficient reasons to win during the petition.
Dissenting opinions
Judges Fortes and Douglas gave their dissenting opinions that the convictions were unjust (Braithewaite, 2013). They justified the protest by regarding the jail property as common ground to trigger the actions by the students.
The disorderly act will constitute of the unruly acts that attract the criminal charges depending on the law statues of a given state or country (Larkin, 2013). Behaving in a disruptive manner could lead to charges regarded as disorderly conduct. The interpretation of the disorderly act makes the court determine whether to uphold the protests of one group or another. The type of evidence provided that is beyond any reasonable doubt could be used in setting up a group if found to have violated any law (Braithewaite, 2013). In this case, the determination of the extent of violations and reasons for protests makes one group to be upheld and the other not.
Sufficiency of evidence could be used by the government to convict the two students with the bomb threats. In the case where the weapon is not found, the witness credibility could depend upon during the conviction of the students in questions. If the witness is by any chance believed, the defendant could in such a case be convicted. It will not be easy for the government to convict the students as the prosecution bears a big burden to proof that the students are guilty (Swaim, 2014). The students can only be found to be guilty if the evidence is presented to the jury. The prosecution is only relying on the email to convict the students and bind them in the trial court. In this case, the government might only be successful to convict the students if there is sufficient evidence beyond any reasonable doubt.
More punishment can be handed to a prisoner who is found to have taken alcohol. The correctional facility has to confirm if he is guilty. It was a capital punishment when the inmate was found to have been drunk. The prisoner could be convicted in a court of law as it is illegal to be found in possession of products such as alcohol (Larkin,2013). The sufficient evidence will be used to convict the inmate where a punishment will be levied on him. Confinement is one of the punishments that the inmate will face and also forfeiture of benefits and allowances might also come his way.
References
Braithwaite, J. (2013). Inequality, Crime and Public Policy (Routledge Revivals). Routledge.
Larkin Jr, P. J. (2013). Stops and Frisks, Race, and the Constitution. Geo. Wash. L. Rev., 82, 1.
Swaim, J. A. (2014). Bailey v. United States: the Supreme Court’s Futile Attempt at Setting Boundaries around a Borderless Rule. Loy. L. Rev., 60, 355.
Webb, E. B. (2014). Aiding and Abetting Section 924 (C) Offenses: An Analysis of Rosemond v. United States’ Withdrawal Rule. Geo. Mason L. Rev., 22, 1.
Yu, B. (2014). Criminal Ambiguity: Redefining the Clean Water Act’s Mens Rea Requirements. Seton Hall Cir. Rev., 11, 327.
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For this paper, the writer will have to compose a paper that is original, thought-provoking, in-depth, and demonstrates quality research. Posting stimulates critical inquiry and investigation. Relevance of the topic must be demonstrated throughout the entire paper.
The Project Management Process
The term “project management process” implies that projects can be managed and that a process exists for doing so. The project management process can be mastered with a great deal of dedication and perseverance. However, as with most processes, mastery is an ongoing progression that requires continuous improvement, learning, and refinement.
Project management can be viewed as a project in its own right, in which sensible steps are taken in a logical order leading toward a worthy goal. You may never feel that you have truly mastered the project management process, but each step mastered is a step in the right direction, beginning with those covered in this week’s study.
For this paper, review the Process Groups and Knowledge Areas as defined by the Project Management Body of Knowledge (PMBOK) and discussed in your readings. Consider how the Process Groups and Knowledge Areas affect management and strategy.
Respond to the following key areas of the paper using pear review articles and clearly addressing each point here below:
– First, select a Process Group or Knowledge Area.
– Second, find an organization in the U.S in which the Process Group or Knowledge Area had a direct impact on the organization’s success.
– Post a brief description of this organization focusing on management and strategy rather than execution.
– Describe the organization’s values and ideologies, and explain how the organization is enhanced by stressing these values and ideologies.
– Then, explain why you think this Process Group or Knowledge Area is important to the strategic environment of the organization.
Readings
• Hamel, G. (2012). What matters now: How to win in a world of relentless change, ferocious competition, and unstoppable innovation. San Francisco, CA: Jossey-Bass.
o Section 1, “Values Matter Now” (pp. 1–38)
Managers are willing to accept that their organizations can have lofty goals that would make the world a better place, but they cannot seem to bring themselves to actually talk and act in ways that inspire employees.
o Section 5, “Ideology Matters Now”” (pp. 179–257)
The author asserts that even though most managers do not talk about ideology, most exhibit ideologies that prevent their organizations from being more adaptable, more innovative, more inspiring, and more noble-minded.
• Wysocki, R. K. (2014). Effective project management: Traditional, agile, extreme (7th ed.). Indianapolis, IN: John Wiley & Sons.
o Chapter 1, “What Is a Project?” (pp. 3–23)
To be called a project, a collection of work must meet a very specific definition. If it does, a specific set of requirements must be applied to its management.
o Chapter 3, “What are the Project Management Process Groups” (pp. 66–100)
Five Process Groups are explained and mapped to nine Knowledge Areas. The author describes the Process Groups as the building blocks of project management methodologies.
o Chapter 4, “How to Scope a TPM Project” (pp. 103–140)
A clear understanding of the scope of a project is critical to its planning and execution phases. This clear understanding must be developed and documented in collaboration with the client.
• Rose, K. H. (2013). A Guide to the Project Management Body of Knowledge (PMBOK® Guide)-Fifth Edition. Project Management Journal, 44(3), e1. doi:10.1002/pmj.21345 .
This guide presents a set of standard terminology and guidelines for project management. It contains data flow diagrams that clarify inputs and outputs for each process and features two new processes that identify Stakeholders and Collect Requirements.
• Khan, A., Shaikh, P., Dhembre, C., & Gawali, S. (2011). Cloud services for collaborative web based project management system. International Journal of Computer Science Issues (IJCSI), 8(6), 180–184.
Retrieved from http://www.ijcsi.org/papers/IJCSI-8-6-2-180-184.pdf
This research suggests that project management systems utilizing the cloud computing concept can provide a more effective avenue for managing complex information required for complex projects. Uncertainty may be neutralized with technologies that improve definition, purpose, and scope. The authors offer real-time insight in project requirements.
SAMPLE ANSWER
The process of project management is quite complex and requires a deep understanding of process groups and deep knowledge of project management concepts such as project integration, project time management, project scope management among others. Be as it may, project management refers to the application of set processes, methods, knowledge, skills and experience to attain set objectives of a project (Kerzner 2013). These objectives could be benefits, outputs or even outcomes. This paper discusses the concept of quality project management using Apple Company.
Apple Incorporation is one of the most successful American multinational technology companies. Some of the key business activities of Apple is designing, development and selling of computer software and hardware, consumer electronics and online services. The firm’s headquarters is in California, and it was founded in 1976 by three partners Steve Jobs, Ronald Wayne and Steve Wozniac. The firm can constantly produce innovative quality products that are designed to suit customer needs and desires (Burke 2013). This is achieved through successful project management, research and development.
Apple Incorporation has successfully acquired. Managed and share knowledge to come effectively up with new capability with the main goal endorsing innovation and development of new products. The company has supportive organization culture in which employees, management and the stakeholders focus on the bigger picture (Turner 2014). The company also has modern IT infrastructure, excellent employee grouping, and good project quality management to ensure that the company always produces quality products.
The CEO of the company, Steve Jobs can align quality project management and business strategy. This is achieved by development of strategies to offer brand new, innovative merchandise using blended art and technology to offer simple and streamlined user experience (Unab & Kundi 2014).
Apple Culture has played a crucial role in the success of the company. Apple values encompass of qualities, standards, principles and customs that Apple believes that can will assist it together with its workers to be successful (Eastham et al., 2014). Some of the key principles that oversee Apple Inc. Business demeanor includes; compassion for customers, accomplishment, positive community contribution, novelty, personal performance, group spirit, quality and brilliance, personal reward as well as excellent executives. The company is focused on producing simple, elegant, and innovative products that suit customer needs. By stressing this values and ideologies, the firm can develop innovative products and remain relevant in the competitive and dynamic technology industry (Schwalbe 2015). Apple’s culture which was nurtured by the founder and CEO Steve Jobs is the fabric that makes Apple employees to be loyal. In the end, this loyalty translates to the brand loyalty exhibited by the clients of the firm.
Project Quality Management is important for Apple Company because of the nature of its business. The success of Apple projects in producing innovative products such as tablets, phones among others is as a result of proper and efficient project quality management. Without quality management, innovation at Apple Company would not be of much importance. This is because products produced may not meet the standards often set by the customers (Chan et al., 2013).
In conclusion, total quality management is essential for Apple Incorporation. This is because the firm has multiple projects to develop quality products such as Computers, smartphones, tablets among others. The success of the company is in producing such innovative products as a result of efficient project quality management.
References
Kerzner, H. R. (2013). Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons.
Burke, R. (2013). Project management: planning and control techniques. New Jersey, USA.
Turner, J. R. (2014). The handbook of project-based management (Vol. 92). McGraw-hill.
Unab, W., & Kundi, M. F. A. (2014). Review of Project Management (PM) Practices in Public Infrastructure Development Organizations of Pakistan.Journal of Strategy and Performance Management, 2(4), 144.
Eastham, J., Tucker, D. J., Varma, S., & Sutton, S. M. (2014). PLM software selection model for project management using hierarchical decision modeling with criteria from PMBOK® knowledge areas. Engineering Management Journal, 26(3), 13-24.
Schwalbe, K. (2015). Information technology project management. Cengage Learning.
Chan, J., Pun, N., & Selden, M. (2013). The politics of global production: Apple, Foxconn and China’s new working class. New Technology, Work and Employment, 28(2), 100-115.
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What do reporters, crime scene investigators, and sports broadcasters have in common? All of these occupations are focused on reporting the results from data or information. The final part of your research paper is about the data procedures, reporting, and interpretation of the results of your research topic.
For this assignment, you will create the last part of your research paper. Build on your paper from Assignments 2 and 3, and integrate feedback from your instructor. You should use the headings below for the sections of your paper.
Write a twelve to fifteen (12-15) page paper (this includes the work you already completed in Assignments 2 and 3) in which you:
These items you should have already completed in Assignments 2 and 3:
1. Describe the:
a. Introduction to your topic.
b. Purpose of your research.
c. Problem statement.
2. Summarize the literature you collected related to your topic.
3. Identify the:
a. Gap(s) in the literature.
b. Research question or hypotheses of your topic.
c. Proposed theory for your research.
4. Identify two to three (2-3) common themes in the literature.
5. Contrast the findings and results of the literature.
6. Include seven to ten (7-10) peer-reviewed quantitative articles related to your topic.
These items are new for Assignment 4:
7. Describe the participants in the study.
8. As you are conducting quantitative research, describe the instrument participants completed in the study.
9. Explain the procedures that you conducted.
10. Perform the data analysis.
11. Summarize your findings.
12. Interpret the results of the data analysis.
13. Summarize the findings and limitations of your research.
14. Address the feedback from your instructor for Assignments 2 and 3.
ATTENTION: REFERENCES SOURCES MUST NOT BE OLDER THAN 2010
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Identify a research topic and describe why it can and should be studied.
• Determine the appropriateness of peer-reviewed literature to support research topics.
• Use technology and information resources to research issues related to educational research methods.
• Use quantitative and / or qualitative approaches to create research topics.
• Analyze research methodologies that support specific research topics.
• Describe ethical considerations in the research process.
• Evaluate components of a research proposal.
• Write clearly and concisely about educational research methods using proper writing mechanics.
• Determine the appropriate research procedures when designing a quantitative study.
• Determine the appropriate research procedures when designing a qualitative study.
The below are the feedback from the instructor for the assignments 2 and 3.
Assignment 2: You did not submit or incompletely identified the gap(s) in the literature, research question or hypotheses of your topic, and proposed theory for your research.
Assignment 3: Does not meet the required number of references; some or all references poor quality choices.
NB: For this paper, the research to conduct is quantitative.
SAMPLE ANSWER
3.0 Research Methodology
Research methodology follows a thorough investigation of a given topic with the view of augmenting knowledge. In the academic discipline, for instance, dynamism is always evident. As such, the academic system, syllabus, pedagogies of teaching, approaches for teacher training and the government’s commitment to fund educational management for equality are at stake. However, the study delved on unraveling that mystery that limits the access and Equity in Public Education and the need for the federal authority to ensure higher education is made accessible to everyone regardless of race, sex, creed and national origin. The outcome of the study is critical in helping policymakers determine areas of the American society that do not have access to higher education funding (Bogenschneider and Corbett, 2010). By targeting educators and educational planners in the State of Alabama, the study was better placed to evaluate the impact of fundamental changes that would then guide policy recommendations in terms of access to strong teachers, technological and instructional materials, safe school facilities, and extracurricular programs. This section presents the techniques used in the study, which include research design, research methods, sampling design, limitations, and ethical consideration among others.
3.1 Research philosophy
The study philosophy is centered on the process employed in performing a given study while appraising on how information develops. As an issue of great concern, researchers have every reason to recognize conjecture and its association to ethics. Various theories in education planning and policy formulation were employed in the study to help comprehend the state of access and equity in public institutions (Bogenschneider and Corbett, 2010). The study embraced a positivist method because it allowed the scholar to appraise data from Spring Hill College, Stillman College, and Talladega College, all in the state of Alabama in the United States of America. Again, the study was embedded in a particular review of previous findings in responding to the issue of education inequality in public schools.
3.2 Research design
Based on unique research questions requiring a substantive response, the study adopted a questionnaire. With this in mind, data gathering was informed by the longitudinal methodology. Here, data is collected on a sample size of 60 participants from three different institutions of learning namely; Spring Hill College, Stillman College, and Talladega College, all in the state of Alabama in the United States of America. The study employed a detailed analysis of both qualitative and quantitative information. Questionnaires were used to collect quantitative data. The research revolved around the need to expand public education in terms of strong teachers, technological and instructional materials, safe school facilities, and extracurricular programs. For a substantive wrap-up, literature analysis was employed to highlight the aims of the study. The study evaluated how the public education be expanded to meet all the segments of the society. Moreover, the study deliberated on substantial elements that need to be incorporated to ensure that this expansion captures all the under-represented segments of the society.
3.2.1 Quantitative approach
The subject of accuracy in the quantitative method is mainly dependent on issues being researched. To understand the issues on the ground substantively, the study adopted quantitative methods. Quantitative methods have been utilized in research since time to analyze natural conditions in arithmetic, investigations and econometrics (Diggle and Chetwynd, 2011). Self-administered questionnaires were employed for collecting data from educators in three institutions and education planners from the state of Alabama. Questionnaires were preferred for convenience reasons (Bryman 2012).
3.2.1.1 Questionnaire design
The questionnaire was created based on a prose search to determine relevant information surrounding funding inequality in the state of Alabama. A self-completion questionnaire was used in order to be able to collect data from a large sample of students in a short time with the restricted resources available for this study. Questionnaires have long been used in research to measure variables including knowledge, attitudes, intention, beliefs and behaviour. Thus, the use of this approach was considered suitable to facilitate the achievement of the study’s aims and objectives. According to (Bryman 2012) survey methods are critical when it comes to evaluating comparisons and variations between groups, involving a large populace. To suit the Alabama context, certain amendments were made to the original questionnaire regarding social status, religion, national origin, color, gender, and race. However, no alterations were made for scoring information and attitudes. Tools were altered to create a self-administered questionnaire consistent with the state of Alabama regarding highlighting research aims and objectives. The arrangement of wording, form and question hierarchy was expertly presented to mitigate the risk of bias. Also a self-completing questionnaire was considered to be very convenient for participants in terms of completing the questionnaire when they want. At the same time, questionnaires have some disadvantages which should be noted such as; the greater risk of missing data or uncompleted questionnaires and the chance of low response rates (Bryman 2012). The instruments were modified to produce a self-administered questionnaire that would be consistent with higher education funding in the state of Alabama addressing the research aims and objectives. The content was laid out such that the wording, form and order of the questions minimised the risk of bias.
3.3 Participants
The study targeted educators from three different institutions in Alabama namely in Spring Hill College, Stillman College, and Talladega College, in the United States of America. The state of Alabama was picked because it represents some of the inequalities evident despite large enrollments across the larger America. Educators in three institutions of higher learning were used unravel and address how access and equity within the education systems in America can be initiated.
3.4 Methods
3.4.1 Primary data
Primary data was used to gather information using questionnaires. Data was collected at three different institutions of learning; Spring Hill College, Stillman College, and Talladega College, in the state of Alabama in the United States of America. Moreover, 60 educators were interviewed. The respondents were requested to provide their views about access and equity in public education. The questionnaire was designed such that it was easy to respond to. It had closed-ended questions that allowed participants to provide opinions on the choices. In most cases, this is done that the views are related to what is the actual scenario on the ground. Studies that embrace primary information is valid as they provide a thorough comprehension of issues being explored (Berg and Lune, 2012). For that reason, assessment of primary data offers vital recommendations. By and large, primary data suggested significant facts that were useful demonstrating, presenting and assessing association within the information.
3.4.2 Secondary data
Secondary information is essential because it offers valuable information that addresses the research questions (Diggle and Chetwynd, 2011). A meticulous assessment of secondary sources on access and equity in public education was performed. In particular, this was performed to understand the views of participants about access and equity in public education. Different past studies on access and equity in public education in Alabama was obtained from journals, articles with the consideration that they applied to the topic being explored. Furthermore, sources used in this study were validated to maximize reliability. Books are crucial as they provide adequate comprehension of past studies associated with the subject being explored.
3.5 Sampling
In performing any research, sampling is crucial since it permits a researcher to minimize the information needed. Sampling also assists the researcher to save time. In the present, study non-probability sampling approach was adopted because the sample size was small. This sampling approach allows the researcher to select indiscriminately participants until the needed sample is achieved (Berg and Lune, 2012). This sampling approach is appropriate for this research because it enables the scholar to gather information on the accessibility of participants. In this case, non-probability sampling technique permitted the researcher to gather educators’ and educational planners’ views about the expansion of public education to meet all the segments of the society. They were also requested to give the opinions about substantial elements that need to be incorporated to ensure that academic funding expansion captures all the under-represented segments of the society. Again, 60 participants were indiscriminately selected while ensuring that they were of eligible age, which is 18 years. A sample of 60 participants is suitable for this research because it fits within the deadline.
3.6 Research Ethics
Research ethics play a significant role in performing any given research. In that view, it is essential to put into account that collected facts are kept correctly and only disclosed with owners’ consent (Bogenschneider and Corbett, 2010). The research also made sure that all the participants were of above 18 years. Because a research can cause negative effects on the participants, the researcher ensured that all cases of danger were minimized. Hence, the study obtained the consent before conducting the quantitative research.
3.7 Reliability and validity
In research, reliability is the extent at which the information offers reliable findings. In that view, the researcher validated all the secondary sources so as to increase the reliability of data. Furthermore, secondary information was related to access and equity in public education. On the other hand, validity is a connection between the findings and real situation. Therefore, guaranteed the validity of the study in the design of the questionnaire while assessing some secondary sources. Subsequently, the study adopted a quantitative method to ascertain that collected facts were reliable. The research questions were comprehensively tackled to indicate the issues of accessibility and equity in public education in the US. Nevertheless, this scholar was keen to reduce issues related to sampling errors (Diggle and Chetwynd, 2011). In research, sampling errors are due to the use of incorrect sampling approach. Hence, this study adopted non-probability sampling with a sample size of 60 educators and educational planners in the state of Alabama.
3.8 Limitations
The processing of carrying out any given study is intricate, thus coupled with many limitations. Some of these limitations are;
A sample size of 60 participants is small hence they inadequate viewpoint about access and equity in public education
the study focused on one state, there it was hard to provide the clear scenario of access and equity in public education across the United States
4.0 Data analysis
Data was collected and analyzed using the latest SPSS software. Descriptive and inferential statistics were employed. Descriptive statistics such as frequency distribution, means and percentages were necessary for the analysis of social status, religion, national origin, color, gender, and race. In addition chi-square tests and t-tests was used to analyze data One-way ANOVA was employed to examine the significance influence of independent as well as dependent variables (Diggle and Chetwynd, 2011). A p-value of less than 5% was regarded as statistically reliable.
4.1 Research hypotheses
H0 = Public education cannot meet all the segments of the society
H1 = Public education can meet all the sectors of the society
H0 = Substantial elements cannot help capture under-represented sectors of the society
H1 = Substantial elements can help capture under-represented sectors of the society.
5.0 Summary of findings.
The majority of participants reported that education is a fundamental human right that provides youths the power to break cycles of poverty. This is important, particularly when it comes to increasing the economic and social development of a nation. Based on the findings, participants particularly educational planners reported that education should be developed to meet their learning needs. Moreover, these calls for the implementation of appropriate to not only empower the society but also confer with the responsibility of respecting and building on the collective culture, spiritual and linguistic heritage.
About 35 of participants demonstrated that public education has expanded remarkably, for instance, enrollments of lower grade have increased. However, the rate of admission was higher for girls than boys. These disparities in enrollments ratios have seen girls benefit from education than boys. Moreover, 7 educators alleged that education can be expanded in the society only when it is used as an equalizer, and thus applied equally to get rid of growing rates of inequalities. The study also discovered that to expand education in all segments of the society, should be offered to all learners regardless of their race, gender, national origin, color, social status or religion. Access and equity in education in public schools are an important strategy that allows the state to understand that effective techniques have been adopted to enhance it (Gilbert & Heller, 2013). Findings indicate that public institutions in Alabama have witnessed a drop in the share of revenue that emanates from state funding over the last two and half decade. The findings indicate that students at Alabama pay exorbitant rates when it comes to tuition fees in comparison to other states. About 75% of respondents claim that the emergence of income generating colleges, changes in student aid and the dwindling of state funds for public intuitions of higher learning have contributed to this anomaly. A large percentage of respondents assert that the skyrocketing tuition fee is partly a failure on the part of policymakers and partly tax payers who value higher education for various reasons but do not want states wasting their money obtained from taxes to fund education (Archibald and Feldman, 2011). This thinking may be largely attributed to the fact that education in the United States is seen as a social problem as opposed to an answer to social problems. A large percentage of respondent hold the view that the federal government should enhance the optimum Pell Grant award to help reduce the inflation in the future. While higher education is a crucial outlay for the current and future wellbeing of the state of Alabama the both the state and federal government should ensure all students have access to education irrespective of background. This gesture will enhance not just student lives but also the economic welfare of the state, the country and the world.
5.1 Best Approach
Based on the findings, it becomes clear that educational resources including skilled educators, technological and instructional materials, safe school facilities, and extracurricular programs. Some participants state that to achieve equality of education in public learning institutions, it’s vital for the federal government to equally allocate resources to colleges and universities irrespective of race, sex, creed and national origin. Moreover, the majority of the educators indicated that public schools have the responsibility of making sure that education is expanded in such a way that promotes common goals to end the issues of gender, social status, religion, and race while involving families and community. However, some of the educational planners involved in this study reported that much as federal government equally allocates resources for public institutions; it does not reflect the way in which these institutions are sponsored. Education is the platform used to prepare the youths to increase the skills (Gilbert & Heller, 2013).
Therefore, the study discovered that the main technique to ensure access and equality of public education were by incorporating several structures such as the society in addressing the issue. Besides, the participants argued that to effective expansion of education in all segments can be attained if the state reviews its resource allocation approaches. Participants also reported that education can be designed in a way that provides sustainable learning as well as skills to prepare learners after completing their courses. Education inequality has been pegged on several factors such as sex, race, creed and nation of origin. As such, based on the findings, there is need for sustainable strategies to help expand it equally in all segments since education is fundamental in improvement of the society
6.0 Research gap
The federal authority has an obligation to ensure educational funding for public institutions distributed to all equitably. This demonstrates that equity is influenced by the way learning institution are financially sponsored. Previous studies on access and equity of education in public schools entail preparing learners to increase their skills. Nevertheless, it is vital to put into account that these studies differ when it comes to achieving access and equity in public learning institutions. Some studies demonstrate that the main strategy of realizing access and equity of education is by incorporating of different elements and the society in addressing this issue. Other studies show that access and education equity can be attained when the state amends the ways it funds public learning institutions. Therefore, the research gap is finding an efficient strategy for making sure that access and equity is attained in public learning institutions particularly between low-income districts and affluent districts.
7.0 Interpretation of Results
When it comes to whether funding was equitable in public schools or not, the results demonstrate that the age and household incomes are important variables used in the assessment. In other words, household income is the main determinant the state use to fund learners and extensive effort to offer equal education funding. Based on the findings, the state of Alabama needs to ensure equitable distribution of educators in main subject areas. In addition, there is a need to continuously foster equal distribution qualified instructors while maximizing their availability, particularly in public schools. Moreover, funding of public education should come hand in hand with critical resources such as technological and instructional materials, safe school facilities, and extracurricular programs. However, it is of great importance to put into consideration, that equity and access to education measures are wholly controlled and managed by policy makers in the state. The federal government should therefore ensure that funding is equitably done in public schools as informed by policy. Therefore, when assessing the state’s degree of funding equal public education, it is necessary to understand that funding is based on efforts and financial ability. Moreover, the rate at which students’ attend public schools is not based on the access and equity of public education (Gilbert & Heller, 2013). When it comes to poverty levels of students, 5.5% of educators were not skilled compared to 2.7% in schools with lower levels of students from poor households. In addition, in schools with a high number of students from poor backgrounds, 4.9% of educators were in their first year of teaching than schools with lower levels of learners from low-income families. In public schools with many minority learners 5% of teachers were in their first years of teaching in comparison to 3.1% of teachers in institutions with lower minority learners. These results demonstrate a need for equal distribution of resources in public learning institutions. From the graphical representations based on three years consecutively of non-highly qualified educators in low-income schools. The latest data demonstrates that 2.54% of teachers that are not highly skilled are found in colleges schools with high poverty index in comparison to 1.37 in low poverty schools (Gilbert & Heller, 2013). In the same breadth, a greater equity gap is evident at the secondary level. Statistics indicates 7.72% of educators that are not highly skilled at the tertiary schools with high poverty index public institutions in comparison to 2.57% found in colleges in low-income places. With these inequalities, the need for an action plan becomes apparent.
8.0 Summary and Limitations
Research findings determined that the development of education in the US remains a defining aspect of modern times. Knowledge acquirement is a key strategy that advances the propensity of the US particularly in the wake of globalization (Williams & Bossu, 2012). This brings us to the point where the access and equity of education in public schools remains an important issue. This is of particular significance to a democratic nation that highlights on the usefulness of civic obligation as well as human rights that require an equal education structure. Other issues that came out strongly in terms of access to academic resources that include strong teachers, technological and instructional materials, safe school facilities, and extracurricular programs. In short, for education equality for all, various interventions should be put in place. The US government has put in writing the need for equal access to quality education. Nevertheless, the US is confronted with the challenge of offering equal educational opportunities for all the citizens regardless of their gender, race, religion, social station, and national origin. This is pegged on the fact that policy framers and implementers have been the system’s undoing (Gilbert & Heller, 2013). As such, this calls for the development of effective strategies that can easily identify areas that lack equal education. Education should be considered as an equalizer and be used a platform for mitigating the increasing rates of inequality to achieve equitable access to public education (Leach, 2013). There is also the need to equalize resources such as qualified educators and fund, which calls for the federal government to ensure that financial aid and qualified educators are distributed equally in public schools. In the end, it is challenging to use the results to determine accurately learning institutions’ in terms of equitable distributions of resources without equivocation. In addition, until the state resources distribution structure is realized, measuring education equity may prove intricate.
9.0 References
Ansell, B. W. (2010):From the Ballot to the Blackboard: The Redistributive Political Economy of Education. New York: Cambridge University Press.
Archibald, R. B., and D. H. Feldman(2011):Why Does College Cost so Much? New York: Oxford University Press.
Ball, S., M. Maguire, and I. Goodson(2012):Education, Capitalism and the Global Crisis. London: Routledge.
Barceló, M. (2012):Higher Education in the World 4: Higher Education’s Commitment to Sustainability: From Understanding to Action. Basingstoke, UK: Palgrave Macmillan.
Berg, B. L., and H. Lune(2012):Qualitative Research Methods for the Social Sciences. Boston: Pearson.
Bogenschneider, K., and T. Corbett(2010): Evidence-based Policymaking: Insights from Policy -minded Researchers and Research-minded Policymakers. New York: Routledge.
Bragg, D. D., & Durham, B. (2012). Perspectives on Access and Equity in the Era of (Community) College Completion. Community College Review, 40(2), 106-125.
Bryman, A.(2012):Social Research Methods. Oxford: Oxford University Press.
Diggle, P. J., and A. G. Chetwynd(2011):Statistics and Scientific Method: An Introduction for Students and Researchers. Oxford: Oxford University Press.
Gilbert, C. K., & Heller, D. E. (2013). Access, Equity, and Community Colleges: The Truman Commission and Federal Higher Education Policy from 1947 to 2011. Journal of Higher Education, 84(3), 417-443.
Gilbert, C. K., & Heller, D. E. (2013). Access, Equity, and Community Colleges: The Truman Commission and Federal Higher Education Policy from 1947 to 2011. Journal Of Higher Education, 84(3), 417-443
Leach, L. (2013). Participation and equity in higher education: are we going back to the future? Oxford Review of Education, 39(2), 267-286.
Williams, J., & Bossu, C. (2012). Equity considerations for open educational resources in the globalization of education. Distance Education, 33(2), 185-199.
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Basically, you will need to read 20 pages and answer these questions below in an essay form please.
1- Statement of the issue – one or two sentences.
2- Review of the authors arguments – one or two paragraphs stating at least three major points made by each author.
3- Comparison of arguments – at least one paragraph contrasting what each author had to say.
4 – Your opinion – at least one paragraph explaining either
a) why you agree with one of another, or
b)why you disagree with all the authors.
5- Discussion Question – an open ended question that you derive from the readings.
This is the textbook name just in case you need to know or if you want to quote anything. “The Enduring Debate (Norton, 2014)
SAMPLE ANSWER
Statement of the Issue
The issue of concern here, pertains the level of spending by both corporate and unions during electioneering period whereby the Conservative judges of the Supreme Court declared that unions and corporate have constitutional right to embark on spending as much as they wish on television commercials that are election related, especially those which support and/or target a particular candidate.
Review of Authors Arguments
Bradley A. Smith
According to Bradley A. Smith, the discussions with regards to “Citizen United we stand” raises fundamental concerns particularly those about restriction of political speech, which may also be considered as the campaign finance reform. This was in the 2008 presidential elections when the Citizens United, a conservative activist group formed by Koch brothers was engaged in a legal tussle challenging provisions that prohibited airing of a documentary they had prepared. This was attributable to the fact that, the provisions had given the government the mandate of limiting any form of political communication as long as the source funding was from corporate, even for Citizens United which is a nonprofit organization. However, despite the ongoing battle between Americans on the limitation or prohibition on campaign spending, there has been a mixture of outcomes where the Supreme Court has issued various judgments with regards to violations of campaign finance laws.
Ronald Dworkin
In the author’s article, the decisions that threaten democracy the author puts forward three main arguments with regards to the controlling of campaign and electioneering period. For instance, the author puts forward a discussion on the Supreme Court decision by a bench of five conservative justices on their own initiative in which they stated that unions and corporations have constitutional right to spend as much money as they wish on television commercials regarding to elections. The author also presents an argument on political activity based on First Amendment rights from the perspective of various court rulings, especially those banning electioneering and campaign funding corporations or unions controlled by foreigners as well as political commercials funded by multinational corporate.
Matt Bai
The author agrees with argument that critics have been overstating the impact of Citizens United and that a lot of the things that took place in elections since the ruling was already in course. Bai states that court decision critics put across a useful organizing device perpetuated by liberal politicians considering that many other liberals are in strong disapproval of the ruling. The author also highlights the reasons for current surge of money in elections including the strong views attributed to Obama and Bush presidencies as well as the Bipartisan Campaign Reform Act of 2002.
Comparison of Arguments
Dworkin concludes by making a plea on formulating public financing and disclosure laws that are stronger for congressional elections in order to ensure that American electoral campaigns are not left at the influence of foreign corporations. Bradley Smith strongly disagrees on the prohibition or limitation of election campaign funding by foreign corporations and refers the decision as overstated. He also notes that allowing the spending as a decision it empowers not only labor unions but also corporations, which are interested in spending in elections. Matt Bai agrees with Bradley Smith’s argument that critics have been overstating the impact of Citizens United and that a lot of the things that took place in elections since the ruling was already in course. Bai states that court decision critics put across a useful organizing device perpetuated by liberal politicians considering that many other liberals are in strong disapproval of the ruling.
My Opinion
I agree with Dworkin’s argument that funding of campaigns should be controlled through stronger public financing and disclosure laws in order to ensure that foreign corporations are not allowed to fund campaigns.
Discussion Question
Based on the discussed arguments, the open-ended question would be “Discuss the underlying issues which are making it necessary to control campaign funding from the perspective of Republicans and Democrats”.
Reference
Canon, D. T., Coleman, J. J., & Mayer, K. R. (2014). The Enduring Debate: Classic and Contemporary Readings in American Politics, (7th ed.). New York, NY: W. W. Norton & Company.
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