Read chapter 5 and complete the following:
1. Write a statement in which you write to your (fictional) union leader asking to take on one form of political action. The 4 basic forms are listed on page 145. Write a tribute to yourself, include in your argument, which of the 4 tributes you should be assigned to lead and why. Call on any personal, work, volunteer or education experiences you have had to justify your choice.
2. Answer discussion question 2 on page 151. The question is as follows: How can the inclusion of women in top leadership position local and national unions be increased? As you do so, please write a paragraph regarding why unions lack female leadership.
3. Read through any of the website of ongoing political action groups at the bottom of the page on 151 (under key terms). Provide a summary of what you learned from the website. Some of the sites are listed below:
aflcio.org uschamber.com http://www.nrtw.org\
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With all assignments, include properly formatted in-text citations within the body of your work for each of your listed references so the reader can ascertain what is your original thought or ideas and what portion of your work is taken from credible sources to support your work. It is really important to identify work from other sources to ensure that proper credit is provided to researchers in the field.
Submit the weekly written assignment as an MS WORD attachment in .doc, .docx, or .rtf format. A recommended font is Times New Roman (12)
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Develop a compare/contrast essay of 750 to 1000 words minimum/maximum with an title page, introduction, body, and conclusion. Include a works cited page.
Be sure to argue a particular point of view in your essay (your thesis) and cite varied examples from the readings in MLA format in order to support your perspective. Please focus on the reading themselves, and avoid using outside sources (particularly open-web sources such as Wikipedia). Whatever you do, DO NOT give recite a biography of the author or retell a story.
Compare and contrast two of the tales in the Canterbury Tales. Possible ideas would be to discuss different areas being satirized, tone, and characters.
Do not retell two of the stories in this essay but lay out similarities and differences in topic, form, or something else that strikes you as important or relevant. Do not repeat a discussion we have seen in the forum.
Compare/Contrast: The Miller and The Merchant tales.
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Suppose that you are attending a conference for physical therapists. You listen to a speech by Dr. John Russell, an orthopedic surgeon. Dr. Russell is speaking about a new, experimental procedure to repair torn ligaments in the knee. After listening to the 30 min. conference talk, one of the attendees sitting next to you, Harold, tells you, “Dr. Russell claims that the procedure is effective at reducing pain 3 months post-surgery. Dr. Russell would, of course, hold a favorable view of this new procedure because he only recently finished his orthopedic surgery fellowship, and plus he went to medical school on the West Coast. Therefore, this procedure could not be as effective as Dr. Russell claims it is.”
This is a two-part assignment:
A. Identify the type of logical fallacy in the argument that Harold just made. Justify your selection.
B. Respond to Harold with a different set of statements containing a separate fallacy. State the type of fallacy that you committed in responding. Then, justify why the fallacy you made is of the type that you purport it to be.
SAMPLE ANSWER
Medicine critical thinking
Question 1
The type of logical fallacy that Harold made was a fallacy of Hasty Generalization. In this type of fallacy, the individual makes a conclusion that is advised by insufficient evidence or evidence that is biased. The first sign of hastiness in his argument is the fact that he makes his comment after only 30 minutes of listening to the doctor speak. It is impossible for Harold to have gathered all the information about the doctor’s bias in favor of the procedure being discussed within 30 minutes which is such a short time. While it is possible that Harold may have known the doctor from outside the seminar, the statement he made is being discussed with respect to context. His confiding in me is an indication that he is basing his assessment of the doctor’s point of view on the events that have taken place in the seminar (Facione and Gittens, 2015).
The originator of a statement will be said to have made a logical fallacy of hasty generalization by concluding a matter too soon without taking into consideration the relevant facts. Harold’s statement fits in well with the description of this fallacy. Half an hour is clearly not adequate to appraise a person’s point of view or the entire collection of his knowledge. Furthermore, this is a medical conference and any support for a point made or opposition to a point made, needs to be based on medical facts and not mere opinions. Harold believes that the doctor’s estimation of the healing process is inaccurate. So far there is no problem with this; however his justification for his point of view is in no way related. He does raise facts such as the doctor being recently back from an orthopedic fellowship and also that the university the Doctor studied in being in the West Coast (Fisher, 2011).
Harold’s reference to the doctor’s has studied in the West Coast introduces another fallacy in his argument. This argument is known as the Straw Man. It is so called because the speaker acts by overly simplifying the viewpoint that the opponent has. Their contradicting points of view makes the doctor his opponent, Harold refers to the location of the doctor’s previous learning institution as sufficient grounds to disqualify the experimental procedure being advocated for. The West Coast may not be perfect and there may be very real and tangible reasons why Harold has problems with the place but the fact that he does not mention them greatly weakens his argument. The ambiguity leaves it completely open and this means that Harold’s qualms with the West Coast are related to weather or culture. He does not clearly state what the problem is with the West Coast leading to the Doctor’s inaccuracy
Question 2
Response: I disagree with you on that matter, the fact that he has the title ‘Doctor’ before his name and his presenting this information before a panel of medical experts is proof that he knows what he is talking about with respect to the post-operation recovery process.
I have used two fallacies in the above statement. The first fallacy that I have used is the Genetic Fallacy. This type of fallacy is manifested in a statement when the originator makes use of the institution a person belongs to as a means of determining the character they have. In this case I have used the prefix of ‘Doctor’ as a justification for my belief that he has to be an expert in medicine. This statement is fallacious because while medical doctors do have the suffix, they tend to be either specialists or general doctors. There are also people who have the title by virtue of a PhD being awarded to them. The title does signify the qualification that a doctor has but if it is to be considered, it needs to be considered in full as even for medical doctors, there are several categories. There are those who are general practitioners, there are others who are surgeons and others may have specialized in dentistry. As such, it is not sensible to simply use his title to appraise the content of his presentation, which greatly waters down the significance of the discussion and shifts the focus from what he has worked on to a general image of the profession. The argument may have been stronger if I mentioned a title that was relevant to the work that he has done in orthopedic surgery or the position he holds within the organization of physical therapists (Bowell and Kemp, 2014).
The second fallacy that I have used is the circular argument. In this fallacy, the speaker restates an argument instead of proceeding to prove it. In this case I have stated that the information he is giving has to be accurate and medically sound because his audience is made up of doctors who are giving him attention. Circular fallacies are so called because they tend to go back and forth with the first part justifying the second part and the second part justifying the first part yet there is no significant substance being discussed or elaborated upon. The argument is circular because the content and its quality are determined by taking into consideration only the speaker and the audience while leaving out the particulars about the findings that doctor has presented. His expertise cannot be solely judged on the fact that he is speaking to doctors at the seminar. While this was definitely taken into account in his selection as a keynote speaker, this cannot justify my point of view. I essentially stated that their being doctors makes it impossible for them to get the wrong information in a forum or his being the speaker in a medical forum made it impossible for him to give inaccurate information. What I essentially did was peg my thoughts on his being correct about the experimental procedure because of the existence of the seminar where the talk took place. The presentation he gave being a part of this project, does not in any way automatically translate to it being accurate (Admanti et al, 2011).
The statements that Harold made as well as my hypothetical response are all fallacies because they demonstrate a mistake or mistakes that were made in the thinking process followed during the making of our respective opinions about the doctor’s presentation on the experimental procedure. They are all errors in reasoning because the originator of the statements circumvents or avoids the most important facts that can be used to validate the conclusions that are being made. The authors of the statements instead pick on irrelevant aspects of the subject and use them to support the conclusions given (Gardner, 2012).
References
Admati, A. R., DeMarzo, P. M., Hellwig, M. F., & Pfleiderer, P. C. (2011). Fallacies, irrelevant facts, and myths in the discussion of capital regulation: Why bank equity is not expensive. MPI Collective Goods Preprint, (2010/42).
Bowell, T., & Kemp, G. (2014). Critical thinking: A concise guide. Routledge.
Facione, P., & Gittens, C. A. (2015). Think critically. Pearson.
Fisher, A. (2011). Critical thinking: An introduction. Cambridge University Press.
The scenario based on the topic is: Houston Methodist St. John Hospital patient satisfaction scores have decreased over the past year.
A general description of the training topic.
Why this training is needed.
Who is to be trained.
How many are being trained.
Develop a training needs analysis for your topic (3–4 pages). For the purposes of this project, you are not expected to actually conduct the training needs analysis (TNA). Instead, create the following information as if it is based on a TNA.
Identify what the trainees should know or be able to do after they have completed the training program. Research your topic to determine what you want your trainees to learn. Your sources might be anything from an Internet search for data, to a meeting with subject matter experts (SMEs) who are good at the task involved. For example, if you training topic is how to tile a wall, you might search the Internet for do-it-yourself instructions, or you might consult with a specialist at a home improvement store.
Summarize the results of your research or provide a set of the questions you would ask SMEs if you were to meet with them.
Identify what the trainees know or what they can do before the training.
Create a sample survey, a questionnaire, a set of interview questions, or an observation checklist. Include this in your assignment submission as a separate attachment.
Develop training objectives for your training program (1–2 pages). Create 3–5 specific training objectives for your topic.
Create your objectives based on what you have determined the trainees should know (or be able to do) after attending the training program.
Design a training program for your topic (3–4 pages). Define each of the following aspects and explain why you made the choices you did.
How long will the training program be?
Will there be one or more training sessions?
Will those who facilitate the training be internal or external instructors?
Where will the training program be held?
How will learners be motivated to learn?
Who is the intended audience for the training?
SAMPLE ANSWER
Introduction
Patient satisfaction remains a significant and commonly used indicator that many medical facilities incorporate in measuring the quality of health care services they offer to patients. It is imperative to realize that patient satisfaction has the capacity to affect the retention of patients, medical malpractice complaints, and clinical outcomes (Hall, Shirey, & Waggoner, 2013). It also impacts the efficiency, timely, and patient-centered delivery of quality health care plan.
The Houston Methodist St. John Hospital in its delivery of services to the community has realized a decrease in patient satisfaction scores over the past years, a factor that has reduced the retention levels of patients in the medical facility (Hall, et.al). In order to address the issue, the management of the hospital embarks on a mission to develop a training program aimed at targeting the analytical needs that are designed to identify the background, motivations and expertise that can be employed by the learners to improve the condition of the hospital.
General description of the training topic
Houston Methodist St. John Hospital has realized the need to improve the quality of health delivery. The hospital in solving this issue is striving to define and measure the quality of healthcare provision in order to improve patient satisfaction scores. This comprehensive training program is therefore aimed at educating the medical practitioners within the institution in sound methodologies that can be employed in improving patient satisfaction (Hall, et.al).
The training program is therefore based on the concepts of practical improvements that require sound local evidence that determines the nature of the existing problem and risks and also considering the possible solutions. Inclusive of the training program is the systematic analysis of the specific interventions that can be employed and that fit within the medical facilities context.
The need for Training
It is essential to note that this training program is a vital element for Houston Methodist St. John Hospital. The essence of the program is on improving patient-physician communication. It has been discovered that patient-physician communication is a primary contributor to reduced patient satisfaction. Patient-physician communication has been a challenge, and if improved, a tremendous opportunity for improvement is likely to be noticed (Hall, et.al).
Studies have determined that when in patients are asked to identify the physicians who are in charge of their care during their times of discharge, close to 90% of the patients are unable to identify and correctly name the doctors responsible (Hall, et.al). When it turns to orthopedic patients, challenges are even more intense since these patients are mostly admitted to the emergency departments and are identified as unable to identify their treating physicians.
It is important to notice that the acuity of some orthopedic injuries may not allow some patients and their surgeons to establish a concise and strong patient-physician relationship prior to surgeries (Otani, Herrmann, & Kurz, 2011). In such a setting, it may be difficult to address patient concerns and priorities as a result of the differences that exist between surgeons and patients, a factor that results in low patient satisfaction. However, when there is an active inbound relationship between a physician and a patient, the patients are more likely to be satisfied, a factor that results in better outcomes.
The other need for this training is on finding better approaches geared towards improving the satisfaction of patients in the medical facility. The Houston Methodist St. John Hospital is therefore working out on the sound modules that can be employed in training to enhance patient satisfaction among their patient population by ensuring that medical practitioners are trained on effectuating their communication approaches on patients (Otani, et.al). It is anticipated that after training, there will be improved physician recognition and enhanced communication between the patients and their physicians, a factor that will increase the patient satisfaction scores.
The management of patient expectations and psychosocial factors such as depression and pain that have the capacity to drive patient satisfaction may prove to be challenging. However, through an individualized patient preoperative counseling approach and a shared decision-making, medical practitioners are likely to identify the specific factors that affect patients such as chronic pains that may negatively impact their satisfaction scores (Otani, et.al). Through the management of depression and pain including setting up an appropriate preoperative expectation, physicians are able to attain good outcomes. This training is therefore developed for all the medical employees and the RN within the Houston Methodist St. John Medical facility including support staff members in the facility. The number of patients and employees to be trained amounts to one hundred
Training Needs Analysis
The training and development of the medical practitioners and other support staff members within this medical facility is pivotal to the overall vision of the medical fraternities aimed at improving patient satisfaction through an improved quality of the care of patients. In order to achieve this, it is essential that the learning and development resources are appropriately aimed at ensuring the efficiency of training programs (Otani, et.al). The management fraternity of the Houston Methodist St. John Hospital is committed to ensuring that it’s skilled workforce is motivated by providing quality services aimed at improving the satisfaction of patients.
The hospital is therefore articulating approaches of training all the relevant staff members on the provision of better care. Through the training needs analysis (TNA), an outline is provided that ensures appropriate, and relevant training needs to the staff groups are comprehensively covered. The TNA, therefore, focuses on the specific training requirements that are mandatory in meeting the institution’s needs.
Houston Methodist St. John Hospital is a comprehensive surgical and medical hospital with 121 beds. The hospital according to sources records visits that amount to 24,940 patients in the emergency room. The total admissions of the hospital also amount to 6, 628 with its physicians performing 2,062 inpatients, and 2995 outpatient surgeries. The hospital specializes in the treatment of Cancer, heart and vascular diseases, gastroenterology, and GI surgeries, neurological and neurosurgeries, orthopedic and sports medicine, transplants among other services.
With these facts, it is significant to notice that the hospital attends to a broad range of individuals who have varied health needs and require special care that satisfies their needs. The staff members in this facility, therefore, have the responsibility to maintain professional standards through a fulfilled training initiative (Otani, et.al). The training needs analysis TNA will, therefore, ensure that compliance is monitored carefully, and the results of the training are noticeable in practice. Find the training needs analysis attached on the appendix.
Summary of the Research Results
After carrying out a research on the need for training in order to address the low levels of patient satisfaction; it has been determined that there are certain factors such as noise levels and the doctors’ bedside manner. In addition, whether patients are in position to recommend the hospital to friends or family is also part of the areas that need to be observed in order to improve patient satisfaction.
These factors, therefore, hold a key in the future of the hospital (Otani, Chumbler, Judy, Herrmann, & Kurz, 2015). The research determined that patient satisfaction remains the main key to a new marketing tool for many hospitals, considering the fact that many patients are now involved in choosing hospitals. It is, therefore, significant to note that the findings of the study determined the fact that patients liking of the doctors has much to do with their getting better.
A patient’s expectation when they visit a medical facility is in receiving good services. It has come to realization that these expectations are determined by the gender, age, nature of illness, and the attitudes towards the circumstances of a patient. Patients also expect doctors to keep time, communicate in a simple language that is understandable, and behave cordially (Otani, et. al). They also expect care, courtesy, concern and in addition to this, professionalism. In summary, the study revealed that patient satisfaction is the key driver of patient outcomes and plays an important aspect of the pay-for –performance metrics. This therefore translates to the fact that an improved patient-physician communication has the capacity to improve patient satisfaction.
Before the training program commenced, it was discovered that the trainees had an idea from past experiences on how to improve patient satisfaction. However, their knowledge was not applicable in the context of Houston Methodist St. John Hospital since the approaches they had in mind were used in different medical organizations. This, therefore, called for the need to derive a contextualized approach that is particularly formulated to meet the needs of this medical facility (Otani, et. al). The trainees were therefore expected to prepare for the training through availing themselves and making sure that they complete the process. The trainees are also expected to incorporate the learned ideas in their practice in order to promote patient satisfaction in the health facility.
Training Objectives for the Training Program
Table 1.1
OBJECTIVE
OUTCOME
Patient Satisfaction/Quality Outcomes
1. Reduction of medical errors.
2. Eliminated instances of bad communication.
3. Increased relationship with patients.
4. Elimination of wrong surgeries.
5. Patients are well cared for in the facility.
Team Work and Communication
1. An Improved employee satisfaction score.
2. An Improved patient satisfaction score.
3. An Improved physician satisfaction score.
4. Deceased staff turnovers.
5. Increased patient turnover.
Efficiency
1. Improved provision of quality health services.
2. Improved response time to patients.
3. Increased attendance to patients with pain and depression.
Reliability
1. Decreased levels of medical errors.
2. Compliance with the Medical regulations in caring for patients
3. Increased staff-patient relationship.
Specific Training Objectives
The specific training objectives include;
Improving the patient-physician communication
Developing personal relationships with patients through showing care and compassion.
Improving the quality of services.
Training Program
In order to develop the competencies among the trainees, it is significant that time is clearly factored in order to allow the exploration of the subject in depth and detail. Through this, the trainees are able to acquire more details and get opportunities to demonstrate their newly acquired skills through practice (Otani, et. al). The training program will, therefore, take a period of 4 days spread over a period of one year in order instill the developed learning needs.
The training will be organized on an annual basis as a result of the costs associated in developing such programs. The facilitators of the training will be external instructors who have the knowledge on the subject. The trainings will be carried out within the organizations facilities and the learners will be motivated to learn through an approach aimed at waiving the training costs and fees.
The learners who show absolute commitment to the training will also be awarded (Otani, et. al). The intended audiences for the training include medical personnel’s from other health organization. The registered nurses and other medical employees within Houston Methodist St. John Hospital will be among the audience attending the training.
Table 1.2
DAY
TIME
TOPIC
TRAINING METHOD
COMPETENCY
Day 1
0800-0900 am
Introduction to the Training Program.
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00 13.00-
14.00 14.00-15.00
15.00-16.00 16.00-
17.00
What is Patient Satisfaction
The Results of Unsatisfied Patients.
Causes of Unsatisfaction in a health facility
LUNCH
Global priorities in reduced patient satisfaction research
Understanding the need for improving patient satisfaction.
Lecture
Lecture
Small Group discussion
Lecture
Hands on practice
1.1
1.2
1.3
1.3
2.1
Day 2
0800-0900 am
Understanding the causes of decreased patient satisfaction
Lecture
1.6
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00
13.00-
13;00-14;00
14.00 14.00-15.00
15.00-16.00 16.00-
Understanding the things that affect patients; The system approach
Understanding the things that affect patients; Human factors
Understanding the things that affect patients; Organizational Level
LUNCH
Research Findings on the things that affect patients and impact their satisfaction
Review of the Discussions of the Day
Discussions among Groups
Lecture
Lecture
Lecture & Discussion
Lecture and Small Group Discussion
Group Discussion
1.6
1.6
1,6
1,6
1.7
Day 3
0800-0900 am
Case analysis of a Hospital
Hands on Practice
1.6
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00 13.00-
13;00-14;00
14.00 14.00-15.00
15.00-16.00 16.00-
Research methods on measuring the success levels of a health institution.
Research findings on measuring the success levels of a health institution. Qualitative approach, Interviews.
Approaches of improving patient satisfaction in Medical Organization
LUNCH
Improving patient satisfaction in Medical facilities
Patient roles in ensuring they are satisfied with the provision of health services
Lecture
Lecture
Lecture
Lecture
Lecture
1.6
1.6
1.6
1.6
1.6
Day 4
0800-0900 am
Group Presentations of Research plan
Group Presentation
08.00-09.00 09.00-
11.00 11.00-12.00
12.00-13.00 13.00-
13;00-14;00
14.00 14.00-15.00
Organizational Changes that can be employed to solve the problem
Implementing Change in an institutional level
LUNCH
Using evidences to demonstrate patient
Implementing Change on a individual level
Group work
Lecture
Lecture
Lecture
3.5
3.5
3.5
3.4
Conclusion
Patient satisfaction remains a significant and commonly used indicator that many medical facilities incorporate in measuring the quality of health care services they offer to patients. A patient’s expectation when they visit a medical facility is in receiving good services. It has come to realization that these expectations are determined by the gender, age, nature of illness, and the attitudes towards the circumstances of a patient.
Patients also expect doctors to keep time, communicate in a simple language that is understandable and behave cordially. It is imperative to realize that patient satisfaction has the capacity to affect the retention of patients, medical malpractice complaints, and clinical outcomes (Otani, et. al). It is essential to note that this training program is a vital element for Houston Methodist St. John Hospital. Patient-physician communication has been a challenge, and if improved, a tremendous opportunity for improvement is likely to be noticed.
The essence of the program is on improving patient-physician communication. The essence of the training program is on improving patient-physician communication. It has been discovered that patient-physician communication is a primary contributor to reduced patient satisfaction. After training, it is anticipated that the levels of patient satisfaction will increase, a factor that will impact an organizations delivery of services in the community. Through the training, the trainees learned variable approaches of improving communication and also increasing the delivery of services to patients aimed at improving the satisfaction levels of patients.
References
Hall, D., Shirey, M. A., & Waggoner, D. C. (2013). Improving Access and Satisfaction with Spiritual Care in the Hospice Setting. Omega: Journal Of Death & Dying, 67(1/2), 97-107.
Otani, K., Herrmann, P. A., & Kurz, R. S. (2011). Improving patient satisfaction in hospital care settings. Health Services Management Research, 24(4), 163-169. https://www.doi:10.1258/hsmr.2011.011008
Otani, K., Ye, S., Chumbler, N. R., Judy, Z., Herrmann, P. A., & Kurz, R. S. (2015). The Impact of Self-Rated Health Status on Patient Satisfaction Integration Process. Journal Of Healthcare Management, 60(3), 205-218.
Appendix
TRAINING NEEDS ANALYSIS (TNA) FOR HOUSTON METHODIST ST. JOHN HOSPITAL.
EMPLOYEE NAME:
POSITION
TNA DONE BY:
Major tasks of position
Training/skills development required?
If yes, identify what training needs exist
How will this be achieved?
(eg on the job, external training)
When?
Who to organise?
Training provider?
Y
N
<insert major tasks of position>
ü
<insert training needs, if any>
<insert how this will be achieved>
<insert when>
<insert who is going to deliver the training>
eg on the job, external training
What do we want to achieve in the period ahead?
<insert comments>
How will the trainees attitudes change towards the new information provided during training?
<insert comments>
How are we going to make this happen?
<insert comments>
What will you need from the Medical Institution to help you to reach your career goals?
<insert comments>
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As pediatric patients grow from infancy to adolescence, there are many common body system disorders that may potentially present. As an advanced practice nurse caring for these patients, you must understand the pathophysiology and epidemiology of these disorders as this will help you to recognize symptoms and select appropriate assessment and treatment options. In this Assignment, you prepare for your role in clinical settings as you design a protocol for the diagnosis, management, and follow-up care for a common body system disorder.
To prepare:
•Reflect on “Lyme disease”.
•Think about the pathophysiology and epidemiology of the disorder.
•Consider a protocol for the diagnosis, management, and follow-up care of the disorder you selected.
•Think about how culture might impact the care of patients who present with this disorder.
To complete:
Write a 2- to 3-page paper that addresses the following:
•Explain the disorder Lyme disease, include its pathophysiology and epidemiology.
•Explain a protocol for the diagnosis, management, and follow-up care of this disorder.
•Explain how culture might impact the care of patients who present with the disorder you selected.
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
SAMPLE ANSWER
Lyme Disease
Introduction
Many different kinds of body infections exist hence, is prudent for advanced practice nurses to understand (APN) them to provide better diagnosis, management, and even follow up. Lyme disease is one of such body system disorders that APN need to know to manage the same well. The author therefore, deliberates on Lyme disease, its epidemiology and pathophysiology, explains protocol from diagnosis, management, and follow-up, and explains how culture might affect the care of patients suffering from this disease.
Lyme disease
Despite the fact that the prevalence of Lyme disease is becoming prevalent in communities, many APN as well as physicians are still unfamiliar with it. Lyme disease known by another name as Lyme borreliosis is among the common vector borne diseases (Pearson, 2014). The disease is infectious as a bacterium known as Borrelia burgdorferi belonging to the spirochaetes causes it. The disease is usually transmitted through the bite of an infected tick.
Pathophysiology
The moment an infected tick bites a human being, B. burgdorferi is left in the skin and henceforth begins to spread. Signs and symptoms of the disease manifest due to the immune response to the spirochete in the tissues of the body (Beard, Nelson, Mead, Petersen, & Raoult, 2012). During the bite, the saliva of the tick is released together with spirochete as the tick feeds and this disrupts the immune response at the site where the bite occurred (Glatz, Resinger, Semmelweis, Ambros-rudolph, & Müllegger, 2015). Therefore, such a point is conducive to spirochete to establish an infection which grows and multiplies on the surface of the skin (dermis). The inflammatory response of the host leads to the formation of a circular EM lesion (Halperin, 2014). Because Neutrophils fails to appear to destroy spirochetes, the EM lesion develops and spread on the entire body. Few days after the bite, the spirochetes spread through blood stream to other parts of the body such as heart, joint, distant skin sites and nervous systems. In case, the bacteria is not treated immediately, it may persist in the body for months or even years, regardless of the production of B. burgdorferi.
Epidemiology
The disease is prevalence in the northern hemisphere and more incidences have been on increase across the world. Reasons for this are changes in biodiversity, climate change, land management, human interactions with nature and increasing awareness about the disease. Laboratory findings in UK found that Lyme cases have increased nearing to 1200 in a year even though true incidence is not known because of many cases that go unreported (Pearson, 2014). Incidences of Lyme disease are higher in Southern England, including, Scottish highland, and London. Level of public and health care professionals’ awareness about the disease in UK is still lacking. The disease has as well been reported in various countries across Africa, Europe, north and South America and Asia. Highest cases are among people aged between 45-65 years followed by those in age bracket 24-44 years (Pearson, 2014).
Diagnosis, management, and follow-up care
Lyme disease has treatment, and the journey begins from diagnosis. Those eligible for diagnosis are those with the history of tick bite, other signs, and symptoms of Lyme disease and erythema migrans (Pearson, 2014). Diagnosis should be clinically based and should be based on careful history taking, examination and getting information from carers, and ensuring careful interpretation of results. Other tests can as well be undertaken as part of the diagnosis to ascertain the infections. Treatment should then start immediately after diagnosis. Even though a range of antibiotics is available, the choice of the best is under debate as some have side effects. Some of the antibiotics recommended include amoxicillin, and doxycycline administered in different dosages depending on the age of the patient (Pearson, 2014). Patients require close monitoring to ensure they take the right medication, dosage until they recover.
Culture Aspect in Care of Patients
The culture of people differs and may have adverse effects on patients with Lyme (Aenishaenslin, Ravel, Michel, Gern, Milord, Waaub & Bélanger, 2014). Some people believe that this disease is for animals and therefore, health care providers may be adamant to take care of such patients. Therefore, the attitudes and beliefs of people, especially the carers can have a negative implication on the health care that is provided to patients. It becomes important for all public health professional and public to be sensitized about the disease for them to accord respect and assistance to Lyme patients.
Conclusion
Lyme disease like any other body disease needs proper management and treatment. The disease is spreading across the world because of increased sensitization. Cultural factors can halt efforts to manage the disease and is appropriate for all relevant authorities to step up their awareness campaigns to sensitive more health providers and public for better management of this disease.
References
Aenishaenslin, C., Ravel, A., Michel, P., Gern, L., Milord, F., Waaub, J., & Bélanger, D. (2014). From Lyme disease emergence to endemicity: a cross sectional comparative study of risk perceptions in different populations. BMC Public Health, 14(1), 1070-1091. doi:10.1186/1471-2458-14-1298
Beard, C. B., Nelson, C. A., Mead, P. S., Petersen, L. R., & Raoult, D. (2012). Bartonella spp. bacteremia and rheumatic symptoms in patients from Lyme disease-endemic region. Emerging Infectious Diseases, (11), 1918.
Glatz, M., Resinger, A., Semmelweis, K., Ambros-rudolph, C. M., & Müllegger, R. R. (2015). Clinical Spectrum of Skin Manifestations of Lyme Borreliosis in 204 Children in Austria. Acta Dermato-Venereologica, 95(5), 565-571. doi:10.2340/00015555-2000
Halperin, J. J. (2014). Lyme Disease: Neurology, Neurobiology, and Behavior. Clinical Infectious Diseases, 58(9), 1267-1272.
Pearson, S. (2014). Recognising and understanding Lyme disease. Nursing Standard, 29(1), 37- 43.
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Obtaining Services within Washington DC; people with disabilities
Obtaining Services within Washington DC; people with disabilities
Order Instructions:
For this paper, the chosen community to research and write on is Washington DC . The writer must research base on this City and must thoroughly address all the 4 points raise in the questions. The writer must also read carefully the instructions before responding and must follow proper APA rules to complete this paper.
Obtaining Services within Washington DC.
The purpose of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act) as described in the current law, is to “assure that individuals with developmental disabilities and their families participate in the design of and have access to needed community services, individualized supports, and other forms of assistance that promote self-determination, independence, productivity, and integration and inclusion in all facets of community life…”
Investigate resources within your chosen community (Washington DC.) that assist individuals with developmental disabilities and their families with assuming self-management and support for daily living.
Discuss:
• What is the availability and eligibility of these resources and services?
• How do these services assist with developing their competencies and talents and help them gain control over life circumstances?
• Choose a disability and discuss services offered in your area that helps to improve the life circumstances of these individuals
• Explain the importance of these services to the family as a whole and how these services aid with care for these individuals
The Developmental Disabilities Assistance and Bill of Rights Act of 2000. (2000). United States Government, Public Law 106–402106th Congress
Assignment Requirements
The finished Assignment should be a 5-page exploratory essay, excluding the title page and references. The viewpoint and purpose of this Assignment should be clearly established and sustained.
Before finalizing your work, you should:
• be sure to read the Assignment description carefully (as displayed above)
• consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary;
• utilize spelling and grammar check to minimize errors; and
• review APA formatting and citation information found online, or elsewhere in the course.
Your Assignment should:
• follow the conventions of Standard American English (correct grammar, punctuation, etc.);
• be well ordered, logical, and unified, as well as original and insightful;
• display superior
content, organization, style, and mechanics; and
• use APA 6th edition format for organization, style, and crediting sources including:
• properly formatted header
• 12-point, double-spaced, Times New Roman font
• use of in-text citations
• title page and reference page
• use of headings (if applicable)
SAMPLE ANSWER
Introduction
Developmental disabilities refer to broad ranges of condition that causes cognitive and physical impairments, often diagnosed during childhood. Disabilities include autism spectrum disorders, Down syndrome, cerebral palsy, vision impairment, and hearing loss. These disabilities are long-term/ lifelong disabilities. These disorders affect their daily activities such as mobility, learning ability, independence, self-care, and communication. However, the disability can be severe, mild, and moderate and support needs. The Developmental disabilities prevalence rate is high in America. Research estimates that about 5.4 million Americans suffer from developmental disability. Approximately, 17% of children below 18 years suffer from development disability. Intervention includes education for the child and the family to understand the disease, and ways to manage it effectively. Individualized support can help improve the functioning of the body, self-determination and strengthen the community (Durham, Brolan, & Mukandi, 2014).
Availability and eligibility of the resources
Support of developmental disabilities in Washington aims at assisting people with developmental disabilities to empower them so that they can remain independent, integrated, and productive. The services are funded by the State to ensure that the services provided are comprehensive and coordinated to enhance the lives of people with disabilities to the maximum potential, and to protect their legal as well as human rights. In Washington DC, the supportive services occur in varying form including a) community support, which helps in independent living. This helps these people with assistance on how to manage their self-care, b) residential support which involves independent housing support in individuals home, c) support for education and for employment services, d) support for communication, including sign interpreters and e)community access which includes day care. These support services are adequate for about 79,000 people, most of whom receive services in the community and not in an institution. The services available in Washington by age group are as follows (Ward, Amanda, & Freedman, 2010):
From birth to 3 years: These children are diagnosed with developmental disabilities and are eligible for Infant Toddler Early Intervention Program (ITEIP) services, which provides the family with such kids with Individualized Family Services Plan (IFSP) aimed at educating parents regarding the developmental stages of their children to equip them with the relevant assistance necessary for particular age. Eligibility criteria include that children must have measurable delayed developmental growth, which is performed by Family resource coordinators of IFSP. From age 3 to 21: the services available for this age group aims at improving the education. The services provided includes an individualized Education Plan (IEP), which are integrated in their education system as early as during the Preschool. These include services that will improve their communication skills such as speech therapy, psychological services, physical therapy, and audiology (Kelley, 2013).
After 21 years: trained individuals are integrated in the community to build their self-esteem and self-confidence. These include services such as the DDD employment program that offers support through training, and seeking employment to those who can manage. Alternative services include special assistance to the elderly. Other services eligible for people with developmental disabilities includes medical cover and support through Medicaid such as Medicaid personal Care provided mainly to people leaving with disability where the individuals live with their families. Other services include assistance is the State’s Individual and Family Services Program, which offers lifetime support on medical costs, therapy, transportation, behavior management and recreational opportunities (Durham, Brolan, & Mukandi, 2014).
How they help increase their competencies’
People with developmental disabilities often have trouble during communication. This is because the disability could affect their hearing, sight, and speech which often-effective communication. The services help communication by helping patients with auxiliary aid, Braille materials simplified, and computer assisted real time text (CART) which would increase their communication skill (Kelley, 2013).
These services help people with developmental disability with various life enhancing skills. These includes skills that enable them complete household task, attend to their personal hygiene and financial transactions. These activities range from shaving, making calls, to loading dishwasher and making calls. The programs assess their age, mental capacity, preferences, and physical capabilities. Taking into account these factors into account, the instructors are able to design a training skill that benefits individual ability. Other skills taught by these services include dressing, meal, positioning in bed, self-administration of medicine and use if assistive devices. These activities are vital daily activities (Ward, Amanda, & Freedman, 2010).
These services also train caregivers and families with people diagnosed with DD. This enables the family to identify the most effective communication and strategic approaches that will improve their relationship. The services also improve the ability of individuals to access quality care such as dentists, psychiatrists, and ob-gyns. The services enable the individual access specific care in specialized institutions. They do so by providing interpreter services, and sign language protocols to enable them communicate through expressions. They also facilitate medical covers, thus improving patient’s quality of life (Durham, Brolan, & Mukandi, 2014).
Identify a disability within a community
Autism spectrum disorder (ASD), is a type of developmental disorder, which is, defined following diagnostic criteria such a social communication, interaction, repetitive behavior and other activities. The disease symptoms are appearing during early developmental stages. The prevalence of autism has increased by 20% globally. Some of the resources available include Autism society of Washington, (www.autismsocietyofwa.org) which is a non-profit organization that offers support and information on autism related issues. The organization manages forums where people discuss their experience, learn from one another, and gets support. Early support for Infants and Toddlers (ESIT) (www.del.wa.gov/esit) is a State program helps get the families manage their children who suffer from developmental disability. Center for Autism Spectrum Disorders (CASD) (http://childrensnational.org/departments/center-for-autism-spectrum-disorderscasd) is a state program that offers assessment and treatment services for children suffering from developmental disability. The program has a multidisciplinary clinical staff that assesses children and recommends medication. The program also fund research on Autism Spectrum Disorders, especially those involved in behavioral, genetic and neuro-cognitive factors associated with autism. The centre also trains families with children suffering from Autism Spectrum to help deal with these children even in their homes (Kelley, 2013).
Importance of these services
These services are vital form birth throughout the individual’s lifespan. At school age, services help the child get involved in the society, developing their autonomy and initiative. Research identifies this young age, people with developmental disabilities are important because it enables the child learns how to interact in the community in the absence of their families, which could help children cease from being introverts to “opening up” as they face a myriad experiences (Durham, Brolan, & Mukandi, 2014).
The children’s communication and interpersonal competencies are developed through such services. This is because the services helps the children identify their roles in the community to manage their transition into adulthood. The services empower the children with the role of sex and community perspective of specific gender behavior. The main requirements for adolescents diagnosed with DD includes guidance, monitoring and frequent reminders to enable them to get around with ease and more independently. This is managed effectively through the services provides for DD, which could be a challenging task for the family (McLaughlin, Barr, McIlfatrick, & McConkey, 2014).
The development concern of adults diagnosed with DD includes issue such as intimacy and social isolation. It is a critical time to establish adulthood functions such as employment and home. These life skills and competencies are built on the previous accomplishment during the earlier developmental stages. It also influences the person sense of personal value, understanding that they are different from other people (Kelley, 2013).
Conclusion
For each of the services in Washington, their goal is to provide support to help the caregivers manage the crisis in the community. The services provided by these services, include psychological support, clinical support, and collaboration between the relevant stakeholders. However, there are several challenges facing these services, including language barrier, biasness towards the sensitivity of patients need and lack of adequate resources in the facilities and shortages of healthcare providers resulting to poor quality delivery of services. In fact, most of the adult suffering from DD tends to seek care from their pediatrician, leaving the question on how patients would make the transition to adult care effectively.
References
Durham, J., Brolan, C., & Mukandi, B. (2014). The Convention on the Rights of Persons With Disabilities: A Foundation for Ethical Disability and Health Research in Developing Countries. Am J Public Health, 104(11), 2037-2043. doi:10.2105/ajph.2014.302006
McLaughlin, D., Barr, O., McIlfatrick, S., & McConkey, R. (2014). Developing a best practice model for partnership practice between specialist palliative care and intellectual disability services: A mixed methods study. Palliative Medicine, 28(10), 1213-1221. doi:10.1177/0269216314550373
Ward, RL., Amanda, D., & Freedman, RI. (2010). Uncovering Health Care Inequalities among Adults with intellectual and Developmental disabilities. Health & Social Work 35(4); 280-288
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Time is a precious commodity, and as a researcher student you are keenly aware of its value. You are expected to be thorough and exhaustive in your search for academic resources. These expectations don’t only exist so you can avoid duplicating existing research; they also empower and prepare you to contribute to the foundations of thinking and practice in your chosen area of interest. One key to meeting these expectations is to develop proficiency in online searching.
In a 2 page word documents well written in APA, Share your tips and suggestions for finding relevant academic literature. These tips may relate to navigating particular electronic databases, applying general searching techniques, constructing search term queries, broadening or narrowing your initial search results, finding monographs and other resources, or other topics.
Please note to properly format your paper in APA using in text citations and proper grammar as you compose the paper.
SAMPLE ANSWER
Tips and tricks for literature searches
A literature search is a thorough and systematic search for published materials in order to find a variety of quality materials that meets your academic needs. To succeed in literature search one needs to have a good knowledge of how to traverse the web in an effort to find academic materials which are relevant to your topic of focus. The academic materials on the internet that one may be searching for may be academic journals, books, articles among others (Ridley, D., 2012).
There exists guidelines, mostly not written, that show the way that most researchers use to successfully find materials of relevance on the web. This paper is going to give some tips and tricks of conducting a successful literature search.
First, one needs to understand the topic of focus. You need to do a background study of encyclopedias and texts in order to get context of the terminologies used in the topic of discussion. The comprehension of the topic of focus entails one knowing what matters most (Bell, J., 2014). After successfully identifying the topic of focus, it is only then that you can move to the next step.
The second step is understanding the scope of your search. This refers to whether one is researching for what purpose. The purposes include a comprehensive research, focused research or studying for a particular topic. This will help you put boundaries on the areas of search on all online database. A limit is created, and helps you now when you have gotten enough literature that satisfy your course (Bell, J., 2014).
It is prudent to also use the help of other people who are higher than you in the academic ladder. These people include lecturers, professors, and doctors among other whom you may have access to. They will assist in a great way towards your successful search. The insight you may get from them will help you know the related disciplines to the topic of focus. Only after achieving this is when you will be able to prioritize your search for literature.
A very important tip when searching online for literature. Search terms play a very important role in a literature search (Kroft et al., 2014). If a researcher gets the correct terms, then half the work is done. Search terms refer to key words or phrases that one uses to locate reliable information on the web. Search terms can be identified by working with the title of the topic of discussion.
Following the systematic method above. We then move to the next step of identifying the resources to search. The most relevant literature on the net are academic texts and journals. Once one has decided on what resources he/she wants to search then the searching process can begin online.
The searching process involves using search techniques. These search techniques helps the researcher to find a variety of results online. It is up to the researcher to filter the results and use materials that he or she finds useful. The usefulness of these materials will be gauged by the relevance credibility and publication date (Ridley, D., 2012).
The researcher may have found interesting literature, but only the one that appear most relevant will be chosen for use. The credibility of these materials is also a measure of successful searches. The researcher’s task is to pick material that is of acceptable and reputable source.
Then comes the issue of date of publication. Is the published material from this time period still credible for the purposes of you work?
In conclusion, there proper way to search for literature online is a systematic process. Therefore, a researcher needs to be keen in conducting his search in a systematic manner as the one shown in the paragraphs above.
Kroft, K., & Pope, D. G. (2014). Does online search crowd out traditional search and improve matching efficiency? Evidence from Craigslist. Journal of Labor Economics, 32(2), 259-303.
Ridley, D. (2012). The literature review: A step-by-step guide for students. Sage.
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African American Experiences between 1920 and 1970
African American Experiences between 1920 and 1970
Order Instructions:
Using the below readings, describe the evolution African-American experiences between 1920 and 1970. How did notions of identity and inclusion evolve? Think about how the category of who “Americans” should be, how they should live, and what the role of government changed for African-Americans. You may want to think about how issues of discrimination, economic justice, and identity evolved. You must analyze BOTH documents from at least TWO decades (minimum of four documents).
a. 1920’s (Hughes, Thurman)
b. The 30’s? (Katznelson, Herndon)
c. The 40’s? (Seuss, Engelhardt)
d. The 60’s? (King, Beale)
**Note: It is strongly recommended that you read Coates, “The Case for Reparations” http://www.theatlantic.com/features/archive/2014/05/thecase-for-reparations/361631/. While a bit lengthy, it is engaging, persuasive, and provides substantive details to help you write your essay. If you are struggling to develop an argument, please read this article.
SAMPLE ANSWER
African American Experiences between 1920 and 1970
The African-American population of the United States of America is considered to be a minority group due to their relatively small numeric contribution to the population compared to the larger population. Being a unique group extends beyond their population. The experiences that they have had as a community are also unique and significant. This essay discusses the experiences that the African-American Community had between 1920 and 1970. It is an essay that entails the key elements of social, economic and political lives of African American people in the United States during this 50 year period.
During the 1920s the Jim Crow era had come to an end and African Americans were gradually making an effort to integrate into American society as citizens with equal rights to participate in the economy as well as the political process. The community however faced serious hurdles in this effort and this was especially noted in Mississippi where black families had difficult times as they engaged in farming through the process of share cropping (Hughes, 36). It was anticipated that the proceeds from the sale of harvests would be shared equally but this did not happen. The discrimination against African Americans economically was also being done by the system which unfairly levied taxes on their properties. The lack of adequate education and inability to access legal services condemned many families to suffer silently in poverty while some lost their property which was seized through dubious deals that took place. Towards the end of the 1920s moving into the 1930s African Americans increasingly moved to urban areas and this led to settlements such as Harlem being almost exclusively dominated by black families. The church played a vital role in bringing the community together during this period (Thurman, 1928).
In the 1930s African Americans continued to push for their inclusion in the national economy and this was seen in them seeking employment in urban areas where industry flourished. This in turn brought to light more challenges such as discriminatory labor practices and also the political marginalization of blacks. It is important to note that during this period, the African American electorate began to shift alliances to liberals as opposed to republicans whom they had initially supported. The Civil rights movement has its origins in this political involvement of the African Americans looking for equal rights. The arrests of community leaders who fought for this cause helped to push the plight of African Americans to the national limelight, specifically with reference to the discriminatory policies that existed. The civil rights movement was then known as the Working-Class movement due to its use of labor unions to clamor for equality (Katznelson, 2005; Herndon, 1937).
During the 1940s, the civil rights movement continued to gain momentum but world attention had by then shifted to the Second World War. Close to a million African Americans served in the country’s armed forces and the discriminatory employment policies in play within the country’s labor system were also manifested in the army and navy (Engelhardt, 4). Race was used in the determination of the roles that a black man would be given and this translated to their being assigned tasks that were either subordinate or extremely dangerous. The government’s recognition of a need to desegregate the forces was an indication of a deliberate step to make the labor system more accommodating and fair to African Americans. Social and economic discrimination however continued to rear its head, mainly manifested in unfair treatment of African-Americans who would be subjected to unfair loans and real estate practices (Seuss Cartoons, n.d.).
In the 1950s, racism against this community continued but albeit under the guise of the provision of housing. Government housing projects during this decade almost exclusively took place in neighborhoods dominated by blacks. Violent riots by whites that started in the late 1940s spilled over into the 1950s with black families being forcefully ejected from their homes in the event that they moved into white dominated neighborhoods. The argument that fuelled this antagonism was that the presence of blacks lowered the value of the property. The growing poverty of the African American community began to gain government attention and this led to the proposal of several initiatives that were geared at minimizing its negative impact on the national economy (Seuss Cartoons, n/d/).
During the 1960s, a combination of increased picketing by civil rights leaders and political will led to affirmative action. In 1965 segregation of public schools and other social amenities was banned in the country, the aim being to give blacks equal opportunities. Martin Luther King Jr. came up as the figurehead of the civil rights movement (Beale, 1970). The main issues that this movement combated at the time were police brutality and the denial of voting rights to African Americans by the police force in Montgomery. Demonstrations that were exclusively black were met by brutal anti-riot state troopers while those attended by pockets of white supporters of the plight of African Americans received protection albeit with minimal restrictions. The publicizing of the events in Montgomery compelled the president to deliberately declare the government position which supported voting rights for all. The Southern States of the country saw racism persist despite legislation against it (King, 1965).
Works Cited
Beale, Frances. “Double jeopardy: To be black and female.” The black woman: An anthology (1970): 90-100.
Engelhardt, Brian “Fighting for the Double V” 1-9
Herndon Angelo, “You Can’t Kill the Working Class” 1937
Hughes, Langston. “The Negro Artist and the Racial Mountain.” 1926.” The Collected Works of Langston Hughes 9 (1773): 31-36.
Katznelson, Ira. When affirmative action was white: An untold history of racial inequality in twentieth-century America. WW Norton & Company, 2005.
King Jr, Martin Luther. “Letter from Birmingham jail.” UC Davis L. Rev. 26 (1992): 835.
Seuss Cartoons
Thurman, Wallace. “Negro Life in New York’s Harlem.” Girard (KS): Haldeman-Julius Company (1928).
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Develop an evaluation plan for your training program, including the following:
• Write two or more of Kirkpatrick’s evaluation levels (reaction, learning, behaviors, and results) into your training program plan.
• Explain how each of the evaluation levels will be measured. For example, will you use a sample questionnaire, an observer checklist, or a test?
• Describe the methodology you would use in the evaluation process. For example, would you use a pre-post training evaluation, a post-training evaluation, or a control group that does not receive the training but serves as a comparison group for evaluation?
• Justify your training program’s evaluation plan.
SAMPLE ANSWER
Developing a Training Evaluation Plan – week 7
Training evaluation process could be divided into 5 main steps: identifying evaluation purposes, selecting evaluation methods, designing tools for evaluation, collecting data, and analysing and reporting results. In this paper, a number of Kirkpatrick’s evaluation levels are described and included into the training program plan. Moreover, how each of these evaluation levels would be measured is explained exhaustively. Lastly, the methodology that would be used in the process of evaluation is described. A justification for the evaluation plan for the training program is provided.
The evaluation levels of Kirkpatrick’s 4 levels of evaluation model that would be utilized are reaction of student, learning, behaviour, and results. Reaction of student level: this level of training evaluation is used in measuring how the trainees reacted to the training. The trainer would obviously want the people being trained to feel that the training was actually a valuable experience. The trainer would also want the trainees to feel good about him, about the topic of the training, about the material’s presentation, and the venue of the training. All in all, measuring reaction is of major importance since it will help the instructor to realize how well the provided training was received by those who were trained (Kirkpatrick & Kirkpatrick, 2015). In addition, measuring reaction will help the instructor in improving the training for those who would be trained in future, including identifying significant topics or areas which are absent from the current training.
This evaluation level would be measured through the use of questionnaires or employee satisfaction surveys; that is, post-training surveys. Moreover, the reaction level could be measured by watching the body language of the trainees throughout the training sessions and getting verbal feedback by asking them directly regarding their experience. After this information is gathered, it would be examined carefully. Next, any changes that could be made would be thought about basing upon the suggestions and feedback from the trainees (Dewhurst et al., 2015). In measuring reaction, the following questions would be addressed: did the trainees think that the training program was successful? Did they think that the training program was actually worth their time? What were the training program’s biggest weaknesses and biggest strengths? Did the training program accommodate the trainees’ personal styles of learning? Did the trainees like the presentation style and the training venue?
Learning level: this level entails the instructor measuring what the people being trained have learned. The instructor will seek to find out how much the trainees’ knowledge has increased on account of the training program. When the training program is planned, the instructor hopefully begins with a listing of particular learning objectives. These learning objectives have to be the basis for the measurement. It would be important for the instructor to remember that depending on these objectives and on whether or not the instructor is interested in changes to attitude, skills, or knowledge, learning could be measured in dissimilar ways. It is of major importance to measure this since knowing what the people being trained are learning and what they are not learning would help in improving training session in the future (Smidt et al., 2011).
This evaluation level would be measured through the use of verbal assessments or interviews. Tests or assessments can be conducted prior to and following the training; pre-tests and post-tests. Observation could also be utilized. In measuring learning, the instructor would begin by identifying what he wants to evaluate for instance changes in attitudes, skills, or knowledge. Wells (2010) reported that it is usually useful to measure these areas both prior to the training program and after it. As such, prior to the commencement of the training, the trainees would have to be tested to establish their attitudes, knowledge, as well as skill levels. The moment the training program is completed, the trainees are tested for the second time to measure what they have learned or gauge learning using verbal assessments and interviews (Wells, 2010).
Behaviour level: this level entails evaluating how far the people being trained have actually changed their behaviour basing upon the training which they received. In particular, this level will look at how the people who were trained apply the information (Kennedy et al., 2014). In essence, it is vital to realize that behaviour could only change if there are favourable conditions. For example, assume that measurement was skipped at the reaction level and behaviour level, and when looking at the behaviour of the trainees, it is determined that no change in behaviour has occurred. As such, the instructor assumes that the people who were trained have not learned anything and that the training program was futile and not effective. Even so, just because there is no behaviour change does not necessarily imply that those who were trained have not learned anything (Griffin, 2014). Maybe their supervisor will not allow them to apply their new knowledge, or perhaps the trainees have learned everything that the instructor taught them, but they lack the desire or are not interested in applying the knowledge themselves.
This evaluation level would be measured by conducting interviews as well as observations over time. Measuring behaviour effectively could be somewhat tricky since it is a longer-term activity which must occur months or weeks following the completion of the initial training. The questions that must be considered are as follows: are the people who were trained aware that they have changed their behaviour? Can they teach their new attitudes, skills, or knowledge to other persons? Did they put any of their new learning to use? (Kirkpatrick & Kirkpatrick, 2015). It would be important to note that behaviour would change only if there are favourable conditions. For example, effective learning could have occurred during the training program but if the culture of the organization is not set up for any behaviour changes, then the people who were trained may be unable to put what they have learned into practice.
Results level: this level entails analyzing the final results of the training program. In essence, this includes outcomes that the instructor or the company has determined to be good for the staff members, for the business, or for the company’s bottom line (Wells, 2010). With regard to measurement, a control group can be utilized. In essence, measures are already in place through regular management systems and reporting. Nonetheless, the challenge is relating to the trainee. Measuring the final outcomes of the training program is the most time consuming and expensive of all the evaluation levels. The main challenges are to identify which final results, benefits, or outcomes are most closely connected to the training program, and developing an effectual way of measuring these results over the long term (Smidt et al., 2011). Depending on the training program’s objectives, some of the outcomes that should be considered include increased sales, higher employee morale, less staff complaints, increased retention of employees, higher quality rating, reduced waste, increased production, and increased customer satisfaction (Wells, 2010).
In the process of evaluation, the methodology that would be used is pre-post training evaluation. Conducting pre-post course evaluations of competencies would entail the use of a multi-item assessment which relates to the main content of the training program. The trainee would complete the same self-evaluation at the start of the training program and at the training’s end. A score would then be derived by comparing pre-training evaluation and post-training evaluation. In essence, in the pre-evaluation the trainees would rank themselves in terms of the knowledge and skills they have at the start. At the ending of the training program, they would rank their levels of knowledge and skills post-training (Dewhurst et al., 2015). This would provide 2 self-evaluation data point – before the start of the training program and following the training program. A final report would enable the organization to assess competency gains in particular content areas, both for the organization in general and for employees.
Kennedy et al. (2014) stated that pre-evaluations and post-evaluations are significant in assessing training programs in terms of knowledge improvement of the trainee. The same tests could be utilized for pre-tests and post-tests in comparing scores prior to and following the training respectively. Regarding the justification, the evaluation plan of the training program is important since it would measure the success of the training program. It helps to determine how effective the training program really was. The evaluation helps to develop people. Evaluation is also important to the learner as it is critical to the confidence of the learner.
Conclusion
To sum up, Kirkpatrick’s evaluation levels included into the training program plan are reaction of the trainee, learning, behaviour, and results. Post-training surveys and questionnaire would be used to measure reactions. Learning level would be measured by using verbal assessments or interviews. Behaviour level would be measured by conducting interviews as well as observations over time. Results level would be measured using a control group. The training evaluation is important since it would measure the success and effectiveness of the training program.
References
Dewhurst, D., Harris, M., Foster-Bohm, G., & Odell, G. (2015). Applying the kirkpatrick model to a coaching program. Training & Development (1839-8561), 42(2), 14-15.
Griffin, R. (2014). Donald Kirkpatrick (1924-2014). Training Journal. pp. 10-12.
Kennedy, P. E., Chyung, S. Y., Winiecki, D. J., & Brinkerhoff, R. O. (2014). Training professionals’ usage and understanding of Kirkpatrick’s Level 3 and Level 4 evaluations. International Journal Of Training & Development, 18(1), 1-21. https://www.doi:10.1111/ijtd.12023
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2015). Creating a post-training evaluation plan. Training & Development (1839-8561), 42(2), 12-13.
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2011). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal Of Intellectual & Developmental Disability, 34(3), 266-274.
Wells, J. B. (2010). How Rigorous Should Your Training Evaluation Be?. Corrections Today, 70(5), 116-118.
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Designing a training program to train managers on using the new ERP system
Order Instructions:
Identify the general training topic you have selected for your training program (1–2 pages). Create your training scenario based on the topic you have selected. Include the following:
A general description of the training topic.
Why this training is needed.
Who is to be trained.
How many are being trained.
Develop a training needs analysis for your topic (3–4 pages). For the purposes of this project, you are not expected to actually conduct the training needs analysis (TNA). Instead, create the following information as if it is based on a TNA.
Identify what the trainees should know or be able to do after they have completed the training program. Research your topic to determine what you want your trainees to learn. Your sources might be anything from an Internet search for data, to a meeting with subject matter experts (SMEs) who are good at the task involved. For example, if you training topic is how to tile a wall, you might search the Internet for do-it-yourself instructions, or you might consult with a specialist at a home improvement store.
Summarize the results of your research or provide a set of the questions you would ask SMEs if you were to meet with them.
Identify what the trainees know or what they can do before the training.
Create a sample survey, a questionnaire, a set of interview questions, or an observation checklist. Include this in your assignment submission as a separate attachment.
Develop training objectives for your training program (1–2 pages). Create 3–5 specific training objectives for your topic.
Create your objectives based on what you have determined the trainees should know (or be able to do) after attending the training program.
Design a training program for your topic (3–4 pages). Define each of the following aspects and explain why you made the choices you did.
How long will the training program be?
Will there be one or more training sessions?
Will those who facilitate the training be internal or external instructors?
Where will the training program be held?
How will learners be motivated to learn?
Who is the intended audience for the training?
SAMPLE ANSWER
Designing a training program to train managers on using the new ERP system
Staff members who are well trained are of major importance to the company’s success and development. Training of employees is fruitful to both the members of staff and the employers. It is worth mentioning that integrating professional development and training could foster greater job satisfaction, which can result in employee loyalty as well as higher productivity (Moore, 2015). In this paper, the training topic is described exhaustively. The rationale for the training, who would be trained, and the number of trainees that would be trained is described. Moreover, a training needs analysis is developed in this paper and what the trainees should be capable of doing or should know following the completion of the training is discussed. Specific training objectives for the training program are described basing upon what has been determined the trainees need to know or be able to do following the completion of the training program. Lastly, a training program is developed for training employees of the firm to properly utilize the recently implemented ERP system.
General topic: Training managers to properly utilize the implemented ERP system
The organization – name not disclosed – is a manufacturing company involved in the manufacturing of pharmaceutical products and devices for health care organizations. Recently, this manufacturing firm implemented an Enterprise Resource Planning (ERP) system in order to achieve lean manufacturing, reduce costs of materials, and offer better customer care service. Training is needed since it would be very difficult to maximize the potential of the Enterprise Resource Planning solution without providing training to managers on how to utilize the software properly. Crisostomo (2010) reported that businesses could improve efficiency and profits with an ERP system, but is imperative for managers and/or staffs to get appropriate training for the company to recognize benefits of the software solution fully. The ERP software solution could make the work life easier at the company, but the workers first need to properly understand how this software functions. The upfront costs of implementing an ERP solution could be really high. However, when the user base understands the system, it would not be long before the company sees large returns on its investments. Enterprise Resource Planning software could enable the company to solve problems and overcome difficulties. Even so, it is very important to make sure that the workforce receives proper training for the implementation of the ERP to be successful (Powell, Riezebos & Strandhagen, 2013). If the workforce does not get adequate coaching, they may resist implementation of the ERP.
A total of 8 of the company’s managers would be trained. These are those IT users who would be using the ERP system often in their day-to-day work tasks in the business organization; they are the ERP users. In essence, simply implementing the new business management software would not increase efficiency at the firm; it is the combination of the Enterprise Resource Planning solution and knowing how to utilize the system right. If the users do not totally understand how to utilize this new system, then efficiency would not be achieved and the investment may be considered by others as wasted (Crisostomo, 2010).
Training needs analysis (TNA)
TNA basically entails assessing training requirements of a given grouping in terms of the following: professional and educational background of trainees; their number; their existing competence level; as well as the desired skill or behaviour level acquired at the end of the training (Sung & Choi, 2014). Effective training is dependent upon knowing what is actually required – for the department, the individual staff member, and the company altogether. With the need for cost-effective solutions and limited budgets, Moore (2015) noted that every organization should make certain that resources invested in training of staffs are targeted at areas in which training and development is required and there is a guarantee of a positive return on investment (ROI). In the anonymous company that is focused in this paper, examining what the training needs are is an important requirement for successful training programme. Merely training managers might overlook priority needs or may cover areas which are in fact needless. TNA allows companies to direct their resources into the areas in which they would contribute the most to the development of employees thereby improving morale as well as performance of the organization.
Basing on the TNA, what the trainees in the unnamed company which recently implemented a new ERP software system should be able to know and/or do after they have completed the training program is how they can use the ERP system. It is notable that the core feature of all Enterprise Resource Planning software is essentially a common database which supports many functions utilized by various business units (Crisostomo, 2010). At the company, this implies that members of staff in various divisions for instance sales and accounting can depend upon the same information for their specific needs. Enterprise Resource Planning systems also provide some level of synchronized automation and reporting. Rather than forcing managers to maintain separate spreadsheets and databases that need to be combined manually to produce reports, they should be able to use the ERP software in pulling reports from one system. For example, with sales orders flowing into the fiscal system automatically devoid of any manual re-keying, the company’s staffs in the order management department at the end of the training should be able to process order in a more accurate and quick way, and staffs in the finance department should be able to close the books faster (Powell, Riezebos & Strandhagen, 2013). Furthermore, the ERP system would have features such as a dashboard and a portal that should allow ERP users at the company to quickly understand the performance of the business on key metrics.
After the training session, the managers should know how to use the company’s ERP system to carry out business and financial planning functions that were previously done by smaller standalone applications. They should be able to use the ERP solution in managing financials and reporting around activities like manufacturing planning and execution, shipping logistics, sales forecasting, accounting, as well as customer care and support (Powell, Riezebos & Strandhagen, 2013). In addition, after the training, the managers should be able to use the real-time picture of the company’s fiscal status as provided by the ERP system in planning for orders and profitability. The users after the training should know that the ERP system can be utilized in tracking orders from receipt through production and shipment so as to better understand the levels of inventory, shipment lead times, as well as production bottlenecks.
Additionally, ERP users at the company should know how the ERP solutions can help them carry out their work tasks in a more efficient way by breaking down hurdles between business units. They should also know that the ERP solutions link systems across the company to share information amongst various departments, streamline workflow, and offer insight into the company’s operations (Leaman, 2014). Furthermore, ERP users and staff members at the company after the training should know that the ERP software stores all data of the company in one, relational database. Workers should be able to input the data and access this data through a number of modules which are intended particularly for every functional area.
Managers and ERP users should also know that storing all of an organization’s data inside one relational database would make it possible to write queries and produce reports which provide senior managers with a sense of how the business organization is performing and where they may make improvements in business process to save funds and increase revenue and profitability. After the training program, users should be able to access the ERP system on tablets and smartphones. It is notable that the company implemented an ERP solution that can be accessed not just from desktops. It actually allows the users to be productive on their tablets and smartphones yet ensuring that sensitive information remains secure. After the training the ERP users should know that the ERP system could be utilized in managing employee information across many business units and in so doing making it much simpler to track years of service as well as qualification for benefits (Powell, Riezebos & Strandhagen, 2013). The users should also know that the ERP software provides increased visibility of the process of order fulfilment from start to ending which will help the company to decrease work-in-progress inventory as well as finished goods inventory. Furthermore, after the conclusion of the training program, the ERP users should be able to utilize the ERP system in forecasting the demand for the company’s product and in ordering the needed raw materials. They should also be able to utilize it to establish production schedules, to allocate costs, to track inventory, and to project key fiscal measures (Crisostomo, 2010). A sample questionnaire (Appendix 1) is created that would be used to find out what the trainees know or are able to do as a result of the training.
Specific training objectives
The objectives for the training are based upon what has been determined the trainees should know or should be able to do after attending the training program. It is assumed that the training would be completed on September 3, 2015. Each of the objectives described below should be achieved by September 3, 2015. Objective 1: train ERP users on how to use the ERP solution in managing financials and reporting around activities like manufacturing planning and execution, shipping logistics, sales forecasting, accounting, as well as customer care and support by September 3, 2015. Objective 2: ERP users in the company to be able to use the real-time picture of the company’s fiscal status as provided by the Enterprise Resource Planning software solution in planning for orders and profitability. Objective 3: ERP users in the company’s order management department should be able to use this new system to process order more accurately and quickly. Objective 4: the users should know that the ERP system can be used in forecasting the demand for the company’s product and in ordering the needed raw materials. They should also know that the ERP software solution can be used to establish production schedules, to allocate costs, to track inventory, and to project key fiscal measures. Objective 5: the users should have the capability of using features of the company’s ERP system for instance the portal and dashboard to quickly understand the performance of the company on key metrics?
Training program for the topic
The training would last for a period of 4 weeks. This training period is somewhat lengthy in order to allow the managers who would be trained to gain an extensive understanding of the business management system, how to utilize this ERP properly and rightly, and how to maintain it since the vendor, which is SAP from Germany, would not be there to maintain the system all the time. After the 4 weeks of training, the managers should have a very good understanding of how to utilize this system and they should even be able to train other people on how to use this software solution.
The training sessions would be held multiple times hence it would not just be a single session. Given that the ERP software solution is an extensive system with much functionality, the trainees cannot be taught about the entire system and its functionalities in just a single session. As such, multiple training sessions would be held so that the trainees are taught a few aspects and functions of the ERP system per session. A total of 4 training sessions would be held, one training session per week. When the company spends a significant amount of its budget on an Enterprise Resource Planning solution, the top managers want to see result. In order to achieve the goals the company specified originally when buying the ERP solution, it is important to develop a training program that would help the company’s employees learn the new technology and even master it (Kashi, 2014). Those who would facilitate the training sessions would be external instructors.
To ensure that the company’s managers get the most out of the Enterprise Resource Planning solution, the following would be kept in mind: (i) holding instructor-led courses – the employer cannot expect its workforce and managers to merely understand the new system. Instead, external instructors would hold learning sessions for the managers. In these training sessions, every trainee would demonstrate her or his proficiency in Enterprise Resource Planning tools. (ii) Leverage virtual workshop: with current technology, classroom learning is not the only way that the managers could be trained on innovative software. As such, the other way that managers can be taught is by means of virtual workshops. Using these solutions, the managers can utilize their laptops, tablets, as well as smartphones in accessing educational content (Dunlap, 2015). As such, the training program would be held in a classroom room as well as through virtual workshops. (iii) Monitor progress of learners: it would be important to ensure that the learners are making progress in their training. Taking this into account, it would be critical to look at how the trainees are moving along with their training sessions (Sung & Choi, 2014).
Given that this would be an instructor-led training program, it would occur inside a training room which could be a conference room, a classroom or an office. One or more external instructors would teach material or skills to the group of 8 managers – the trainees – through the use of discussions, demonstrations, presentations, and lectures. Dunlap (2015) reported that instructor-led training is commonly utilized in instructing a group and enables the trainer to deliver several trainee-hours of training per hour of the trainer’s time. It is notable that the training could even be one-on-one, although this could be costly. In essence, using instructor-led training is especially beneficial when the material is complex or new such as in this case where the company has implemented a complex ERP software solution: here, to have an external trainer on hand to demonstrate concepts and answer questions could significantly enhance the learning experience of the trainee (Kashi, 2014). The intended audience of the training are managers of the company who would actually be the users of the new ERP software solution.
Motivation to learn is of major importance. The trainees should feel that they are going to benefit from the training. Learners would be motivated to learn by being told where they would apply the information. Leaman (2014) reported that learners often retain what is pertinent to them and what they need to do their work tasks. If the learners see where they would apply the information, they are likely to get motivated to learn better. Learners learn best by doing including active participation in the process of learning. Every trainee does not learn the same way. Therefore, the learners would also be motivated to learn by using various techniques of presenting material as this would provide dissimilar ways of learning such as hands-on experience, verbal discussion, and visual materials. Furthermore, short sessions would be used as these are most effective. Specific, timely and relevant feedback would also be given. Trainees like to get feedback on their capability of applying what they have learned from the training program (Moore, 2015). The learners would be evaluated and informed of their progress. Delivering the training sessions would also include methods like humour and methods that are corresponding to the different individual styles of learning to help connect.
References
Crisostomo, D. T. (2010). Management attributes of implementing an erp system in the public sector. Journal Of International Business Research, 7(S2), 1-15.
Dunlap, M. (2015). 5 Keys to an Effective Training and Development Program. Journal Of Financial Planning, 28(1), 20-21.
Kashi, K. (2014). Employees Training and Development: What Competencies Should be Developed the Most?. Proceedings Of The European Conference On Management, Leadership & Governance, 452-459.
Moore, P. (2015). The learning investment: A whole new approach. New Zealand Management, 64(5), 18-23.
Powell, D., Riezebos, J., & Strandhagen, J. O. (2013). Lean production and ERP systems in small- and medium-sized enterprises: ERP support for pull production. International Journal Of Production Research, 51(2), 395-409. https://www.doi:10.1080/00207543.2011.645954
Sung, S. Y., & Choi, J. N. (2014). Do organizations spend wisely on employees? Effects of training and development investments on learning and innovation in organizations. Journal Of Organizational Behavior, 35(3), 393-412. https://www.doi:10.1002/job.1897
Appendix 1: Questionnaire to determine what the trainees know and can do after attending the training program
Questionnaire to determine what the trainees have learned and/or are able to do after attending the training program
1. After attending the training program, are you able to use the ERP solution in managing financials and reporting around activities like manufacturing planning and execution, shipping logistics, sales forecasting, accounting, as well as customer care and support?
□ Yes □ No □ Not sure
2. Can you use the real-time picture of the company’s fiscal status as provided by the ERP system in planning for orders and profitability?
□ Yes □ No □ Not sure
3. Do you work in the order management department?
□ Yes □ No □ Not sure
4. If your answer in 3 above is Yes, are you able to process order more accurately and quickly as a result of the training?
5. Do you know that the ERP system can be used in forecasting the demand for the company’s product and in ordering the needed raw materials?
□ Yes □ No □ Not sure
6. Do you know that the ERP software solution can be used to establish production schedules, to allocate costs, to track inventory, and to project key fiscal measures?
□ Yes □ No □ Not sure
7. Are you able to use features of the company’s ERP system for instance the portal and dashboard to quickly understand the performance of the company on key metrics?
□ Yes □ No □ Not sure
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