Category: Research

Roles of Assistant In Nursing Research Paper

Roles of Assistant In Nursing
Roles of Assistant In Nursing

Roles of Assistant In Nursing

Order Instructions:

See attached files

SAMPLE ANSWER

Introduction

To qualify as a registered nurse, one needs to complete their undergraduate nursing course and register to be licensed to practice. For specialist nurse, then one is expected to take graduate studies. However, recent studies indicate that there have shortages in the number of the registered nurses (RN) and Advance nurse practitioners (APN). Therefore, there is a need to establish an effective strategy that will address the shortages of the nurses (Unruh & Zhang, 2012).

One of the strategies suggested by the evidence-based practice is the use of assistant in nursing to help in the healthcare setting. The issue of the integration of the AIN is highly debatable, with many studies highlighting their advantages as well as the disadvantages. This paper aims at defining the role of AIN, and the impact of their utilization in the healthcare settings. This aims at identifying their role in helping the RN achieve the set competencies and nursing practice goals.

Roles of Assistant In Nursing

The AIN is the word used to describe nurses who have completed nursing certificate at level III in a healthcare service. The Nursing and Midwifery board of Australia (NMBA) indicates that AIN are supervised and delegated duties by the RN. In some cases, AIN are also referred to as multi-skilled worker, technician, personal care assistants, and nurse extenders. Traditionally, AIN have been employed in aged care sector and in midwifery. The NMBA indicates that midwife have vital roles in counseling, education of the community especially during antenatal education and reproductive health. However, there have been changes in the recent past where AIN are increasingly being used to support RN in broad range of healthcare settings. The AIN roles and responsibilities include helping the patient during meals where they prepare table over the patient’s bed and help the patient position safely to feed (Unruh & Zhang, 2012).

Where necessary, AIN are required to feed the patients physically who cannot feed themselves but rather require the assistance when feeding. The AIN are also required to help the patient perform their daily living activities. These include activities such as bathing, bed washes and oral hygiene, brushing and the cleaning of dentures. They are required to make observations on changes on the patient’s physical appearances and report them to the RN. The AIN are also required to help the patients with mobility such as moving patients from bed to chairs, re-application of the ant-embolic stockings and bed positioning. They are also supposed to help the patients with voiding, including helping the patient go to the toilet or provide bedpan, and recording the urine collected in the drainage bags (Weiss, Yakusheva, & Bobay, 2011).

The AIN are expected to communicate any abnormalities to the RN. During this step, they are expected to uphold the key nursing principles and to maintain patient privacy, dignity and demonstrate empathy towards the patients. The AIN are expected to ne diplomatic and report any disputes to the RN. AIN are also used to relay patient educative information regarding the disease management especially on matters that regards hygiene (Heale, 2010). The AIN are required to maintain a stable environment that will facilitate quick recovery. These includes  making up of post operative beds, implementation standards that reduce infection control  such as hand hygiene, moping the spills and notify the RN if specific cleaning procedures such as use of radioactive  procedures is required (Richer, Ritchie, & Marchionni, 2010).

RN roles

According to  the Nursing  and Midwifery board of Australia (NMBA)  registered nurses have various roles. Their roles as a coordinator imply that they are expected to coordinate plans. This is through piecing together of the fragmented care includes preparation of discharge with the liaison with other healthcare team. RN roles as communicators include establishing a good rapport between the healthcare providers and service users. This helps in their establishment of therapeutic care through analysis of verbal and non-verbal communication (Unruh & Zhang, 2012).

RN roles as teachers include the educating the patient to empower them with the benefits of self-care abilities. They are also responsible in affecting knowledge to the patients to enable them make informed decisions. This include training them with the relevant skills that will help the patients promote health, restore health, promote coping and prevention of further complication (Fitzpatrick, Campo, & Lavandero, 2011). They strategize the teaching learning process by identifying the specific teaching domains. These include cognitive learning, psychomotor learning, and affective learning. The RN is also counselors and is expected to provide emotional support to the patients to enable them handle the challenges they face with positivity. It is important, the RN are expected to know that they are team player. They are expected to collaborate and should not work in isolation when promoting patient healthcare. (Van Walraven et al., 2015).

RN responsibilities when working with the AIN

Some of aforementioned responsibilities of RN can be assigned to the AIN. The AIN can help the RN on duties such as teaching, assisting patients to feed, bath, and mobility as described above. This way, the RN can concentrate on leadership, by supervising the RN. This is because RNs are trained to have visions to energize other medical staff through motivation to work as team players and encourage them to achieve goals (Unruh & Zhang, 2012). As leaders, RN are expected to encourage AIN to work their best and collaboratively. The RN roles as managers are wider than that of managers. They are equipped with leadership skills during training, which includes cognitive skills, interpersonal skills, legal skill, ethical skill, management skills, problem solving skills and communication skills (Tyler, 2010).

With the help of AIN, the RN is supposed to note the barriers as well as challenges that hinder effective delivery of care. This includes barriers such as language barriers, cultural barriers, cognitive barriers, health literacy levels, and stress levels (Wayhlin & Idvall, 2010). Then, develop strategies to overcome these barriers. This is done using the nursing process, which includes assessment, planning, implementation and evaluation processes. RN is also advocate and is expected to support all patients by being assertive and promoting self-determination (Aubry, Etheridge, & Couturier, 2012).

Impact of utilization of Assistant in nursing (AIN) 

As mentioned above, the role of Registered nurses are varied and very complex. Quality delivery of care requires the nurses to take different roles during different phases of care. They are expected to fulfill all their roles to the best of their abilities. However, nurse shortage and poor working environments have led to nurse shortages (Hebert, Moore, & Rooney, 2015).  This has led to numerous challenges in the delivery of care in the healthcare settings, especially in patient safety concerns such as medication errors, diagnostic errors, hospital acquired infections, and patient hospital falls. This calls for a rapid measure to ensure that patient’s outcomes are positive and care delivered is safe and of quality (Van Walraven et al., 2015).

One of the strategies suggested by the Department of healthcare and supported by evidence-based practice is the utilization of AIN in healthcare settings. The benefits of integrating the AIN in health settings are that they will be a viable solution to the micro-political health issue (Taylor-Ford, 2013). The utilization of AIN will address the shortages of RN. This is because the AIN can aid the RN with some of the clinical settings chores under their supervision, as the RN works focuses on other responsibility (McHugh, Berez, & Small, 2013).

A typical nurse day begins with   the analysis of the reports from the nurses in the previous shift and end with the filling of their own reports. In between these two responsibilities, the RN is expected to perform all other aforementioned tasks including administering of medication, wound care, physical assessments, and coordinate care with the other healthcare professionals. Lunch breaks and tea breaks are usually nonexistent. This sometimes leads to nurse burn out, which increases the risk of medical error, poor hand hygiene, and poor patient outcome (Tyler, 2010).

One study has indicated that the utilization of AIN in the health care settings found an association between the proportions of total hours the RN with the assistant with the AIN   improved six outcomes in patients under care. These included reduction of hospital stays and well as the reduction of hospital acquired infections (Richer, Ritchie, & Marchionni, 2010).

Other studies indicate that nurse shortages leads to working for log hours with high nurse to patient ratio. This had been associated high increase of mortality, reduced patient empowerment. The patients are discharged too soon before their medical complication has established (Armmer & Ball, 2015). Consequently, the readmission rates are higher and in most cases, the patients report with more complications. With the integration of AIN in the healthcare settings, their  patient ratio is lower, and the RN in collaboration with the AIN, they are able to deliver patient centered care  and the patient are empowered such that they are able to manage their healthcare complications. Additionally, these nurses are able to notice and intercept medical errors. They also get ample time to advocate for the patients to the medical care in insurance companies to ensure that the patient get all their demands (Castle & Anderson, 2011).

One research associates nurse burnout with increase of infections. The aforementioned RN responsibilities lead to nurse burnout with extra patient assigned or extra overtime assigned to nurse. The study has indicated increase in the rate of catheter infection of one person for every 1,000 (Heale & Butcher, 2010). One study that integrated that utilization of AIN reduced burnout from 30% to 10%, and would reduce about 4,160 infections. The mortality rates would reduce to 11% with reduced burnout (Tyler, 2010).

Another study indicated that the utilization of AIN to help the RN with some of the nursing practices reduced the RN’s overtime hours. This was correlated with better care, fewer emergency departments within the first month of hospital discharge. This translated to reduced cost of care. This study also found correlation between utilization of AIN with the staffing ratios and with the patient satisfaction (Castle & Anderson, 2011).

A study that conducted cost benefit analysis study indicated that increased overtime hours increased patient cost of care by $197.92 per hospitalized patient. With the utilization of AIN, approximately $607.51 taxpayer’s money is saved (Heale & Pilon, 2012). Studies indicated that reduction of overtime work by 0.07 hours saved hospital cost by $8.18 per patient and $10.98 in savings of the taxpayer’s money. The annual net savings reported by this article was $11.64 (Weiss, Yakusheva, & Bobay, 2011).

From this analysis, the body of research indicates that utilization of AIN translates into quality care, low mortality rates, shorter hospitalization stay, and fewer health complications. However, the main disadvantages is that healthcare productivity could decline if the RN are replaced with AIN (Ulrich et al., 2010). This is because RNs are all encompassed. There are concerns that this approach could increase the risk of “failure to rescue” in departments with less RNs. This refers to cases where the situation requires further treatment due to the deterioration of the patient status. The AIN may not fully identify such situations early enough. There is need to  conduct more further research to identify the most effective nursing staffing  mix is  effective to sustain quality care.

Conclusion

The study concluded that to manage effective delivery of care, the healthcare facilities should invest in reducing RN workloads strategies such as the utilization of AIN. This results to improved quality of care, reductions of readmissions, HAIs, patient falls, and emergency visits. This strategy is cost effective and improves quality of care.

References

Armmer, F., & Ball, C. (2015). Perceptions of horizontal violence in staff nurses and intent to leave. Work, 51(1), 91-97. http://dx.doi.org/10.3233/wor-152015

Aubry,, F., Etheridge, F., &  Couturier, Y.,(2012). Facilitating Change Among Nursing Assistants in Long Term Care. The Online Journal Of Issues In Nursing, 18(6). http://dx.doi.org/10.3912/OJIN.Vol18No01PPT01

Castle, N. G., & Anderson, R. A. (2011). Caregiver staffing in nursing homes and their influence on quality of care, Medical Care, 49(6), 545-552. http://dx.doi.org/10.1097/mlr.0b013e31820fbca9

Fitzpatrick, J., Campo, T., & Lavandero, R. (2011). Critical Care Staff Nurses: Empowerment, Certification, and Intent to Leave. Critical Care Nurse, 31(6), e12-e17. http://dx.doi.org/10.4037/ccn2011213

Heale, P. (2010). Nurse-Perceived Barriers to the Implementation of Nondirected Pushing. Journal Of Obstetric, Gynecologic, & Neonatal Nursing, 39, S103-S103. http://dx.doi.org/10.1111/j.1552-6909.2010.01127_1.x

Heale, R., & Butcher, M. (2010). Canada’s First Nurse Practitioner’s “Led Clinic: A Case Study in Healthcare Innovation. Nursing Leadership, 23(3), 21-29. http://dx.doi.org/10.12927/cjnl.2010.21939

Heale, R., & Pilon, R. (2012). An Exploration of Patient Satisfaction in a Nurse Practitionerâ’s“Led Clinic. Nursing Leadership, 25(3), 43-55. http://dx.doi.org/10.12927/cjnl.2012.23056

Hebert, K., Moore, H., & Rooney, J. (2015). The Nurse Advocate in End-of-Life Care. The Oschnoerjournal, 11(4), 325-329. http://dx.doi.org/PMC3241064

McHugh, M., Berez, J., & Small, D. (2013). Hospitals With Higher Nurse Staffing Had Lower Odds Of Readmissions Penalties Than Hospitals With Lower Staffing. Health Affairs, 32(10), 1740-1747. http://dx.doi.org/10.1377/hlthaff.2013.0613

Richer, M., Ritchie, J., & Marchionni, C. (2010). Appreciative inquiry in healthcare. British Journal of Healthcare Management, 16(4), 164-172. http://dx.doi.org/10.12968/bjhc.2010.16.4.47399

Tyler, D. A. (2010). Nursing home culture, teamwork and culture change, Journal of Research in Nursing, 16(1), 37-49. http://dx.doi.org/10.1177/1744987110366187

Taylor-Ford, R. (2013). Moral Distress in End-of-Life Care: Promoting Ethical Standards of Executive Nursing Practice. Nurse Leader, 11(3), 51-54. http://dx.doi.org/10.1016/j.mnl.2013.01.005

Ulrich, C., Taylor, C., Soeken, K., O’Donnell, P., Farrar, A., Danis, M., & Grady, C. (2010). Everyday ethics: ethical issues and stress in nursing practice. Journal Of Advanced Nursing, 66(11), 2510-2519. http://dx.doi.org/10.1111/j.1365-2648.2010.05425.x

Unruh, L., & Zhang, N. (2012). Nurse Staffing and Patient Safety in Hospitals. Nursing Research, 61(1), 3-12. http://dx.doi.org/10.1097/nnr.0b013e3182358968

Van Walraven, C., Dhalla, I., Bell, C., Etchells, E., Stiell, I., & Zarnke, K. et al. (2010). Derivation and validation of an index to predict early death or unplanned readmission after discharge from hospital to the community. Canadian Medical Association Journal, 182(6), 551-557. http://dx.doi.org/10.1503/cmaj.091117

Wayhlin, I., Ek, A., & Idvall, E. (2010). Staff empowerment in intensive care: Nurses’s and physicians’ lived experiences. Intensive And Critical Care Nursing, 26(5), 262-269. http://dx.doi.org/10.1016/j.iccn.2010.06.005

Weiss, M., Yakusheva, O., & Bobay, K. (2011). Quality and Cost Analysis of Nurse Staffing, Discharge Preparation, and Postdischarge Utilization. Health Services Research, 46(5), 1473-1494. http://dx.doi.org/10.1111/j.1475-6773.2011.01267.x

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Importance of talent development; learning objectives;

Importance of talent development
    Importance of talent development

Importance of talent development

Order Instructions:

Learning objectives

The rationale behind your Personal Development Portfolio (PDP) is for you to reflect on the importance of talent development in all organisations; and, in particular, how you can contribute to this concept within your own organisation.
This PDP is divided into two submissions. The first part is due in Week 6, and the final part is due in the final week of the module, Week 8.

To prepare for this PDP assignment:
•Reflect on the readings you have encountered in the first 6 weeks of this module.

SAMPLE ANSWER

Importance of talent development

In the current knowledge economy, talent is not just crucial, it is also scarce. Even though a lot of executives report that finding and retaining talent is usually their main priority, a lot of organizations are still struggling to fill skilled positions. Senior managers of the company need to consider that an effective way of attracting and retaining talent entails creating an environment in which talented individuals can develop. Talent development is understood as building the abilities, skills and knowledge of other people and assisting them to develop and attain their potential so that the organization can succeed and grow (Popescu & Popescu 2012). This essay provides my reflection on the importance of talent development in all organizations, and the way in which I can contribute to this concept within my own company.

Retain top talent

Talent development helps organizations to retain their top talent. If employees leave a company due to a lack of talent development initiative, the company may be adversely affected. There would be the disruption of customer service, loss of company knowledge, in addition to loss of engagement and morale for the employees who remain. Offering opportunities for career development and talent development will ensure that when they desire a job shift, valuable workers are more probable to look in the company, and not somewhere else (Neves, Galvão & Pereira 2013). Talent development allows an organization to develop, retain and leverage its talent in order to realize its most important business goals. An organization should be able to envision, plan, execute and assess talent initiatives which produce real bottom-line results.

People who are talented often look for opportunities to grow, and they would move to companies which offer them sufficient opportunities to grow. Moreover, retention becomes a non-issue; if employees are developing more quickly than they could develop in any other organization, they will not leave since they have no reason to. If a business organization is really serious as regards attracting, retaining, and developing high-quality talent, then it needs to view itself as a growth platform for talent where employees could actually develop themselves much quicker than they could in any other company. In turn, this could create a self-reinforcing cycle as talent creates more growth opportunities (Castellano 2014).

Promotes lasting employee engagement and commitment and boosts productivity

Training and development of staff members starts with the process of onboarding. Typically, orientation is the initial substantive touch point for new employees. It offers an important opportunity for getting the new hires to get acquainted with the company – its policies, values, and culture. In addition, this is an opportunity to promote employee commitment and engagement by telling them how their position actually contributes to the overall business goals and mission of the organization (Holland, Sheehan & De Cieri 2010). Training is important in adding value to workers and to the company. Other than the benefits of more skilled workforce, training also promotes lasting employee engagement as well as commitment (Castellano 2014). Staff members who receive training obtain the satisfaction of mastering new skills as well as increasing their employability. Training shows the commitment of the organization to its staff members, makes employees feel valued, and promotes reciprocal commitment (Holland, Sheehan & De Cieri 2010). Workers nowadays expect to find direction and meaning in their daily work – not only tasks and jobs but meaningful careers as well as career goals. Staff members with access to talent development processes, tools and resources feel much more supported and engaged by the company. Additionally, staff members who drive their own development have a higher likelihood of being motivated and optimally productive consistently (Neves, Galvão & Pereira 2013).

More productive and profitable workers

Employees who are empowered are profitable and productive workers. Researchers have reported that employees who feel empowered by their organization’s training and development initiatives have greater innovation, higher morale, and better output. This also implies less absenteeism and turnover within the company (Downs 2012). Career development and talent development initiatives prepare workers to attain their professional objectives and align these professional goals with the objectives and needs of the organization.

Strengthens the succession pipeline

The backbone of any effectual process of succession planning is a talent pipeline which is well-prepared that could actually be drawn from at any given time. If an organization has an employee-driven talent development initiative, its top talent will have the chance of applying for major job positions which might be vacant. When the company makes such opportunities available and visible for every qualified employee, the organization would ensure that the most eligible people enter those crucial roles (Salopek 2014).

Creates a positive branding for the company

Companies which attain the most sustainable success are the ones which attract the best individuals to develop their strategies and realize their objectives and goals. Salopek (2014) reported that an effective talent development initiative will brand the company as an organization which truly cares about its staff members. In turn, this will help the company to constantly attract the best employees for the positions the company needs.

Fill internal skill and role gaps

Gaps in competency and skills, especially in crucial high-level roles, are becoming increasingly widespread as roles become more challenging and the demands of leadership become more and more intricate. Creating a process and culture which facilitates internal mobility is an effective way of filling these gaps from within the company (Neirotti 2013). It is worth mentioning that an internal mobility framework will enable workers who are qualified to find job positions that are most suited to them. It will also enable the company to fill these roles without significant expenditure associated with hiring new people from outside, training them, and onboarding them.

Own contribution to talent development

I can contribute to the concept of talent development within my own company by informing the HR manager about the talent development strategies that can be used in the organization in order to enhance talent development at the company and obtain the many advantages of talent development as described above. Some of these advantages include enhancing long-term engagement and commitment of employees, retaining top talent, and to have staffs who are more productive and profitable. I will also inform the HR manager about the importance of designing a work environment that helps workers in the company to improve their everyday performance. Since talented individuals often look for opportunities to grow, I will encourage the HR manager to create an environment wherein people who are talented can grow. For example, training programs can be used in helping employees to develop a particular knowledge or skill set.

Conclusion

To sum up, talent development is important because it brings the following advantages for the company: ensures retention of talent, improves the branding of the company, develops talented workers in areas of professional know-how, and develops guiding stars. Guiding stars refers to those star workers who can contribute to the success and growth of the company. Therefore, the key to sustained success lies in the capacity to keep these workers in the company, and in knowing, managing and developing their talents appropriately. Furthermore, talent development increases innovation as well as capacity for change in the organization.

References

Castellano, S 2014, ‘Opening Solutions to Talent Development’, TD: Talent Development, 68, 8, pp. 66-69, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

Downs, LJ 2012, ‘Integrated talent management: Building a Strategy One Block at a Time’, T+D, 66, 8, pp. 42-47, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

Holland, P, Sheehan, C, & De Cieri, H 2010, ‘Attracting and retaining talent: exploring human resources development trends in Australia’, Human Resource Development International, 10, 3, pp. 247-262, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Neves, C, Galvão, A, & Pereira, F 2013, ‘Guidelines in human resources management’, Tourism & Management Studies, 2, pp. 420-429, Hospitality & Tourism Complete, EBSCOhost, viewed 18 September 2015.

Neirotti, P 2013, ‘How do human resource development strategies influence performance? A contingency perspective’, Journal Of General Management, 39, 2, pp. 3-34, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Popescu, M, & Popescu, A 2012, ‘The development of human resources in organizations’, USV Annals Of Economics & Public Administration, 12, 2, pp. 36-42, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Salopek, JJ 2014, ‘Showstopping Learning’, TD: Talent Development, 68, 10, pp. 56-59, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

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Learning interventions Research Assignment

Learning interventions
    Learning interventions

Learning interventions

Order Instructions:

For this Key Concept Exercise, you will create learning objectives used in organisational learning interventions.

To prepare for this Key Concept Exercise:

Consider the definition of learning objectives.

To complete this Key Concept Exercise:

In an approximately 550-word response, address the following issues/questions:

•Create or find three learning objectives used in organisational learning interventions.

•Propose learning interventions that would meet these objectives and show how they are underpinned by a sound knowledge of learning theory.

•In formulating your Key Concept Exercise, consider the following issues/questions:

o What is the purpose of the intervention?

o What learning needs have been identified?

o What are the objectives and learning outcomes of the intervention?

When writing your responses, synthesize the theory with real-world experience and use examples of the theories in action in a real organisation about which you have read or one in which you have worked.

SAMPLE ANSWER

Learning interventions are important as it provides a base for learning events such as self-managed learning, external courses, on-the-job training and planned organization experience among others. The primary goal of a learning event is to achieve specified learning objectives. In many organizations, people learn naturally and in some instances incidentally each and every day (Conole, 2012). However, these events can be formalized by asking the learners to internalize what they have experienced, done and learned by linking them to a set of objectives. Learning objectives refers to a statement that outlines the expected goal of a lesson, course, curriculum, or it defines the knowledge and demonstrable skills that will be acquired by students as a result of learning events.

When employees working in the human resource department of an organization who undergoes On-the-job training, for instance, the learning objectives will be

  1. Identify business issues considering legal, economic, political, quantitative and psychological perspectives.
  2. Apply knowledge and management skills in work environment
  3. Create and implement human resource system for training and development, compensation, labor relation and employment.

Some of the learning interventions that would help meet these objectives include;

Action Learning: Action learning encompasses working on a real project (Boud & Molloy, 2013). The Human resource developer can be put in a small group to work on a real project. The students will learn about the methodology as they work. For instance, to learn about competency-based interviewing, the learners can be grouped to form an action learning team. The mentors can then give them an opportunity to decide on a common approach then start working using competency-based interviewing. The learning objectives are attained when they meet to discuss their duties and the method that worked best.

Coaching and Mentoring: The primary goal of coaching and mentoring will be to teach about team performance and help the employees working in the Human Resource department build strong team relations. And finally align performance with the organization goals. The coaching can be done by line managers and use of external coaches to help the employees identify business issues relating to the organization.

Education partnerships: This refers to varying collaborative relationship for diverse partnership (Beetham & Sharpe, 2013). The organization can form a college company partnership to educate their human resource employees on some of the core issues relating to human resource management. The core output of the program would be to improve learner’s management and leadership skills through education programs. Therefore enabling the human resource stakeholders to create and implement human resource system for training and development, compensation, labor relation and employment.

In conclusion, learning and talent development is a continuing process. Many organization help in nurturing talents by developing learning interventions designed to improve talents within the organization (Bonk & Graham, 2012). Training programs are designed to aid in improving employee skills and abilities and develop an all rounded workforce that will be able to work towards achieving organization goals and objectives.

References

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer Science & Business Media.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.

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Finding focus in a qualitative study

Finding focus in a qualitative study
Finding focus in a qualitative study

Finding focus in a qualitative study

Order Instructions:

The writer will read the article and then will carefully respond to the two main questions raise here below. It is important that the writer read carefully the questions and also the section of the article require for the information needed. The writer must also cite all references listed in the reference section, meaning the writer cannot just include a reference on the reference list without using it within the body of the paper. The writer must also include all DOI where necessary and follow proper APA style in formatting the paper.

Finding More Focus in a Qualitative Study

You must always consider the research method you plan to use when collecting your data. This can have an impact on how you proceed. The five research approaches can vary in the variety of information collected, the scope of the issues, and the invasiveness of the data collection effort.

• Using the qualitative article assigned to you last week. Review the methodology section and compare and contrast the design and the method with the information you have learned from the Creswell course text.

• Analyze and discuss the recursive relationship between research methods and data collection techniques and how that can help to bring focus to your study.

I will re-email the article for this paper. confirm when you have it

Resources;

Course Texts

Qualitative Inquiry & Research Design: Choosing Among Five Approaches

•Chapter 6, “Introducing and Focusing the Study”

This chapter addresses the problem statement, the purpose statement, and the research questions, which are three main components related to introducing and focusing a qualitative study.

•Chapter 7, “Data Collection”

This chapter explores the many components of the data collection process and states that the method of data collection can vary depending on the research method used.

Case Study Research: Design and Methods

•Chapter 2, “Designing Case Studies: Identifying Your Case(s) and Establishing the Logic of Your Case Study” (pp. 46–65)

This reading describes four types of designs for case studies.

•Chapter 3, “Preparing to Collect Case Study Evidence: What You Need to Do Before Starting to Collect Case Study Data”

Preparing for data collection is an important part of your research. Depending on the scope of a case study, the undertaking may be clear-cut or complex. This chapter explores the different types of case studies you may encounter.

American Psychological Association, (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
(Note: You should have received this reference text for a previous course. The APA Publication Manual will be used as a resource throughout this program.)

•Chapters 4–-6
Read and understand “The Mechanics of Style,” “Displaying Results,” and “Crediting Sources.”

SAMPLE ANSWER

Finding more focus in a qualitative study

Qualitative methodology was the research methodology of choice employed in the article. The research method utilizes general open-ended questions that  do not formulate a hypothesis. On the contrary, quantitative research method applies close-ended questions that are structured concerning a set of hypotheses. Also, qualitative methods structure the questions with words while quantitative methods encompass numeric values. The fundamental concept studied in the study is the attributes that define ethical business decision making. The relevance of the qualitative methodology to the study was because the qualitative nature of the objective of the study that was to explore life experiences of the participants.

Interviewing the members with open-ended questions provided a detailed study beyond an ordinary conversation thus makes this form of research methodology more appropriate for the study. This methodology is applicable when the researcher tries to find out and highlight emotions and bring texture to a research project.

The research design applied in the study is phenomenological, a qualitative analysis of narrative data. This model is employed when describing themes, meaning of findings and general lived experiences of the study participants. The application in the study was to allow a deeper understanding of the nature and causes of a leader’s tendency to behave in an ethical manner and to make moral decisions. While collecting data in the phenomenological study, the participants description of the experience or occurrence is obtained by use of an in-depth interview, observation, oral or written self-report and through aesthetic expressions such as narratives. After the analysis of the data, a report is then written which has a proper description of the experience. Interpretation is based on the data collected and the researcher’s perspective.

Other qualitative research designs such as ethnography are applied when conducting a study that concerns the cultural characteristics a group of people or a certain cultural scene. Case study research is another approach to qualitative research that gives a detailed description of one or a few instances. Grounded theory is another approach used to generate a theory from raw data or to test an earlier grounded theory (Creswell, 2009).The data collection method vary according to the type of research design employed.

In quantitative studies, ideas are generated which are further be used to formulate the realistic hypothesis that can be statistically analyzed and comprehensively tested with standard quantitative research methods. Quantitative research designs, unlike the qualitative research design, use standard formulas of generating a hypothesis to be accepted or rejected. The hypothesis has to be proved statistically. It is the basis around which the research design is formulated. Mathematical methods of data collection are employed (Creswell, 2009).

The relationship between research methods and data collection techniques.

The process of data collection involves measuring and assembling information on the variables of interest following an organized way that ensures evaluation of the results of research or study. Choice of the method of data collection depends on the method used in research method applied. A qualitative research design will employ qualitative data collection method while quantitative research design will utilize quantitative data collection method.

Qualitative research data collection methods either involve direct interaction with individuals in a group or individually. These methods include standard features such as they are open-ended and have lesser structured procedures, they rely on deeper and more interactive interviews so as to acquire detailed and reliable data.; observations, action research, individual interviews, focus groups and document review (Vogt, 2010). To begin with,observation this involves the researcher becoming the observer of the participants in a natural setting to facilitate the understanding of the phenomena. The researcher will utilize methods such as note taking, description reports, photographs for instance of buildings   and video recording

Another method of qualitative data collection is by use of interviews that could either be depth or in-depth.Qualitative interviews are informal and involve thought, adequate preparation and development of a schedule. The researcher may formulate the interview questions based on the research topic and the interviewee. Coverage of the issues is thus detailed and efficient. (Vogt, 2010) The interview questions can be unstructured, semi-structured also known as focused interviews or structured.

Focus groups that are group interviews consisting of 6-10 individuals enhance the capturing of participant emotions perceptions and opinions. Focus groups are utilized when resources required to carry out the research are inadequate and when the collective discussion is essential for the phenomena under study. The advantage of this method is that with the dynamic nature of the group greater understanding of the cause and the subject matter may be developed.

On the other hand, Quantitative data collection methods involved random sampling and structured data collection mechanisms that are appropriate for the preset response groups. Since quantitative research is concerned with hypothesis testing.Depending on the research question, the participants are randomly assigned to different treatments. Also data may be collected depending on participant and situational characteristics. The main quantitative research data collection techniques include; questionnaires, observations, interviews. Quantitative representation may involve the use of a checklist recording the presence, frequency and incidence of predetermined scenarios. Although it is time-consuming, this method provides valuable insights and fine details of how the participants behave and interact.

Questionnaires are used to collect uniform data from several people. They consist of the same number and set of questions that are then used to get information from a carefully selected or randomized sample of people. The questionnaires can then filled in by the participant or asked in a formal way by the researcher. Questionnaire questions should have the elements of simplicity, precision to make the process of data analysis easier and more efficient.

The quality and reliability of data is fundamental in defining the end results of any research or study.Therefore, it is  important to choose the method according to the respective research design. Every research methodology confers to a particular and appropriate method of data collection. Qualitative research is mainly based on exploring opinions ideas and underlying reasons. It helps develop a hypothesis for quantitative research. Quantitative research provides a way of generating useful statistics from numerical data using quantifiable variables.

References

Bcps.org, (2015). Baltimore County Public Schools. Retrieved 15 September 2015, from        https://www.bcps.org

Creswell, J. (2009). Research design. Los Angeles: Sage.

Jensenius, F. (2014). The Fieldwork of Quantitative Data Collection. P.S.: Political Science &      Politics, 47(02), 402-404. doi: 10.1017/s1049096514000298

Vogt, W. (2010). Data collection. Los Angeles: SAGE.

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Musculoskeletal Limitations Complicated by a Medical Illness

Musculoskeletal Limitations Complicated by a Medical Illness
Musculoskeletal Limitations Complicated by a Medical Illness

The Patient with Musculoskeletal Limitations Complicated by a Medical Illness

Order Instructions:

Use a 12 font size, double space your work and use APA format for citations, references, and overall format. Information on how to use the Excelsior College Library to help you research and write your paper is available through the Library Help for AD Nursing Courses page. Assistance with APA format, grammar, and avoiding plagiarism is available for free through the Excelsior College Online Writing Lab (OWL). Be sure to check your work and correct any spelling or grammatical errors before you submit your assignment.

You are required to submit your paper to Turnitin (a plagiarism prevention service) prior to submitting the paper in the course submission area for grading. Access is provided by email to the email address on record in your MyExcelsior account during week 2 of the term. Once you submit your paper to Turnitin check your inbox in Turnitin for the results. After viewing your originality report correct the areas of your paper that warrant attention. You can re-submit your paper to Turnitin after 24-hours and continue to re-submit until the results are acceptable. Acceptable ranges include a cumulative total of less than 15% for your entire paper, and no particular area greater than 2% (excluding direct quotes and/or references).

See the videos below for instructions on how to submit your paper to Turnitin and view your Originality Report.
Video – Submitting a Paper
Video – Viewing Your Originality Report

When you’re ready to submit your work for grading, click Browse My Computer and find your file. Once you’ve located your file click Open and, if successful, the file name will appear under the Attached files heading. Scroll to the bottom of the page, click Submit and you’re done.

SAMPLE ANSWER

The Patient with Musculoskeletal Limitations Complicated by a Medical Illness

Question one

Surgical care improvement project (SCIP) is an initiative aimed at providing healthcare for patients who have just undergone surgical procedures. It is estimated that more than 40% of operative procedures normally end up in post-operative complications. However, the introduction of the improvement project serves to significantly reduce the resulting complications. The SCIP is based on several core measures to assist in the reduction of post-operative complications. The ten core measures are based on prophylactic antibiotic treatment in pre and post-operative procedures. Also, antibiotics are given to the patient during the treatment process(‘SCIP core measures’, 2011). Another measure is the use of urinary catheter and hair removal strategies for patients. Other measures involve temperature management and the elimination of blood clots that would cause thrombosis in the veins also referred to as venous thromboembolism. The major aspect that has assisted in the reduction of surgical site infection has been the use of antibiotics. It is widely known that knee procedures such as knee arthroscopy involve the exposure of the knee tissues to the environment(‘SCIP core measures’, 2011). The environment contains numerous microbes that are opportunistic and take advantage of any opening on the skin surface. However, the presence of antibiotics serves to eliminate the microbes that ultimately serve to be the major causes of disease infection after operation procedures. Certain precautions have to be taken before the administration of the antibiotics(Drake, 2011). The drugs used should not have side effect to the patients. Neither are the antibiotics supposed to evoke the immune responses.in the case of the 60 year old woman, she had associated allergies with penicillin. The woman had taken certain drugs associated with the treatment of osteoarthritis which was also being examined by the medical procedure. Lisiprinol, lebrax and Celebrex were the drugs used by the old lady in the treatment of her conditions. Lisiprinol lowers blood pressure since the patient has hypertension. The drugs are administered after six hours when their effect is non-interfered by the other drugs. Additionally, the drug used is a cephalosporin and has no effect or similar effect as penicillin since it would not evoke an allergic reaction. The use of antibiotics in the surgical care processes has significantly reduced surgical site infections(‘SCIP core measures’, 2011). Ancef is an antibiotic of cephalosporin activity. Similarly other drugs have been used to reduce chances of infection after the surgical procedures(Drake, 2011). Nurses have to administer the drugs at specific times for the drugs to be able to function effectively.

Question two

The surgical care improvement method outlines measures involved in the removal of hair. Use of shaving or clippers to remove hairs would result in skin abrasions which would ultimately result in infections of the skin. Such infections would result in complications after surgical procedures. In the case of the sixty old woman, less hair is found around the knee region and since the knee is one of the common areas where skin abrasions can result in infection sites for microbes (Anderson, 2010).

In case there was excessive hair in the knee region it would be clipped off. However, the removal of the hair in this case shall not be by the use of a razor blade or other abrasive methods to the skin which end up affecting the skin by leaving infection sites that can easily be accessible to microbes. However electric clippers can be used in the removal of hair around the knee region since they are non-abrasive(Drake, 2011). If there were previous hair removal, the data abstractors supposed to look at the alternative methods. Also if the patient had in any way clipped hair from their skin, the data abstractor should seek methods that would not complicate the current status. The data abstractor can obtain the information about the patient from previous records especially the nurse’s report and mark at the appropriate hair removal method that had been initially used. This would assist the surgeons in knowing the appropriate method of hair removal that they can rely on the removal of hair especially at the knee(Anderson, 2010).

Question three

Venous thromboembolism is one of the common surgical complications after operative surgeries. Exposure of the skin directly activates clotting factors forming clots .This mechanism is used by the body to prevent entry of foreign microbes and over bleeding that would result in high pressure and loose of oxygen in the body.  However, after forming clots, it is necessary that the initial clots formed in the blood would be dissolved by plasmin via plasminogen activating factors. However, sometimes the rate of clot formation during certain surgical procedures becomes greater compared to the rate of clot dissolution. The end result in this case would be blocking of the veins by clot or thrombus. The ultimate result of this is blockage of the blood supply by the thrombus ultimately resulting in what is commonly referred to venous thromboembolism commonly abbreviated as VTE. A major common form of VTE is DVT which in full means deep venous thromboembolism( Mont et al., 2014).

Surgical care improvement project involves the use of lovenox an anticoagulant. The anticoagulant has the ability to break down all the clots that have been formed in the body making blood to flow properly through the body. As a result, major complication issues such as venous thromboembolism are all avoided. However, in the administration of lovenox timing of the drug plays a very important role. Very late delay in the administration of the drug after surgical processes would directly be of no use since the process of clot formation would have already taken place and the administration of the drug would not be effective as anticipated before. Therefore it is necessary that the nurse ensures that the patient in this case the sixty old woman takes the drug at the required time to avoid formation of clots. In this case the drug was administered earlier the day after the surgical operation. The use of the leg attached to the hose pipe in the upright direction also assist the floor of blood from the surgical site and therefore the drug would efficiently remove the clots (Drake, 2011).

In conclusion the use of surgical care improvement projects has over the years reduced the associated surgical difficulties and complications that are normally as a result of surgical processes. The use of antibiotics has significantly reduced infection via sites while the application of certain drugs which are anticoagulants have effectively removed the thrombus that are as a result of clots formed during the surgical processes. Generally use of the SCIP has reduced the number of post complications and deaths that would be as a result of procedures. Although the process is being implemented, proper care and timing is important in meeting the set objectives relating to better health for patients (Kinnier, Barnard & Bilimoria, 2014).

References

ANDERSON, J. (2010). Individual SCIP Measures Don’t Cut Infection. Hospitalist News, 3(7), 8.

Drake, K. (2011). SCIP core measures. Nursing Management (Springhouse), 42(5), 24-30.

Kinnier, C., Barnard, C., & Bilimoria, K. (2014). The Need to Revisit VTE Quality Measures. JAMA, 312(3), 286.

Mont, M., Hozack, W., Callaghan, J., Krebs, V., Parvizi, J., & Mason, J. (2014). Venous Thromboemboli Following Total Joint Arthroplasty: SCIP Measures Move Us Closer  to an Agreement. The Journal of Arthroplasty, 29(4), 651-652.

SCIP core measures. (2011). Nursing Management (Springhouse), 42(5), 30-31.

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Sociology Research Term Paper Available

Sociology
Sociology

Sociology

Order Instructions:

Sociology class Homework

There is 8 reaction papers

Each of Homework will post every week of after finishing each of Homework

So First Homework is :

SAMPLE ANSWER

Sociology

Number 1

I had a sixteen year old cousin watch the news channel on television for thirty minutes. During that time, I had to keenly watch his behavior as he watched television. The boy had his cell phone with him as he watched the news. He would frequently look at his phone for a few seconds, and then continue watching the news without pausing or freezing. However, on a few accession he had to send back a text and this would take a few minutes. On resuming watching television, he had to rewind the program to catch the bits of news he had missed when he was on the phone. He once froze the show and ran to the bathroom for some minutes then returned, unfroze and continued watching the show.

Number 2

After the news show was over, I asked him to give me a detailed summary of the news stories that were aired in the show. He gave all but one of the stories that had been aired on the show. When I asked him about the one he had omitted, he explained that he had watched that entire piece of story. He continued to give a detailed account of the whole story. However, some of the details on the other stories were scarce. Other details were also entirely inaccurate as he told them compared to what was aired during the news show.

Number 3

I usually watch television frequently. However, during the session I find myself doing some other activity that split my attention from the television show I was watching. I find myself replying to text messages, returning calls and at times even playing a cell phone game. I can also find myself eating and I at times fall asleep while watching a television show. I find that whenever I am distracted while watching television there are bits of the content that I do not grasp. I find that the accuracy of the information I have on the stories in the show is wanting. Moreover, I also do not at time get to watch how the show ended and thus, I do not have the details of the entire show. However, when I have all my attention channeled to the shows I watch on television, I get to know the full story. I can also narrate the stories accurately and in details.

Number 4

A study on the population of the US showed that about sixty percent of people use a second screen when watching television. The study called this behavior the second screen paradigm. People who use the second screen while watching television are usually distracted and therefore, do not grasp all the content being aired on television. This behavior is in line with the theory of dual coding. The theory states that, people often remember and process information that is presented to them both as visual and audio (CCD Conference, 2103). The lack in the content after watching a show on television while using a second screen or a phone is well explained from this theory. Whenever my cousin or I looked away from the television to look at our phones, the flow of information from the show is disrupted. The combination of the sound and video gets information faster to the brain. However, when is disrupted, this flow of information to the brain is also disrupted. The theory explained the missing details from the show and the inaccuracy of the information one has about a show they saw when using a second screen.

References

CCD (Conference), Rau, P. L. P., & International Conference on Human-Computer Interaction. (2013). Cross-cultural design: Methods, practice, and case studies : 5th International Conference, CCD 2013, held as part of HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013, Proceedings. Berlin: Springer.

European Conference on Computer-Supported Cooperative Work, In Boulus-Rødje, N., In Ellingsen, G., In Bratteteig, T., In Aanestad, M., & In Bjørn, P. (2015). ECSCW 2015: Proceedings of the 14th European Conference on Computer Supported Cooperative Work, 19-23 September 2015, Oslo, Norway.

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Evaluating a Doctoral Study and Research Methodology

Evaluating a Doctoral Study and Research Methodology Order Instructions: Evaluating a Doctoral Study— Research Methodology

Evaluating a Doctoral Study and Research Methodology
Evaluating a Doctoral Study and Research Methodology

The writer should reference back to #113400 for the Doctoral Rubric mention here as that was used for that paper and will be the same Rubric to be used for this paper.

A well-defined research problem points to a method of investigation. For each method, an appropriate data collection technique should be applied. This week you will begin an evaluation of the doctoral study you selected from ProQuest, using the doctoral study rubric from Walden University for comparison. Be sure you select a completed research study that includes data analysis and data collections sections, not an article. Consider the doctoral study problem and its relation to the research methodology and data collection methods employed in the study. Is there an appropriate relation between each element? Use appropriate references to the course readings about data collection methods to address the following questions:

• What were the data collection methods used for the study? Justify why they were or were not appropriate.

• Was the research design consistent with the methods chosen?

• What additional items could the author have said about the data collection strategies?

• Do you think the data needed to answer the research question(s) could have been collected differently—why or why not? What other methods would you recommend and why? If not, why not? This includes the data collection methods as well as how the methods were conducted or implemented.

• How does the information compare the criteria in the Walden DOC study rubric?

• Add any additional comments for evaluation not addressed above.

For all the questions above, remember to explain how you came to your conclusions. Support your answers with explanation or evidence drawn from the doctoral study and from course readings. Use the doctoral study rubric to grade the following elements:

• The background

• The problem statement

• The purpose statement of the study
Central research question

I will be sending the chosen article for this paper via email

Resources:

Evaluating a Doctoral Study and Research Methodology Readings

Course Texts

Qualitative Inquiry & Research Design: Choosing Among Five Approaches

•Chapter 5, “Five Different Qualitative Studies”

This chapter presents several examples of qualitative research that are models for the five approaches you learned about in Week 1.

Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.

•Chapter 1, “Getting Started: How to Know Whether and When to Use the Case Study as a Research Method”

This chapter explains the criteria for determining whether or not a case study approach is an appropriate method for your research study.

•Chapter 2, “Designing Case Studies: Identifying Your Case(s) and Establishing the Logic of Your Case Study” (pp. 27-37)

By examining five components of research design, these pages provide the foundation necessary to successfully design a case study.

American Psychological Association, (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
(Note: You should have received this reference text for a previous course. The APA Publication Manual will be used as a resource throughout this program.)

•Chapters 4–-6

Evaluating a Doctoral Study and Research Methodology Sample Answer

Abstract

This study is based on the final presentation of Sheila Hadley Strider’s doctoral dissertation on Ethical Business Decision Making Considering Stakeholder interest at Walden University, College of Management and Technology. The study identifies individual values, experiences and believes as espoused from personal upbringing, peer influence and environment that naturally shape or influence ethical behavior in most people.

The background of the research explores individual attributes in decision-making processes and the ethical implications that affect stakeholders. The author extensively covers the ethical nature of decision making processes in most business organizations and the challenges that ethical managers face in an unethical society.

The author conducted a qualitative research by collecting data using semi structured interviews through the phone and which were later transcribed after being verified. Ethical behavior is an individual attribute that can only be revealed through skilled interviews and qualitative design features. The research design also allows an in-depth revelation of a leader’s ability or will to make ethical decisions (Yin, 2014). The author has also revealed the nature and how the processes of the research data collection methods were conducted and the procedures for withdrawal and data safeguards.

The research design was consistent with the qualitative nature of research that required utmost skills to depict the values and beliefs that are the leaders believed in and their propensity to make the right decisions and which are also ethical.

The author should have included some personal physical interview with a few respondents to make an overall judgment on the intensity and impact of ethical issues to individual persons in relation to the increasingly unethical behavior in public corporations especially with the constant financial crisis that occurs largely due to financial improprieties by the concerned managers.

The data would have been best collected through personal interviews but it would have been impractical in certain circumstances and it would have been more costly. However, the phone interviews provided the required information. The semi structured interview questions used to collect the data was appropriate but I would have preferred a questionnaire with a weighted answer that would allow the intensity of the answer to be revealed.

The problem statement clearly outlines the need for ethical evaluation in decision making processes in an evolving world where ethical standards are gradually being eroded due to short term gains for a few unscrupulous business leaders. These unethical behaviors have led to the collapse of giant corporations, economic crisis and environmental disasters globally (Yandle, 2010). The problem statement has both hook and anchor that draws attention to the need of the study. The research also reveals all the variables required and the specific problem under study.

The purpose of the study has been defined very well in the research sturdy as it seeks to provide more insights into what influences ethical behavior in our contemporary society. The purpose of the study is complete with the location of the study being the eastern half of the US.

To conclude, the doctoral research has included most of the requirements under the rubric and it has outlined and undertaken a comprehensive research on ethical business decision making and its impact to stakeholders. The research is very significant especially to policy researchers on human capital development, government officials and also to general businessmen.

Evaluating a Doctoral Study and Research Methodology Reference

Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.

Yandle, B. (2010). Lost trust, the real cause of the financial meltdown. The Independent

Review, 14(3), 341-361. Retrieved from http://www.independent.org/

Career Path Development Term Paper

Career Path Development
     Career Path Development

Career Path Development

Order Instructions:

PLEASE TYPE ALL ANSWERS UNDER THE QUESTIONS BEFORE SUBMITTING. PLEASE READ THE INSTRUCTIONS CAREFUL!

ASSIGNMENT INSTRUCTIONS:

Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.

Applies relevant professional, personal, or other real-world experiences to extend the dialogue.

Use your Blanchard and Thacker text, Effective Training, to complete the following:

Read Chapter 11, “Employee and Management Development,” pages 399–434.

This chapter discusses the value of employee development and some techniques used to develop employees. It also presents management development techniques including job rotation, coaching, and mentoring; and discusses the role of managers.

References:

Blanchard, N. P., & Thacker, J. (2013). Effective training (5th ed.). Upper Saddle River, NJ: Prentice Hall

ASSIGNMENT – Address the following:

1. Have you worked in a job where you had a formal career path?

If so, briefly describe that career path.

2. How effective was it in helping you develop as an employee?

3. If you have never had a formal career path (which is pretty common), address this question based upon your current career plans.

Describe the formal career path you would like to have. (PLEASE, NOTHING TO DO WITH SPORTS)!

How could it help you develop as an employee?

Use any outside sources you need to help you in this essay.

SAMPLE ANSWER

Career Path Development

At my former place of work, there exists a formal career path. Most of the time, my job has been concentrated on the functions of an assistant department manager. The department manager usually acted as a mentor as well as coach. In addition, the organization I had worked for provided mechanisms of self-learning to boost our adaptive strategies (Gowan, 2014, p.259). Job rotation was encouraged in my organization whereby I could switch places with other assistant department managers in the organization to eliminate monotony. On-job training was encouraged to ensure that employees circulated information among themselves at the place of work. Off-job training was experienced, for instance, before I first took the position of the assistant department manager, and I was introduced to training by the head of the departments outside the place of work. The managers had critical roles in ensuring that the employees were motivated. They were on the first line to address conflicts through excellent conflict resolution skills such as compromising and absorption (Gowan, 2014, p.302). Furthermore, the managers encouraged volunteering whereby we were able to build new expertise and practice existing skills in a different background from our daily jobs.

The career path was pertinent in developing me as an employee by instilling me with the needed skills and expertise to handle work challenges. Furthermore, the career path enabled me to realize the importance of sharing ideas among employees for effective career planning. The career path also allowed me to form better correlations with my colleagues and leaders in the organization that enabled me to seek assistance whenever I was faced with a difficult situation. The career path that I wish to have is a management career path that not to work longer as an assistant department manager, but as a department manager himself until I become the CEO in a Bakery industry (Blanchard & Thacker, 2013). This will help me as an employee to add more knowledge about dispensing orders rather than receiving orders as an assistant department manager. In addition, the path will assist me in getting self-esteem in making the industry achieve its objectives under my management as well as fulfilling my personal job satisfaction.

References

Blanchard, N. P., & Thacker, J. (2013). Effective training (5th ed.). Upper Saddle River, NJ: Prentice Hall. 399–434.

Gowan, M. (2014). Moving from jobs loss to career management: the past, present, and the future of involuntary job loss research. Human Resource Management Review, 24(3), 258-314.http://isiarticles.com/bundles/Article/pre/pdf/41049.pdf

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Qualitative Approaches to DBA Research

Qualitative Approaches to DBA Research
Qualitative Approaches to DBA Research

Qualitative Approaches to DBA Research

Order Instructions:

For this paper the writer will follow strictly the instructions indicated below and will also use the articles send via email to complete this paper. The writer will have to pay attention to details and grammatical errors and will also have use APA style to format this paper.

Qualitative Approaches to DBA Research

During the first course of this program, you considered what it means to be a scholar-practitioner and also contrasted DBA programs with traditional PhD programs. As you plan for your doctoral study, keep in mind that one of your objectives should be to think and function in an action-oriented manner so that your research will be applied in practice. Consider what it means to conduct research that will affect change in everyday business practice.

Based on the reading and a detailed review of the “Research Design Considerations Flowchart” and the diagram “Preparing a Good Qualitative Study Within the Walden DBA Context” (on this week’s Resources bellow):

Identify the three types of qualitative research most appropriate for DBA research and discuss why these three are most appropriate.

What are the disadvantages of the other two approaches to DBA research? Use citations and references.

Resources;

• Resources
Qualitative Research Designs for DBA Research: Towards Improving Practice
Readings
Course Text
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.

• Chapter 1, “Introduction”
In this chapter, the author discusses the impetus for this edition and the corresponding updates that differentiate this edition from the last. In addition, the author explains the research and rationale used to select the five approaches detailed in the text.

• Chapter 3, “Designing a Qualitative Study”
This chapter provides an overview of qualitative research and explains its common characteristics.

• Chapter 4, “Five Qualitative Approaches to Inquiry” (pp. 103-106)
In these pages, each of the five qualitative approaches to inquiry are explored, including the definition of each, its history, types of studies, procedures involved in conducting a study as well as the potential challenges associated with the approach.
American Psychological Association, (2010).

Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
(Note: You should have received this reference text for a previous course. The APA Publication Manual will be used as a resource throughout this program.)

• Chapters 1–3
Read and understand the first three chapters and be able to apply as a scholar
Article

• Quisenberry, W. L. (2011). Common characteristics and attributes of self-managed virtual teams (Doctoral study). Available from ProQuest Dissertations and Theses database.

(Note: You are not expected to read the entire dissertation but rather lend a particular focus to the qualitative aspects of the study.)

SAMPLE ANSWER

Qualitative Approaches to DBA Research

Introduction

Business research is different from other types of research. For business researchers, the central purpose is to create research projects that will lead to practical solutions for existing business problems (Tranfield & Ken Starkey, 1998). Furthermore, business solutions are always related to people’s behavior and therefore the ability to understand hums behavior and culture is critical to doing business research. This means that the research approach that a business research chooses should be able to address these issues.

Ethnographic research approach, formal case study qualitative research, and phenomenological qualitative method approaches are the best approaches for Doctor of Business Administration (Creswell, 2013). The advantage of these three methods is that they provide a platform where the research is able to come up with a practical way of dealing with business problems and doing a research that leads to practical solutions instead of just theories. Business is about people and these three methods are very important in studying people, their behaviors, and cultures (Detert, Schroeder, & Mauriel, 2000).

Phenomenological qualitative method research approach for instance is useful in understanding business problems. With the use of interviews, the researcher is able to understand phenomenal from different viewpoints and this is important in creating practical business solutions. Ethnographical approach is also important in that it helps the researcher to interact with the people and understand the culture. People’s behavior is affected by their culture and this in turn affects the economic decisions that they make. Understanding these factors makes it possible for the business to be able to come up with practical solutions that will help the business to gain competitive advantage. The case study qualitative research is also very critical to business research as it deals with lived experiences for business, organizations and even individuals. By looking at the case study, the researcher is able to come up with ways to understand the business better and to develop practical solutions.

Strong descriptive qualitative research and the mixed design research are the other two research approaches that DBAs can use in their research. These methods, while appropriate for doing research in doctor of business administration disciplines, have their shortcomings (Boudreau, Gefen, & Straub, 2001). For instance, the strong descriptive qualitative research approach seeks to investigate why and how with regard to who, when, why and what parameters. The problem with this is that it is too descriptive, which means that at the end of the research proves the researchers will not help the come with a practical solution for business. While this is important in understanding certain types of business phenomena in the business environment, it fails to provide a solution that can be applied to business. In this regard, this method does not seek to solve a problem but seeks to understand a problem. Sometimes it may not even be geared towards understanding a problem but is geared towards understanding some phenomena. Regarding the mixed design research, the same problems also come up. This focuses on how many, how often, how statistically similar and or different phenomena is. It also seeks to identify correlation and cause and effect. This also leads to the same problems that strong descriptive qualitative research comes bring sin that the researcher does not develop a practical problem for the business environment. These two types of research approaches therefore may be useful in cases where a preliminary understanding of a business problem is required, but not where an ultimate solution is needed.

References

Boudreau, M., Gefen, D., & Straub, W. (2001). Validation in Information Systems Research: A State-of-the-Art Assessment . MIS Quarterly, 25, 1 , pp. 1-16

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage

Detert, J., Schroeder, R., & Mauriel, J. (2000). A Framework for Linking Culture and Improvement Initiatives in Organizations. ACADemy of MANAGEment REView 25, 4 , pp. 850-863 .

Tranfield, D., & Ken Starkey, K. (1998). The Nature, Social Organization and Promotion of Management Research: Towards Policy. British Journal of Management, 9, 4, , pp. 341–353.

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Diabetes Research Term Paper Available

Diabetes
                      Diabetes

Diabetes

Order Instructions:

see the attached files

SAMPLE ANSWER

Diabetes

Table of content

  • Abstract
  • Introduction
  • Methods
  • Results
  • Synopsis of literature
  • Discussion
  • References

Abstract

The incidence of diabetes is rising rapidly over time. Patients with diabetes are at higher risk of developing post-operative complications such as hyperglycemia or hypoglycemia which in turn contribute to increased morbidity and mortality and length of hospital stay in patient with diabetes undergoing surgery. Therefore, it is extremely important for nurses to take vigilant care of patients with diabetes undergoing surgery. This paper will describe the guidelines of peri-operative management of patient with diabetes and why it is important for nurses to follow these guidelines. Moreover, observations at clinical placements as compared to the findings in peer reviewed research articles will also be discussed in this paper.

Introduction

Diabetes is a metabolic disorder in which blood glucose levels remain high above normal. Patients with diabetes undergoing surgery may have specific needs, particularly in relation to blood glucose control and healthcare professionals such as nurses need to be able to assess and manage these individuals to ensure optimum surgical outcomes. Moreover, the metabolic impact of surgery, pre-op fasting and disruption in insulin therapy contribute to poor glycemic control which in turn leads to increased mortality and morbidity. To deal with this issue, it is always necessary for nurses to follow guidelines for perioperative management of diabetes for the diabetic patients. However, the problem is that most nurses and other professionals are likely to overlook these guidelines, thus placing the patient at a health risk.

Methods

This study involved the use of national database CINAHL Complete, which is available publically and through Australian Catholic University library. This study was conducted by gathering the results from medical research particularly from peer-reviewed journal articles.

Results

The results indicate that the level of awareness among nurses and other professionals such as anesthetists with regard to perioperative guidelines has increased over the last three decades.

Synopsis of literature

According to Marchant et al (2009), patients with uncontrolled diabetes are at greater risk of developing post-operative complications when compared with patients with controlled diabetes. Merchant et al (2009) suggested that healthcare professionals should monitor blood glucose levels pre-operatively as it is independent predictor of morbidity and mortality in patient with diabetes undergoing surgery. However, they also recommend healthcare professionals to monitor HbA1c levels to assess the risk of post-operative complications. Moreover, HbA1c level less than 7% is associated with lower risk of post-operative complications (Kerry, Scott & Rayman, 2013).

On the other hand, Holt (2012) reviewed the available data on pre and post-operative needs of patient with diabetes. He stated that it is very crucial for nurses to conduct appropriate pre-operative assessment of patient with diabetes at the earliest opportunity. However, not only blood glucose levels or Hb1Ac levels should be assessed, but also a complete patient history and examination should be carried out as further backed up by Dhinsa, Khan & Puri (2010). This allows time to assess adequacy of patient’s control of their diabetes and instigate action if needed. This minimizes the risk of post-operative complications such as hyperglycemia. In addition, Holt (2012) also explored that patients with poorly controlled diabetes experience more post-operative pain as compared to patients with well controlled diabetes.

Dhinsa, Khan & Puri (2010) explored the clinical guidelines for peri-operative management of patient with diabetes in their article. They mainly discuss the post-operative complications of patient with diabetes and nursing interventions. According to Dhinsa, Khan & Puri (2010), it should be nurse’s first priority to keep patient pain-free as to minimize the effect of body’s stress response to pain on blood glucose levels. This is further supported by Holt (2012) who argued that body’s stress response inhibit insulin secretion as well as increase insulin resistance. Nevertheless, stress due to surgical interventions not only raise the blood glucose levels in patient diagnosed with diabetes but also in patients without pre-operative diagnosis of diabetes as stated by Dhinsa, Khan & Puri (2010).

Dhatariya (2012) explains some clinical guidelines for patients with diabetes. He suggests it is preferable to place patients with diabetes early on theatre list to reduce the patient’s fasting time. This is because pre-operative fasting and discontinuation of oral hypoglycemic agents can cause hypoglycemia. It is also recommended that elective surgery should be postponed if pre-operative glycemic control is poor (Dhatariya, 2012). Dhatariya (2012) also argues that it is necessary for the nurses to work with the patient and the patient’s family to help them with adhering to the part of the preoperative guidelines that are beyond the nurse’s domain. These include the pre-surgery fasting (Learning Zone, 2012).

Discussion

During my clinical placements, I noticed that not all patients are tested for diabetes before surgery. This is a major issue as not all patients are aware of whether they have diabetes or not. In addition to this, I have observed that despite the fact that patients whose diabetic status is already known, the nurses are likely to overlook the symptoms of hyperglycemia such as itching skin, fruity breath, and confusion. It is difficult to identify usual warning signs of poor glycemic control while patient is unconscious which is potentially life-threatening and the nurses therefore need to do this before the patient is in sedated. Furthermore, when measuring blood glucose levels, the patient’s type of diabetes and type of antidiabetic medication they are on were overlooked, thus placing the patient at a much higher risk. I have seen that blood glucose checks are not performed while patient is in operation theatre, however, which goes against he guidelines as discussed by Campbell (2011). Discharge education for patient with diabetes plays an important role in their well-being post-operatively such as teaching patient about signs and symptoms of hyperglycemia, wound infection and wound non-healing. However, I have seen very few nurses in post anesthesia care unit giving discharge education to patients with diabetes which is also argued by Rutan and Sommers (2012). The other issue that is observable at the clinical placements is the fact that the different healthcare personnel are fully aware of the recommended guidelines. Other staff such as the anesthetists who also play an important role in the surgery process are also likely to be ignorant of the most up-to-date guidelines for preoperative care for patients with diabetes. All these factors work together to bring in a problem that can affect the post surgery results.

In this regard, even if the surgical team is able to fully adhere to the peri-operative care from the time that the patient is at the hospital, they are not able to do the same for the patient when he or she is not at the hospital. This includes the pre admission time where pre surgery fating is part of the peri-operative care. To implement the peri-operative care in a comprehensive manner, some aspects of the hospital’s operations will need some changes. First, there is a need for a better support system to help the patient and the patient’s family with regard to the part of the preoperative care that they are responsible for, such as pre surgery fasting. Secondly, the nurses need to update their knowledge of the full process of preoperative care. Thirdly, the hospitals should develop policies which will make it easier for healthcare personnel to identify surgery patients with diabetes and who do not already know they have diabetes.

References

Campbell, A. (2011). Pre-Operative Fasting Guideunes For Children Having Day Surgery. Nursing Ohildren And Young People, 23, 4 , pp. 14-21.

Dhinsa, B., Khan, W., & Puri, A. (2010). Management of the patient with diabetes in the perioperative period. Journal Of Perioperative Practice, 20(10), 364-367.

Rutan, L., & Sommers, K. (2012). Hyperglycemia as a risk factor in the perioperative patient. AORN Journal, 95(3), 352-363. doi:10.1016/j.aorn.2011.06.010

Dhatariya, K. (2012). Perioperative management of adults with diabetes: why do we need guidance?. British Journal Of Hospital Medicine (17508460), 73(7), 366-367.

Holt, P. (2012). Pre and post-operative needs of patients with diabetes. Nursing Standard, 26(50), 50-56.

Kerry, C. S., Scott, A., & Rayman, G. (2013). Daily temporal patterns of hypoglycaemia in hospitalized people may reveal potentially correctable factors. Diabetic Medicine, 30, 12 , 27-38.

Learning Zone. (2012). Pre and post-operative needs of patients with diabetes. Nursing Standard. 26, 50 , pp. 50-56.

Marchant, H. et al. (2009). The Impact of Glycémie Control and Diabetes Mellitus on Perioperative Outcomes After Total Joint Arthroplasty. The Journal Of Bone And Joint Surgery, Incorporated, 97, 1 , pp. 1621-1629.

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