Write a 350-summary of what you learned this week. Reflect on the following questions:Choose one :conflict managementdifferent types of conflict•What ideas, readings, discussions, or activities stood out to you? Why?•What had the greatest effect on you?•What were you surprised about?•What can you use in your daily
Elder AbuseList and define the seven types of elder abuse that were identified by the National Center on Elder Abuse (NCEA).How would you approach the Ethical Dilemmas and Considerations that might arise regarding Euthanasia, Suicide, and Assisted Suicide?Submission Instructions:Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources
Peer 1When patients visit health care facilities, it is usually the role of the medical staff to provide care for them. However, their role is not limited to providing medical attention to the patient it goes all the way to ensure that their client’s rights are not violated. They can do this in several ways, such as by providing patients with information about their rights, advocating on their behalf, and ensuring they have access to quality care.The patients can be informed of their rights by providing information about them. It can be done through informational pamphlets or by verbally informing them of their rights. They can also ensure that patients are able to exercise their rights by providing them with resources and support. Additionally, health care professionals can advocate on behalf of patients to help ensure that their rights are respected and protected. Another important way is by providing them with access to quality care. The care includes access to necessary medical treatments and services and information about their health. The role can be achieved by improving the quality of care within the health care system. Also, they can ensure that the role is reached by respecting patients’ wishes (ANA, 2016). The decisions that the patients have control over are about their treatment, as well as decisions about how their personal information is used and shared.The health care providers should also act in patients’ best interests. Acting in their patient’s best interest means making decisions that are not in the interests of the healthcare professionals or the healthcare organization. Health care professionals should also take steps to ensure that patients’ info is kept secure (Patrick, 2022). The information should be confidential, and if it is to be disclosed to a third party, the patient should be informed so that they can agree or disagree with the request. In case they differ, the information should never be shared with someone else. An additional way is by communicating with patients’ families about their patient’s rights. Patients’ families should be made aware of their patient’s right to privacy.Another way of protecting patients’ rights is by ensuring that health care facilities and staff comply with all laws and regulations regarding patient rights. Health care facilities should have policies and procedures to ensure that patients’ rights are respected and their privacy is protected. Also, when conducting their research, they should ensure they adhere to the set rules, which will ensure none of the patients’ rights are violated. Finally, it can be done by providing the patients with an environment they feel safe in that will support them in the healing process. In conclusion, it is crucial for health care professionals to ensure they achieve the role. It can be done by ensuring that patients are treated with respect, dignity, and autonomy and that their privacy is respected. Health care professionals can also ensure that patients receive information about their condition and treatment to understand their care process.Peer 2The American Hospital Association’s Patient Bill of Rights outlines the fundamental rights, and protections patients should have when in the hospital. The bill was created in response to patients’ concerns about their rights, but it also provides information about what hospitals do to help protect those rights. It sets out the guidelines for hospitals to follow to ensure their patients are treated with dignity and respect (Tehranineshat et al., 2020). The interaction between a healthcare practitioner and a patient is necessary to guarantee the upkeep and protection of patient rights. There are a few different measures that health professionals may take to guarantee that their patients’ rights are respected and safeguarded. Healthcare providers may assist in ensuring that patients’ rights are always respected and safeguarded by cultivating an open and respectful relationship with patients.The following are some particular ways in which healthcare workers may defend and safeguard patients’ rights: respecting patients’ rights to privacy and secrecy, assuring that the patient has access to their medical records, letting the patient make decisions about their care, treating the patient with dignity and respect (Tehranineshat et al., 2020), listening to the patient’s concerns and addressing them promptly, and treating the patient with respect and dignity are all important aspects of providing quality patient care (Tegegne et al., 2022). If a medical practitioner is aware that a patient’s rights are being disregarded in any way, then they have a responsibility to take action to rectify the problem. This may need a conversation with the staff member who is infringing on the patient’s rights, or it may necessitate filing a complaint with the relevant authorities.Developing and adhering to rules and procedures under the patient’s rights is another approach to achieving this goal. It is essential to make it mandatory for all staff members to undergo training on the significance of respecting and defending the patient’s legal rights. Additionally, medical practitioners can establish an atmosphere that considers the patient’s rights and supports them. The patient’s needs should always come first in all aspects of decision-making (Olejarczyk & Young, 2019), and medical practitioners must provide patients with all the information they require to make educated choices about their health care (Olejarczyk & Young, 2019).The professionals working in the healthcare industry should also be aware of the available resources to assist patients in asserting their rights and protecting their interests (Olejarczyk & Young, 2019). Patients, for instance, have the legal capacity to lodge a complaint if they feel their rights have been infringed upon. In addition, there are Patient Advocates available who guide patients through the healthcare system maze and assist them in establishing their legal rights. It is ultimately the responsibility of those who work in the medical field to cultivate an atmosphere in which patients are at ease advocating for themselves and claiming their legal entitlements.
interview co-workers or those responsible for finance in your organization on the financial management issue that you identified in Week 1. Your interview should capture salient information about the issue including information which you derived from the literature. Potential questions you might want to use include: How long has the organization tried to address this issue? What measures have been taken to address this issue in the past? What future steps have been planned to address this issue? What problems does the organization foresee as blocks to addressing this issue? How did your perception of the financial issue differ from the perception of those who are actually working on finances in the organization? Take the information you have learned from the interviews and create a 2-3 page paper with your findings. Be sure to explain the roles of the individuals you interviewed. As you reflect on the results of the interview, use current literature to further explain the important points.
Assignment: Application:Using the Data/Information/Knowledge/Wisdom ContinuumHave you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.To prepare:Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.Develop a clinical question related to your area of practice that you would like to explore.What is the sepsis core measures 2016?Consider what you currently know about this topic. What additional information would you need to answer the question?Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.Once you have identified useful databases, how would you go about finding the most relevant articles and information?Consider how you would extract the relevant information from the articles.How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?By Day 7 of Week 4Write a 4-page paper that addresses the following:Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.Identify the databases and search words you would use.Relate how you would take the information gleaned and turn it into useable knowledge.Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.Your paper must also include a title page, an introduction, a summary, and a reference page.RUBRIC – Evaluation Criteria for Applications and Formal PapersLevels of AchievementCriteriaOutstanding PerformanceExcellent PerformanceCompetent PerformanceProficient PerformanceRoom for ImprovementQUALITY OF WORK SUBMITTED -1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)30 to 30 pointsAssignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics25 to 29 pointsAssignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics20 to 24 pointsAssignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.16 to 19 pointsAssignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.0 to 15 pointsAssignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)5 to 5 pointsA clear and comprehensive purpose statement is provided which delineates all required criteria.5 to 5 pointsA clear and comprehensive purpose statement is provided which delineates all required criteria.4 to 4 pointsPurpose of the assignment is stated, yet is brief and not descriptive.1 to 3 pointsPurpose of the assignment is vague.0 to 0 pointsNo purpose statement was provided.ASSIMILATION AND SYNTHESIS OF IDEASThe extent to which the work reflects the student’s ability to-1. Understand and interpret the assignment’s key concepts (0-10 Points)10 to 10 pointsDemonstrates the ability to critically appraise and intellectually explore key concepts.9 to 9 pointsDemonstrates the ability to critically appraise and intellectually explore key concepts.8 to 8 pointsDemonstrates a clear understanding of key concepts.5 to 7 pointsShows some degree of understanding of key concepts.0 to 4 pointsShows a lack of understanding of key concepts, deviates from topics.ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)20 to 20 pointsDemonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.15 to 19 pointsDemonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.10 to 14 pointsIntegrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.3 to 9 pointsMinimally includes and integrates specific information from 2-3 resources to support major points and point of view.0 to 2 pointsIncludes and integrates specific information from 0 to 1 resource to support major points and point of view.ASSIMILATION AND SYNTHESIS OF IDEAS 3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)20 to 20 pointsSynthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.18 to 19 pointsSynthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.16 to 17 pointsSummarizes information gleaned from sources to support major points, but does not synthesize.14 to 15 pointsIdentifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.0 to 13 pointsRarely or does not interpret, apply, and synthesize concepts, and/or strategies.WRITTEN EXPRESSION AND FORMATTING 1. Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. (0-5 Points)5 to 5 pointsParagraphs and sentences follow writing standards.5 to 5 pointsParagraphs and sentences follow writing standards.4 to 4 pointsParagraphs and sentences follow writing standards 80% of the time.3 to 3 pointsParagraphs and sentences follow writing standards 70% of the time.0 to 2 pointsParagraphs and sentences follow writing standards < 70% of the time.WRITTEN EXPRESSION AND FORMATTING 2. English writing standards: Correct grammar, mechanics, and proper punctuation (0-5 Points)5 to 5 pointsUses correct grammar, spelling, and punctuation with no errors.5 to 5 pointsUses correct grammar, spelling, and punctuation with no errors.4 to 4 pointsContains a few (1-2) grammar, spelling, and punctuation errors.3 to 3 pointsContains several (3-4) grammar, spelling, and punctuation errors. 30 to 2 pointsContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.WRITTEN EXPRESSION AND FORMATTING 3. The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list (0-5 Points)5 to 5 pointsUses correct APA format with no errors.5 to 5 pointsUses correct APA format with no errors.4 to 4 pointsContains a few (1-2) APA format errors.3 to 3 pointsContains several (3-4) APA format errors.0 to 2 pointsContains many (≥ 5) APA format errors.
please see attachmentTOPIC: Correlation of Intermittent Fasting to Diabetes Mellitus
Mr. Smith is a 65 year old male that is accompanied by his wife to your clinic. He is following up after an ER visit for a fall at home that resulted in 6 stitches to his forehead. He admits that he had a few drinks that night before tripping over his dog. His wife adds that he has “a few drinks” every night.How will you proceed with Mr. Smith? What diagnostics will you perform? What will potentially be part of your treatment plan?ExpectationsLength: A minimum of 250 words, not including referencesCitations: At least one high-level scholarly reference in APA from within the last 5 years
Hello This is my h.w instructionsassociate what you have learned about theory in comparison to the case study and reflect on it.· A comparison of what you have learned from the case study to related theories you have studied. Make sure to cite these theories in APA format.· A comparison of the case study to your nursing practice, giving one or two examples from your nursing experience in which you might have applied a particular theory covered.Your reflection should be a minimum of five to six paragraphsBelow are the theoriesCHAPTER 15: Theories From the Biomedical SciencesMelanie McEwenMaria Leon is in her final year of a graduate program preparing to become a certified registered nurse anesthetist (CRNA). During the course of her graduate education, Maria observed that most people reported a burning sensation as propofol (a drug used to induce general anesthesia) was administered intravenously (IV). In conducting a review of the literature and discussing her observations with other CRNAs, Maria found several techniques used to minimize the injection pain. Based on this information, Maria decided that she would like to conduct a research study to examine the effectiveness of using lidocaine to reduce the injection pain of propofol. This project would fulfill the capstone requirement for her master’s degree.A literature review of pain management led Maria to the gate control theory, which posits that there is a gating mechanism in the spinal cord. When pain impulses are transmitted from the periphery of the body by nerve fibers, the impulses travel to the dorsal horns of the spinal cord, specifically to the area of the cord called the substantia gelatinosa. According to the theory, when the gate is open, pain impulses ascend to the brain; when the gate is partially open, only some of the pain impulses can pass through. Pain medication has an effect on the gate, and if pain medication is administered before the onset of pain, it will help keep the gate closed, allowing fewer pain impulses to pass through.In planning her research project, Maria used the gate control theory to guide the design and structure of the study. For the study, she decided to compare two techniques for pain prevention. One technique involved mixing 20 ml of a 1% propofol solution with 5 ml of a 2% lidocaine solution and injecting 1 ml of the mixture immediately before administration of the propofol. The second technique involved the placement of a tourniquet inflated to 50 mmHg on the arm in which the IV access device was placed. Then, 5 ml of 2% lidocaine would be injected and the tourniquet would be removed 1 minute later; propofol would then be injected. A time frame of 20 seconds would allow the clients to report pain in the arm before the propofol took effect. Maria also planned to have a control group that did not have either of the pain prevention interventions.If the theory was correct, Maria hypothesized that both experimental groups would have less pain from the injection because the gate that allowed pain sensations would not open or would only partially open. She did not know which of the two experimental procedures would be more effective in preventing pain but was enthusiastic about conducting the study and adding to the body of knowledge on pain prevention in anesthesia.Theories from the biomedical sciences (e.g., biology, medicine, public health, physiology, pharmacology) have had a tremendous impact on nursing practice since Nightingale’s time. Indeed, many of these theories are so integral to nursing practice that they are overlooked or taken for granted. For example, at the beginning of the 21st century, the germ theory seems almost too elemental to mention because even kindergarten children are taught the basic concept of germs and how to prevent infection. But nurses should recognize the relatively recent discovery of this revolutionary theory (late 1800s) and understand that a significant amount of nursing care is based on it. Other theories, concepts, and principles are similarly ingrained within nursing practice.Biomedical theories have been the basis for research efforts of physiologists, physicians, and laboratory-based scientists for many years. Nurses have also been involved in research of this type and are increasingly directing studies that have a physiologic or biologic basis. As with any study, the underlying theories or conceptual frameworks may be broad (e.g., germ theory) or very narrow (e.g., gate control theory).This chapter presents some of the most commonly used theories and principles from the biomedical sciences to illustrate how they are being used in studies conducted by nurses and applied in nursing practice. The number of these theories is staggering; thus, space allows for discussion of only a few. Although there is some overlap, the theories will be grouped into two large categories: theories of disease causation (e.g., germ theory, natural history of disease) and theories related to physiology (e.g., stress and adaptation, cancer causation, pain).Theories and Models of Disease CausationOn a day-to-day, moment-to-moment basis, nurses in practice use any one of a number of concepts, principles, and theories from biology and public health. These theories are often related to disease causation and progression. This includes pathogenesis and infection, as well as multiple epidemiologic concepts and principles (e.g., risk factor, exposure, prevention). This section provides a review of a few of these principles, theories, and models and shows how they are used in nursing practice and nursing research.Evolution of Theories of Disease CausationDisease refers to any condition that disturbs the normal functioning of an organism, whether it affects one organ or several systems. The term has also been defined as the failure of an organism to respond or adapt to its environment. The concept has changed dramatically over the course of time, however, and ideas about the cause of disease have been influenced by the prevailing culture and scientific thought.In ancient times, disease was frequently viewed as a divine intervention or punishment. Early human beings attributed diseases to the influence of demons or spirits, and magic was a large part of treatment and prevention. As time passed, other interventions or treatments, such as the use of plant extracts, became more common.As humans formed into societies and distinct cultural groups, two trends, or approaches, to medicine evolved. Sorcerers and priests embraced a magico-religious approach, whereas early physicians and scientists developed an empirico-rational approach. The empirico-rational approach was based on experience and observation and was practiced at first by priests but was adapted by nonclerical physicians. Modern medicine arose primarily from the empirico-rational approach as the human body and its functions became better known and as science led medical practice away from superstition and focus on the spiritual realm to include scientific processes and reasoning.In the 17th century, William Harvey, an English physician and anatomist, demonstrated the dynamics of blood circulation (Donahue, 2011). Detailed studies of the organs, diseases, and processes, such as physiology and respiration, quickly followed, conducted by eminent physicians and scientists of the time. Medical debates focused on minute features of the body and how to treat particular diseases. Philosophies and theories developed that were largely reductionistic and deductive, focusing on cause and effect; the medical model quickly evolved.In the latter part of the 19th century, scientists began to unravel the basic causes of infectious disease. Modern medicine began with the advent of Pasteur’s germ theory, which posited that a specific microorganism was capable of causing an infectious disease (Black & Hawks, 2009). The focus on single-agent or single-organism cause for disease persisted for a number of decades and resulted in multiple successes in both treating and preventing communicable diseases. Today, however, the predominant general model of disease causation is multicausal, involving invasive agents, immune responses, genetics, environment, and behavior.A number of theories and models describe disease causation and the properties that relate to disease processes and prevention. Some of the most frequently encountered models in nursing practice and research are discussed in the following sections.Germ Theory and Principles of InfectionLouis Pasteur first proposed the germ theory in 1858. He theorized that a specific organism (i.e., a germ) was capable of causing an infectious disease (Kalisch & Kalisch, 2004). Today, this seems like a simple theory, but it is one that was critical to the development of modern medical care. Its impact has been phenomenal and has helped to radically reduce the number of deaths from infection.At the beginning of the 21st century, theories of infection are most often applied to prevent infection (e.g., practicing strict hand washing, cleansing a scrape and applying antibiotic ointment, or prophylactically treating a surgery client with antibiotics) or to describe the process that seeks to identify, understand, and manage infectious diseases. This process initiates the search for the causative agent of an infection and method(s) of transmission. Once this has been accomplished, the focus can shift to the development of ways to prevent and treat the disease.One of the most recent and dramatic examples of this process was the outbreak of AIDS. The syndrome was first identified by the Centers for Disease Control and Prevention in September of 1982, but months passed before it was determined that the causative agent was a retrovirus, later termed HIV (Shi & Singh, 2012). Early in the process, even before the virus was isolated, methods of transmission (e.g., sexual, transplacental, via blood products) were recognized and interventions for prevention proposed. Research on treatment has produced somewhat successful results in recent years and is ongoing.CHAPTER 15: Theories From the Biomedical SciencesMelanie McEwenMaria Leon is in her final year of a graduate program preparing to become a certified registered nurse anesthetist (CRNA). During the course of her graduate education, Maria observed that most people reported a burning sensation as propofol (a drug used to induce general anesthesia) was administered intravenously (IV). In conducting a review of the literature and discussing her observations with other CRNAs, Maria found several techniques used to minimize the injection pain. Based on this information, Maria decided that she would like to conduct a research study to examine the effectiveness of using lidocaine to reduce the injection pain of propofol. This project would fulfill the capstone requirement for her master’s degree.A literature review of pain management led Maria to the gate control theory, which posits that there is a gating mechanism in the spinal cord. When pain impulses are transmitted from the periphery of the body by nerve fibers, the impulses travel to the dorsal horns of the spinal cord, specifically to the area of the cord called the substantia gelatinosa. According to the theory, when the gate is open, pain impulses ascend to the brain; when the gate is partially open, only some of the pain impulses can pass through. Pain medication has an effect on the gate, and if pain medication is administered before the onset of pain, it will help keep the gate closed, allowing fewer pain impulses to pass through.In planning her research project, Maria used the gate control theory to guide the design and structure of the study. For the study, she decided to compare two techniques for pain prevention. One technique involved mixing 20 ml of a 1% propofol solution with 5 ml of a 2% lidocaine solution and injecting 1 ml of the mixture immediately before administration of the propofol. The second technique involved the placement of a tourniquet inflated to 50 mmHg on the arm in which the IV access device was placed. Then, 5 ml of 2% lidocaine would be injected and the tourniquet would be removed 1 minute later; propofol would then be injected. A time frame of 20 seconds would allow the clients to report pain in the arm before the propofol took effect. Maria also planned to have a control group that did not have either of the pain prevention interventions.If the theory was correct, Maria hypothesized that both experimental groups would have less pain from the injection because the gate that allowed pain sensations would not open or would only partially open. She did not know which of the two experimental procedures would be more effective in preventing pain but was enthusiastic about conducting the study and adding to the body of knowledge on pain prevention in anesthesia.Theories from the biomedical sciences (e.g., biology, medicine, public health, physiology, pharmacology) have had a tremendous impact on nursing practice since Nightingale’s time. Indeed, many of these theories are so integral to nursing practice that they are overlooked or taken for granted. For example, at the beginning of the 21st century, the germ theory seems almost too elemental to mention because even kindergarten children are taught the basic concept of germs and how to prevent infection. But nurses should recognize the relatively recent discovery of this revolutionary theory (late 1800s) and understand that a significant amount of nursing care is based on it. Other theories, concepts, and principles are similarly ingrained within nursing practice.Biomedical theories have been the basis for research efforts of physiologists, physicians, and laboratory-based scientists for many years. Nurses have also been involved in research of this type and are increasingly directing studies that have a physiologic or biologic basis. As with any study, the underlying theories or conceptual frameworks may be broad (e.g., germ theory) or very narrow (e.g., gate control theory).This chapter presents some of the most commonly used theories and principles from the biomedical sciences to illustrate how they are being used in studies conducted by nurses and applied in nursing practice. The number of these theories is staggering; thus, space allows for discussion of only a few. Although there is some overlap, the theories will be grouped into two large categories: theories of disease causation (e.g., germ theory, natural history of disease) and theories related to physiology (e.g., stress and adaptation, cancer causation, pain).Theories and Models of Disease CausationOn a day-to-day, moment-to-moment basis, nurses in practice use any one of a number of concepts, principles, and theories from biology and public health. These theories are often related to disease causation and progression. This includes pathogenesis and infection, as well as multiple epidemiologic concepts and principles (e.g., risk factor, exposure, prevention). This section provides a review of a few of these principles, theories, and models and shows how they are used in nursing practice and nursing research.Evolution of Theories of Disease CausationDisease refers to any condition that disturbs the normal functioning of an organism, whether it affects one organ or several systems. The term has also been defined as the failure of an organism to respond or adapt to its environment. The concept has changed dramatically over the course of time, however, and ideas about the cause of disease have been influenced by the prevailing culture and scientific thought.In ancient times, disease was frequently viewed as a divine intervention or punishment. Early human beings attributed diseases to the influence of demons or spirits, and magic was a large part of treatment and prevention. As time passed, other interventions or treatments, such as the use of plant extracts, became more common.As humans formed into societies and distinct cultural groups, two trends, or approaches, to medicine evolved. Sorcerers and priests embraced a magico-religious approach, whereas early physicians and scientists developed an empirico-rational approach. The empirico-rational approach was based on experience and observation and was practiced at first by priests but was adapted by nonclerical physicians. Modern medicine arose primarily from the empirico-rational approach as the human body and its functions became better known and as science led medical practice away from superstition and focus on the spiritual realm to include scientific processes and reasoning.In the 17th century, William Harvey, an English physician and anatomist, demonstrated the dynamics of blood circulation (Donahue, 2011). Detailed studies of the organs, diseases, and processes, such as physiology and respiration, quickly followed, conducted by eminent physicians and scientists of the time. Medical debates focused on minute features of the body and how to treat particular diseases. Philosophies and theories developed that were largely reductionistic and deductive, focusing on cause and effect; the medical model quickly evolved.In the latter part of the 19th century, scientists began to unravel the basic causes of infectious disease. Modern medicine began with the advent of Pasteur’s germ theory, which posited that a specific microorganism was capable of causing an infectious disease (Black & Hawks, 2009). The focus on single-agent or single-organism cause for disease persisted for a number of decades and resulted in multiple successes in both treating and preventing communicable diseases. Today, however, the predominant general model of disease causation is multicausal, involving invasive agents, immune responses, genetics, environment, and behavior.A number of theories and models describe disease causation and the properties that relate to disease processes and prevention. Some of the most frequently encountered models in nursing practice and research are discussed in the following sections.Germ Theory and Principles of InfectionLouis Pasteur first proposed the germ theory in 1858. He theorized that a specific organism (i.e., a germ) was capable of causing an infectious disease (Kalisch & Kalisch, 2004). Today, this seems like a simple theory, but it is one that was critical to the development of modern medical care. Its impact has been phenomenal and has helped to radically reduce the number of deaths from infection.At the beginning of the 21st century, theories of infection are most often applied to prevent infection (e.g., practicing strict hand washing, cleansing a scrape and applying antibiotic ointment, or prophylactically treating a surgery client with antibiotics) or to describe the process that seeks to identify, understand, and manage infectious diseases. This process initiates the search for the causative agent of an infection and method(s) of transmission. Once this has been accomplished, the focus can shift to the development of ways to prevent and treat the disease.One of the most recent and dramatic examples of this process was the outbreak of AIDS. The syndrome was first identified by the Centers for Disease Control and Prevention in September of 1982, but months passed before it was determined that the causative agent was a retrovirus, later termed HIV (Shi & Singh, 2012). Early in the process, even before the virus was isolated, methods of transmission (e.g., sexual, transplacental, via blood products) were recognized and interventions for prevention proposed. Research on treatment has produced somewhat successful results in recent years and is ongoing.CHAPTER 17: Learning TheoriesEvelyn M. WillsMelanie McEwenBarbara Davis is a family nurse practitioner working in a community clinic. Recently, she cared for Frank Young, a 65-year-old African American who came to the clinic at his wife’s insistence because of recurring, severe headaches. Mr. Young reported that his headaches started about 6 months ago; he attributed them to stress caused by his recent retirement.Mr. Young’s physical findings indicated that he was about 50 lbs overweight and that his blood pressure while sitting was 204/110 mmHg. His lower legs and feet were slightly edematous, and laboratory tests revealed a total cholesterol reading of 290 mg/dl. All other laboratory blood and urine results were normal.Barbara explained to Mr. Young that he has high blood pressure and asked to discuss the problem with both him and his wife. She led the Youngs to a room in which they sat in comfortable chairs around a small table. Barbara began the discussion by asking if the couple had any experience with hypertension (HTN). She explained the relationship among HTN, race, age, gender, and weight and described its prevalence among various groups. She showed the Youngs a short video that used nonmedical terms to describe HTN, visually illustrated the physiologic changes that cause HTN, and then explained some of the possible complications.After the video, Barbara questioned the Youngs to evaluate their level of understanding. A 15-minute discussion followed in which Barbara described management strategies. She gave Mr. Young two prescriptions and explained what they were for and how to take them. Following the explanation, she had him repeat the information to her. They also discussed the importance of limiting sodium intake, and Barbara gave the Youngs a booklet with pictures to show the exact types, varieties, and amounts of foods available in their region and whether the sodium content was safe, high, or too high to consume. It included condiments, with the allowed amounts, on a full-color poster that could be placed on the side of the refrigerator or attached to the door of a cabinet. There were recipes for variations on favorite foods with lowered sodium content, and the booklet also had removable shopping lists to assist Mrs. Young when she had to make quick decisions in grocery stores. Learning that both Mrs. and Mr. Young enjoyed working and gaming on the computer, Barbara included websites with helpful hints on limiting sodium and fats, and the URLs for “say NAYtoNA,” a local Facebook support group page and Twitter site for social support.At the end of the appointment, they reviewed the ways to lower Mr. Young’s blood pressure and they set up an appointment with the clinic’s dietitian to go over ways the Youngs could reduce the amount of fat and salt in their diet. Finally, Barbara made a follow-up appointment for the next week and encouraged Mrs. Young to accompany her husband to that meeting.One of the most important roles of professional registered nurses (RNs) and advanced practice nurses (APNs) is teaching. Teaching performed by nurses at all levels is usually more informal than formal. That is, the nurse teaches clients and their families, or students and colleagues, more often on a one-to-one basis as the need arises than in a formal, planned teaching session in a classroom setting. But teaching includes more than just providing clients with information. Because someone has been told something does not mean that learning has occurred. Many factors are involved for learning to be successful, and providing information is only one of them.Health information is usually foreign and difficult to understand for patients and families; the idea of health literacy as a component of health teaching is important in teaching patients/clients. Health literacy is defined as “the degree to which an individual has the capacity to obtain, communicate, process and understand basic health information and services to make appropriate health decisions” (Bastable, Myers, & Poitevent, 2014, p. 261). Although health literacy is not an educational theory, health teaching depends on the abilities of nurses to bring information and education to individuals and groups regardless of their educational level and ability to learn. Because many patients depend on someone else to help or to care for them, the caregivers must also be taught to provide assistance so that the patient may heal or live with chronic diseases or the effects of illness and trauma.This chapter provides professional nurses with tools to facilitate learning for patients, families, and staff. Basic theories of learning can serve as a framework for the nurse in all teaching endeavors. Theories provide a way to organize thinking for what will be communicated to other people. They may offer a mechanism whereby the instructor can look at a situation in a different way when current methods are not working, or they may provide a map for charting unfamiliar territory. In any event, facilitating learning is an essential objective of the professional nurse, and application of theories helps ensure that learning is optimized.What Is Learning?Learning has been defined as “a relatively permanent change in behavior or in behavioral potentiality that results from experience and cannot be attributed to temporary body states such as those induced by illness, fatigue, or drugs” (Olson & Hergenhahn, 2012, p. 6). Learning occurs as individuals interact with their environment, incorporating new information into what they already know (Braungart, Braungart, & Gramet, 2014; Candela, 2012). Further, if learning is to be permanent, it must be treated as a process that occurs over time rather than an isolated event. Often, time and repeated contacts are required for an individual to acquire new knowledge that is meaningful and significant (Forrest, 2004).Learning can be grouped into three categories: psychomotor learning (the acquisition and performance of skills), affective learning (a change in feelings, values, or beliefs), and cognitive learning (acquiring information). Examples of psychomotor learning would include a nursing student mastering certain patient care procedures (e.g., inserting an IV line or changing a sterile dressing) and a patient learning to self-inject insulin. Illustrations of affective learning include an alcoholic acquiring strategies to overcome addiction and a nurse developing cultural sensitivity when caring for immigrants. Cognitive learning generally involves the addition of new information, as when a new mother learns how to care for her infant or a novice nurse learns to recognize the signs and symptoms of heart failure. Although not always recognized, psychomotor learning tends to be more easily accomplished and measured than affective and cognitive learning (Rankin & Stallings, 2005). Nurses must understand all three types of learning and know how to facilitate each in patients and their families as well as among other nurses and ancillary staff.The process of assimilating new knowledge into our daily lives makes all humans constant learners, because learning is necessary for survival. Although all animals can learn, humans are capable of using their knowledge to be creative, predict the future, explain the past, or deal with the present. Indeed, learning is such an important human experience that it has created the desire or curiosity to discover how people learn. This search to understand how people learn has led to the development and formalization of learning theories.What Is Teaching?It must be recognized that although teaching and learning are interrelated, learning occurs as a separate and individual process apart from teaching. Teaching refers to the intentional act of communicating information and is often defined as the facilitation of learning (Bastable & Alt, 2008). To accomplish this, teachers must be aware of the learning styles and learning needs of the individual and how capable that individual is of responding to the demands of instruction.It is a common assumption that teaching is helping one to gain knowledge. While that is certainly an important component of teaching, knowledge is seldom enough to elicit a change in behavior or thinking. Knowing what should be done and acting on that knowledge are two different things. For example, a patient with chronic renal failure may know that salt and potassium are to be avoided in the diet, but learning has not occurred until that knowledge has been incorporated as a change in behavior.Anyone who teaches, including a mother or father teaching a child how to put away toys, or a woman teaching a friend to crochet, has some belief regarding how learning occurs. Unfortunately, sometimes the knowledge the teacher possesses about learning is simplistic: “I told you; therefore, you should know.” An individual’s beliefs about learning can influence that person’s behavior regarding what should happen to make learning occur. By understanding basic theories of learning, the professional nurse will be better prepared to help the learner make the transition from acquiring knowledge to learning. This chapter presents some of the many theories of learning and describes how they are used to solve problems encountered in the teaching–learning process. These theories may be used by nurses in practice or education, as well as for designing, implementing, and evaluating research projects that involved education.Categorization of Learning TheoriesSome nurses might question why it is important to understand the process of learning and to know about some of the theories of learning. Learning theories describe the processes used to bring about changes in the ways individuals understand information and changes in the ways they perform a task or skill. Further, learning theories can help provide a focus for creating an environment and conditions in which teaching can occur more effectively (Candela, 2012). Kurt Lewin is credited with the adage: “There is nothing so practical as
Strategic Planning: SWOT Analysis and Goals (The organization is google )Strategic planning within organizations provides a plethora of benefits to the organization including meeting goals specified in the plan and contributing to the long-term success of an organization. Refer to Exhibit 8.3: The Strategic Management Process, located in Chapter 8 of the Management textbook.For this assignment, select either your own organization or one you know enough about to complete a series of assignments related to strategic planning for a proposal you would like to implement. The same organization will be used in the following assignments:1. Strategic Planning: Strategy Map (Topic 4)2. Strategic Planning: Action Plan (Topic 5)3. Strategic Planning: Communication Plan (Topic 7)4. Strategic Planning: Evaluation (Topic 8)5. Strategic Planning: Presentation (Topic 8)Once you have selected the organization, identify a strategic goal through preforming a SWOT analysis within your sphere of influence. Forexample, if you are not currently in a management or leadership position, it is acceptable to focus on a more focused area of your organization you are currently in a position to impact. If you are a classroom teacher, perhaps you see opportunities for improving access to technology in your district. If you are a nurse, perhaps you see opportunities to improve communication processes in your department, etc.A SWOT analysis is part of strategy formulation that leads to goal setting and then progresses to the development of a strategic plan. Be sure to follow the criteria for effective goals as illustrated to Exhibit 7.5, located in Chapter 7 of the Management textbook.Complete a SWOT analysis using the “SWOT Analysis” template. Consider the following guiding questions as you complete the SWOT Analysis:1. What are the recognized strengths of your identified area?2. What does your identified area do better than other companies?3. What unique capabilities or resources does you identified area possess?4. What do other companies consider to be your strength?5. What are the recognized weaknesses of your identified area?6. What do competitors do better than your identified area?7. What areas can be improved at your current position?8. What do other companies consider to be your weakness?9. What trends or conditions impact the company in a positive way?10. What opportunities exist for the identified area?11. What trends or conditions impact the identified area in a negative way?12. What is the competition doing that may have an impact on your identified area?13. Does your identified area have solid financial support?14. What impact does your weakness have on the threats your identified area faces?These questions are samples of what you may need to address in your SWOT Analysis. Using the SWOT analysis results, develop at least one strategic goal. Submit both the completed SWOT analysis document and the strategic goal.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to Turnitin.
Option A: Written SummaryWrite a 700- to 1,050-word summary that addresses the following topics:· Describe the difference between the academic study of religion, and devotional practice and advocacy.· What is the definition of religion?· What are common questions, concerns, practices, and experiences across various world religions? Include indigenous religions in your discussion.· What are some critical issues to the academic study of religion?· Where do religious ethics come from, and what role do they play in the practice of religion?Format your paper consistent with course-level APA guidelines.Submit your assignment to the Assignment Files tab.
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