Caring for yourself or caring for others

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Identify several specific examples of how you care for others as an employee and a clinician. Identify several specific examples in which you care for yourself. Which is more challenging,

Identify several specific examples of how you care for others as an employee and a clinician. Identify several specific examples in which you care for yourself. Which is more challenging, caring for yourself or caring for others? Why?

Your homework assignment should be a minimum of three pages in APA style.?

Tipton, D. (2017). Personal and professional growth for health care professionals. Burlington, MA: Jones & Bartlett Learning.

 
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Module 6 discussion. Schizophrenia from patient’s point of view.

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Think about a client with schizophrenia that you know about from personal, work or clinical experience, or from news media or other sources. Describe the individual.

What are the positive and/or negative symptoms?

What are the person’s struggles? What treatments have been tried and failed? What works?

If you were that person, what would you like to tell your nurse about yourself, your needs, and your fears?

Please provide evidence from professional sources to support your information. Include examples of your prior experience with a client who was having a problem with delusions and/or hallucinations.

 
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Informatics

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Discussion: The Application of Data to Problem-Solving

In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.

Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.
Question

Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

 
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Module 8 Graded Learning Activity #2

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Part 1 of Module Discussion:

Ten Quotes:  To Kill a Mockingbird

While reading Harper Lee’s To Kill a Mockingbird, be on the lookout for telling quotations from the novel.  Highlight/Underline these and note in the margin which of the assignment requirements each satisfies.

One approach is to, every day, type up the quotes you have found from your reading as well as your commentary on them.  When you have finished the novel, you will only need to select the BEST quotes to submit.  Be aware that your opinions on what quotes are significant and why may well change as you read and your understanding of the book deepens.

Here are some guidelines:

  • Copy your quotation absolutely accurately. Note the page number(s).
  • Be sure to completely explain your quote and the function it fills in To Kill a Mockingbird. Anyone reading your quotations and explications should not have to read the assignment sheet to figure out what you are writing about.  Think of these as mini-essays, and remember to explain your thinking thoroughly.
  • Format your paper according to class word processing guidelines.

As an example, if we were doing this project on Mark Twain’s The Adventures of Tom Sawyer, here is one way you could answer #5:

Huckleberry came and went, at his own free will. He slept on doorsteps in fine weather and in empty hogsheads in wet; he did not have to go to school or to church, or call any being master or obey anybody; he could go fishing or swimming when and where he chose, and stay as long as it suited him; nobody forbade him to fight; he could sit up as late as he pleased; he was always the first boy that went barefoot in the spring and the last to resume leather in the fall; he never had to wash, nor put on clean clothes; he could swear wonderfully.  In a word, everything that goes to make life precious, that boy had.  So thought every harassed, hampered, respectable boy in St. Petersburg. (46)

This description of a child who is without parents or a home would be sad, except that the narrator tells us that other boys envy Huck his absolute freedom.  Because the point of view is third-person omniscient, we get an objective description of Huck and learn how he appeals to his friends before we even meet him on the page.  If Huck or another boy told the story, we probably would be as biased towards Huck as his companions are.

Your quotes may be of any length, long or short.  You may begin each quote explanation with the quotation itself, as above, you may use the quote last or you may insert the quote in your explanation. The precise style of each explanation is up to you.

Assignment:

Find quotes for the information below. Remember, the exercises in this module are to prepare you for the final exam.

  1. Select a quotation from the novel that illustrates plot development and explain how the plot is expanding at that particular point.
  2. Select a quotation from To Kill a Mockingbird that depicts a social issue. Explain how and link it to a theme of the work.
  3. Select the quotation that has the most profound effect on the reader (you again) and explain why.
 
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Discussion: Physicians and Patients in Healthcare Marketing: Goals and Ethical Considerations

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For this discussion, you will consider the relationship between physicians and health organizations and examine how this informs healthcare marketing. You will also consider the role of the patient and customer and the ways in which they shop—or don’t shop—for healthcare, and you will examine how a healthcare organization’s marketing goals can most effectively target these individuals. In addition, you will determine the ethical considerations that need to be addressed when developing a marketing strategy that includes patients and physicians among its target audience.

To begin, review the module resources. Then, consider the difference between a patient and a customer and the role of physicians and patients in healthcare marketing. In your initial post, address the following:

  1. What are some of the ways that people shop—or don’t shop—for healthcare and medical care, and how can a healthcare organization’s marketing goals most effectively target these customers? Consider the SMART goal framework to support your response.
  2. How can the relationship between physicians and health organizations (think of the complex power structure in hospitals) pose challenges to decision making in healthcare marketing?
  3. What do you think are the most important ethical considerations that a healthcare organization must address when developing a marketing strategy for its patients and its physicians? Consider the methods for ethical decision-making you studied in Module Three.

In responding to your classmates, do you agree or disagree with their conclusions? Why or why not? What considerations did they discuss that you perhaps had not thought of? What suggestions can you provide your peers to help them further develop their conclusions?

 
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What are the differences between Threats and Vulnerabilities?

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1.  What are the differences between Threats and Vulnerabilities?

2.  How does Risk information change depending on different decision-makers?  Describe one scenario and explain how different decision-makers (e.g., a facility manager, a governor, a public health official, or a federal infrastructure protection official, etc.) would have different needs for inputs and outputs.

3.  What are the benefits of risk-based approaches?  When might an examination of only one risk factor be appropriate for decision-making? And, when might only reviewing one risk factor lead to poor results?

500 words

APA format

3 sources

Reading Material

·  DHS. (2011, April). Risk Management Fundamentals: Homeland Security Risk Management Doctrine, 1-15.  https://www.dhs.gov/xlibrary/assets/rma-risk-management-fundamentals.pdf

·  Kaplan, S. & Garrick, J. (1981). On the Quantitative Definition of Risk, 1-9.

·  Stern, P. & Fineberg, H. (1996, June). Understanding Risk: Informing Decisions in a Democratic Society. Chapters 1-2.  http://www.nap.edu/openbook.php?isbn=030905396X

·  Committee to Review the Department of Homeland Security’s Approach to Risk & National Research Council of the National Academies. (2010). Review of the Department of Homeland Security’s approach to risk analysis. Washington, D.C.: National Academies Press.

·  http://www.fema.gov/pdf/government/grant/2011/fy11_hsgp_risk.pdf

·  Testimony before Congress on TSA Risk Based Security Efforts. (2013, April 11).TSA’S Efforts to Advance Risk-Based Security: Stakeholder Perspectives. https://homeland.house.gov/hearing/tsas-efforts-advance-risk-based-security-stakeholder-perspectives/

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Health Assessment

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Topic: Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

 

The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

Include the following in your presentation:

  1. Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
  2. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
  3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
  4. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
  5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.
  6. In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored
 
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BUS600 WEEK 6 DISCUSSIONS 1&2

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DISCUSSION :1 In a 250-300 word response, analyze how communication in groups differs from individual communication. Are there unique challenges to communicating with groups? Provide examples. Use at least one resource to support your key points

DISCUSSION : 2  In a 250-300 word response, describe how you would build rapport with your audience in a business presentation. What motivational strategies have you used in the past that were successful or what strategies have you seen speakers use that were effective? Use at least one resource to support your key points

 
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Writing summary of an article

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Requirements:

1. Title, author, publication date, and link to article provided.

2. An original summary (200-250words), touching on key points of the article.

Grading:

Grading will be done on an all-or-none basis. There will be no partial points awarded. If your article summary contains all the necessary parts, you will receive credit for the article. However, if your article is missing any of the required components, no credit will be awarded.

 
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Discussion

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Indicators of Development

For this homework activity, you will find and compare indicators of development (measures of development) for your four selected countries. Compile your table and written discussion into a single document (Save as a PDF file type), and submit via the “Week 8 HW (Development)” assignment in Canvas.

Below are 15 different indicators of development; most were discussed in class or in the textbook.  Create a table with these indicators for all four of your selected countries. You can find all of them at the United Nations: Global Human Development Indicators website http://hdr.undp.org/en/countries.

Then, in a brief paragraph or two, discuss the differences/similarities of these indicators across your four countries. Do you see interesting patterns, or any unexpected outcomes?  If relevant, you can discuss these findings in relation to items you compiled in previous weeks.

Indicators to compile:

Human Development

  • Human Development Index (HDI)
  • Rank, Human Development Index
  • Gross national income (GNI) per capita (2011 PPP $)
  • Life expectancy at birth (years)
  • Expected years of schooling (years)
  • Expected years of schooling, female (years)

Inequality

  • Inequality-adjusted HDI (IHDI)
  • Income inequality, Gini coefficient
  • Population living below income poverty line, PPP $1.90 a day (%)

Gender

  • Gender Development Index (GDI)
  • Gender Inequality Index (GII)
  • Adolescent birth rate (births per 1,000 women ages 15-19)
  • Share of seats in parliament (% held by women)
  • Labour force participation rate (% ages 15 and older), female

Other

  • CO2 (carbon dioxide) emissions, per capita
 
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