Include whether this will translate into practice with your own client groups

/in /by

The Assignment. Cover all areas of the questions.

Select one of the articles from the Learning Resources to evaluate for this Assignment.

 

In a 6- to 10-slide PowerPoint presentation, address the following:

· Provide an overview of the article you selected, including answers to the following questions:

· What type of group was discussed?

· Who were the participants in the group? Why were they selected?

· What was the setting of the group?

· How often did the group meet?

· What was the duration of the group therapy?

· What curative factors might be important for this group and why?

· What “exclusion criteria” did the authors mention?

· Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why?

· Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

 

*My selected article*

Using Short-Term Group Psychotherapy as an Evidence-Based Intervention for First-Time Mothers at Risk for Postpartum Depression

Alma Faulkenberger is an 85-year-old female outpatient

/in /by

Alma Faulkenberger is an 85-year-old female outpatient sitting in the waiting room awaiting an invasive pelvic procedure. The health care professional who will assist in her procedure enters the room and calls “Alma.” There is no reply so the professional retreats to the work area. Fifteen minutes later the professional returns and calls “Alma Frankenberg.” Still no reply, so he leaves again. Another 15 minutes pass and the professional approaches Alma and shouts in her ear, “Are you Alma Frankenberg?” She replies, “No I am not, and I am not deaf either, and when you get my name correct I will answer you.”

Using the topic 1 materials, develop a plan to help Alma be compliant with the procedure and post-treatment medication. Also, describe the approach you would take to patient education in this case.

Choose one skin condition graphic

/in /by
  • Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
  • Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
  • Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
  • Consider which of the conditions is most likely to be the correct diagnosis, and why.
  • Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
  • Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
  • Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.

The Lab Assignment

  • Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
  • Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning

gap between current and desired performance

/in /by

Write an analysis, 4–5 pages in length, of the gap between current and desired performance, with respect to the provision of safe, high-quality patient care.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

SHOW LESS

As a nurse leader, you must be able to assess your organization’s ability to deliver safe, high-quality patient care. In so doing, you may be required to perform a gap analysis of a quality or safety issue as the first step in improving outcomes. Failure to meet benchmarks for safe and effective patient care can have reimbursement, regulatory, and legal consequences.

This assessment provides an opportunity to develop the knowledge, skills, and attitudes required to successfully implement changes that improve patient outcomes by:

  • Evaluating the current culture of an organization.
  • Performing an outcomes gap analysis.
  • Determining what changes are needed to bridge the gap.
  • Examining current thinking on this topic contained in the literature.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze quality and safety outcomes from an administrative and systems perspective.
    • Identify a systemic problem in an organization related to adverse quality and safety outcomes.
    • Propose specific practice changes within an organization that will improve quality and safety outcomes and bridge the gap between current and desired performance.
    • Prioritize proposed practice changes.
  • Competency 2: Determine how outcome measures promote quality and safety processes within an organization
    • Determine how proposed practice changes will foster a culture of quality and safety.
  • Competency 3: Determine how specific organizational functions, policies, processes, procedures, norms, and behaviors can be used to build reliable and high-performing organizations.
    • Determine how a particular organizational culture or hierarchy might affect or contribute to adverse quality and safety outcomes.
    • Justify necessary changes to particular organizational functions, processes, and behaviors that correct or mitigate adverse quality and safety outcomes.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
    • Communicate analysis data and information clearly and accurately, using correct grammar and mechanics.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

What approaches should we take in responding to a work of art

/in /by

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 2
  • Minimum of 1 scholarly source

Initial Post Instructions
If art lacks a clear definition, what criteria are used to determine what a work of art is? Please look at several works on any museum website to discuss what constitutes “art.” Some major museums include the Metropolitan Museum of Art, Art Institute of Chicago, or National Gallery of Art, or consider finding a local museum. The permanent collection is normally under the Collections link, but feel free to explore the entire website for your selection.

For the initial post, address the following:

  • What approaches should we take in responding to a work of art?
  • Select an example of art that fits your definition of art and provide an example of non-art (either from the site or in the world around you).
  • Determine how line, color, texture, and/or composition are part of your definition.

Define patient compliance and explain its importance in your field

/in /by

Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

  1. Define patient compliance and explain its importance in your field.
  2. Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.
  3. Compare compliance and collaboration.
  4. Compare and contrast patient education in the past with that practiced today.
  5. Explain the importance of professional commitment in developing patient education as a clinical skill.
  6. Explain the three categories of learning and how they can be used in patient education.
  7. List three problems that may arise in patient education and how they would be solved?
  8. List some methods of documentation of patient education.

Reflections on class

/in /by

WEEK 8

Let’s send off with fun farewells.

Step 1: If you like, find a quotation, image, or meme about communication that you think sums up the class well. You may also find of an example of poor communication to share with the class.

Step 2:  Determine which thread you should post in (see thread descriptions below) and make your initial post in that thread.

  • Thread 1 â€“ Student Last Name Beginning with A through F.   If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.
  • Thread 2 – Student Last Name Beginning with G through K.  If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.
  • Thread 3 â€“ Student Last Name Beginning with L through Q.  If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.
  • Thread 4 â€“ Student Last Name Beginning with R through Z.  If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.

Step 3:  Share the quotation, image, or meme about communication that you think sums up the class well, if you like.  Then provide feedback to help us continue improving the course. One way you can do this is to write a guide for future ENGL110 students.  If you were to put together such a guide, you could address some of these points: 

  • The most enjoyable parts of the class were…
  • The least enjoyable parts of the class were…
  • The parts of the class that were a bit confusing were…
  • The parts of the class that were very clear were…
  • Important things to keep in mind for success in this class are…
  • The places / people that can help students with the class are…
  • The ways the class will help students in the future are…

The final post should be conversational and informal as we all say goodbye to each other and help future students. Make it personal, and have some fun with the image, quotation, or meme of your choice.

Thanks for sharing your thoughts! 

Analysis Paper (week 7)

/in /by

WEEK 7

Assignment Instructions

Instructions:

Be sure to read the required reading for this week as it will help guide you through the process of analyzing a problem.  It is by Catherine Savini and is linked here as well as in the lesson’s Reading and Resources section.  “Looking for Trouble: Finding Your Way into a Writing Assignment”

“Problems are an expected part of life, and our ability to deal with them can help determine our personal and professional success,” according to Catherine Savini.  As you read her work, you see that problems are also good for writing students, as they can “motivate” good papers and help students formulate a strong thesis statement or argument.  Savini also notes that “Theses do not fall from the sky. Finding a rich problem can be a big step in the direction of developing a compelling thesis.” (56).

Looking at problems, then, is what you will do in this assignment. This analysis project requires you to tackle a problem within your field of study by first exploring and then recommending practical solutions to solve the problem.  Savini provides some great steps to take in working with problems:

 

1. Noticing;

2. Articulating a problem and its details;

3. Posing fruitful questions;

4. Identifying what is at stake.

 

Review the piece to see how these steps can help you with your problem analysis paper.

 

Example:

Noticing: A company faces a growing number of insurance claims from employees complaining of eye strain.

Articulating a problem and its details: The company recognizes the potential impacts from not acting, including the workers’ compensation claims, lowered productivity, and impacts on employee morale.

Posing fruitful questions:

  • To what degree is the lighting affecting employees?
  • Is the lighting the problem, or is the eye strain restricted to workers on a certain floor or area of the office building?
  • Could there be external factors affecting eye strain such as late nights at the office working on their projects?

Identifying what is at stake: The company recognizes that insurance claims can result in increased premiums; that lowered productivity can impact profits; and that lowered employee morale can impact productivity, quality, and retention.

 

After deciding on the problem you wish to tackle, begin building questions about it. You will find three attachments here to provide additional help in building your questions. Your goal for the analysis is to answer the questions through your sources. Finding multiple angles and perspectives is ideal so that you explore those possibilities in the final paper before settling on your recommendation.  Be sure to identify what is at stake here.

 

Part of the recommendation should include the counterargument and rebuttal to demonstrate you’ve considered the limitations and concerns of your solution and can still defend the recommendation regardless of potential weaknesses. Help the doubters understand that this really is the most feasible, objective, and sustainable solution.

  • PURPOSE:   To analyze a problem
  • AUDIENCE:   Classmates, others interested in the field
  • LENGTH:   1,000 words (Times New Roman font). Exceeding the word count is not a good thing.
  • SOURCES:   5 (five) sources total, with at least 1 (one) from a professional journal in the APUS Library (peer-reviewed)
  • FORMAT:   The citation style that is appropriate for your discipline
  • DUE:   SUNDAY 11:55 pm EST of Week 7
  • SUBMIT:   In ASSIGNMENTS submit your essay by uploading your Word file

Use only third person (he/she/they) for a more professional tone. Avoid first person (I, my, us, we) and second person (you and your) in your essay.

**Remember that all work submitted is to be your own original work except where properly acknowledged and cited. Do not reuse work, papers, or speeches from previous (or concurrent) classes as this violates APUS academic integrity policies. (Make sure to note the section on self-plagiarism.) **

Supporting Materials

Position Paper Outline

/in /by

WEEK 5

Forum Objective: Create an outline for your Week 5 position paper.

In week 5, you will be submitting a position paper. In this forum, create and post your outline, concept map, or other visual representation for that essay.   Then provide feedback to your peers about their outlines.

 

Forum Objective: Create an outline for your Week 5 position paper.

In week 5, you will be submitting a position paper. In this forum, create and post your outline, concept map, or other visual representation for that essay.   Then provide feedback to your peers about their outlines.

Step 1: Read the article  “How to Read Like a Writer,” which is linked here. The author provides good advice on how to look at the writing of others, focusing on what decisions the writers made.  The tips here will help you as you assess your peers’ outlines in this forum, as well as help you build a strong thesis and outline for your position paper.

Step 2:  Post the outline of your week 5 position paper.  To receive full credit, the outline must contain the following:

  • Thesis statement,
  • Topic sentences, and
  • Supporting points for each topic sentence.  

Remember your thesis statement should be a single complete sentence, not a question. Your paragraphs should support that thesis statement. Your purpose in the essay is to persuade.

Please do not make your initial post as an attachment or link.  I may process the forum in Turnitin and attachments cannot be processed.

Writing Counterargument and Rebuttal Paragraphs

/in /by

WEEK 6

Forum Objective: Learn how to write a counterargument/rebuttal paragraph for the week 7 analysis paper. Learn to analyze both sides of an issue.

In week 7, you will be submitting a problem analysis paper.  Your in-depth analysis may involve your looking at your position on an issue, but also at the opposing position, the view that is the opposite of yours.  This week you will practice looking at the opposing view, recognizing its strengths, and pointing out its weaknesses. One result of this process is that you will most likely feel more confident about your stance, as you have thought about and prepared responses to objections that you might face.

Step 1: Start by reading “On the Other Hand: The Role of Antithetical Writing in First Year Composition Courses,” which is linked here.

Step 2:  Determine which thread you should post in (see thread descriptions below) and make your initial post in that thread.

  • Thread 1 â€“ Student Last Name Beginning with A through F.   If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.
  • Thread 2 – Student Last Name Beginning with G through K.  If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.
  • Thread 3 â€“ Student Last Name Beginning with L through Q.  If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.
  • Thread 4 â€“ Student Last Name Beginning with R through Z.  If your last name begins with one of these letters, make your initial post as a response to my post here, addressing the items spelled out above. Do not start your own thread.

Step 3: Considering the principles explored in this article, as well as lesson materials previously covered, write two (2) paragraphs for the paper you just finished (the week 5 position paper).  First post your thesis statement (a single sentence that is not a question) in bold; then post your counterargument paragraph and rebuttal paragraph for your persuasion paper that you just finished.

  1. One paragraph will be the antithetical paragraph, offering a view that opposes yours. This is your counterargument paragraph.Ease your reader into the paragraph. Maintain your identity as the writer who supports your stance.You might start your counterargument something like this, “There are some who feel this view on ________ is flawed.They say that _________ …”
  2. The second paragraph will be the reinforcement of your thesis, addressing the objections identified in the counterargument paragraph.  This is your rebuttal. Make the transition from counterargument to rebuttal a smooth one. You can use wording like this to get into your rebuttal: “While some objections have been made regarding _________, the case for _________ is still a strong one.”

As you move into the week 7 paper, remember these principles of examining a viewpoint that is the opposite of your own. Your problem analysis paper in week 7 may be stronger by recognizing solutions other than the one you are suggesting. Looking at those solutions and then explaining why yours is preferred is one way to give you more credibility.  

Sample Initial Student Post

Thesis: Food from McDonalds is good for one’s health because McDonalds serves fish sandwiches, chicken sandwiches and nutritious salads.

Counterargument paragraph (state what the other side thinks)

McDonalds serves unhealthy food because McDonalds’ main sales are high calorie drinks, fatty hamburgers, and oily French fries. Only a small minority of total McDonalds’ sales are healthy, such as salads and fish sandwiches. In addition, McDonalds hamburgers are 1,000 calories per serving….

Rebuttal paragraph (refute the counterargument)

It may be true that McDonalds sells unhealthy hamburgers; however, McDonalds’ salads contain lettuce, spinach, tomatoes, and other healthy ingredients. Leafy green vegetables have antioxidants that help fight inflammation, heart disease and cancer. Eating McDonalds’ salads is good for one’s health….…