RECOGNISE HEALTHY BODY SYSTEMS

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

• Your skills and knowledge using written and observation activities that apply to your workplace.
• Your ability to apply your learning.
• Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit. RECOGNISE HEALTHY BODY SYSTEMS

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process.  Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

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The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment. RECOGNISE HEALTHY BODY SYSTEMS

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. RECOGNISE HEALTHY BODY SYSTEMS

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately.  To do this they need to:

• Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
• Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
• Ensure that their own qualifications are current.
• When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
• When required, ensure supervisors and students sign off on third party assessment forms or third party report.
• Follow the recommendations from moderation and validation meetings. RECOGNISE HEALTHY BODY SYSTEMS

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example: RECOGNISE HEALTHY BODY SYSTEMS

Type of Answer	Answer Guidelines
Short Answer	4 typed lines = 50 words, or 5 lines of handwritten text
Long Answer	8 typed lines = 100 words, or 10 lines of handwritten text =   of a foolscap page
Brief Report	500 words = 1 page typed report, or 50 lines of handwritten text = 1 foolscap handwritten pages
Mid Report	1,000 words = 2 page typed report 100 lines of handwritten text = 3 foolscap handwritten pages
Long Report	2,000 words = 4 page typed report 200 lines of handwritten text = 6 foolscap handwritten pages

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State RECOGNISE HEALTHY BODY SYSTEMS

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method	Satisfactory Result	Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions	All questions answered correctly	Incorrect answers for one or more questions
	Answers address the question in full; referring to appropriate sources from your workbook and/or workplace	Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report	Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator	Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity	The assessor will mark the activity against the detailed guidelines/instructions	Does not follow guidelines/instructions
	Attachments if requested are attached	Requested supplementary items are not attached
	All requirements of the written activity are addressed/covered.	Response does not address the requirements in full; is missing a response for one or more areas.
	Responses must refer to appropriate sources from your workbook and/or workplace	One or more of the requirements are answered incorrectly. Does not refer to or utilise appropriate or correct sources of information
Observation	All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level	Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study	All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.	Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly.  One or more questions are answered incorrectly.
	Answers address the question in full; referring to appropriate sources from your workbook and/or workplace	Answers do not address the question in full; do not refer to appropriate sources.

 

 

Assessment cover sheet

Assessment Cover Sheet
Student’s name:
Assessors Name:			Date:
Is the Student ready for assessment?			Yes	No
Has the assessment process been explained?			Yes	No
Does the Student understand which evidence is to be collected and how?			Yes	No
Have the Student’s rights and the appeal system been fully explained?			Yes	No
Have you discussed any special needs to be considered during assessment?			Yes	No
The following documents must be completed and attached
o  Written Activity Checklist The student will complete the written activity provided to them by the assessor. The Written Activity Checklist will be completed by the assessor.			S	NYS
o  Observation / Demonstration The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit. The Observation Checklist will be completed by the assessor.			S	NYS
o  Questioning Checklist The student will answer a range of questions either verbally or written. The Questioning Checklist will be completed by the assessor.			S	NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome                                          oCompetent                   oNot yet Competent
Student Signature:		Date:
Assessor Signature:		Date:

written activity

For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each task must be 500 words minimum in length.

1. List the major body systems and then, using the correct terminology; describe the normal structure, function and location and interrelationships of each of the major body systems. Also evaluate how the relationships between different body systems affect and support healthy functioning. This should include:
   1. Body regulation including:
      1. Maintenance of body temperature
      2. Fluid and electrolyte (including PH) balance

• Elimination of wastes from the body

1. Maintenance of blood pressure RECOGNISE HEALTHY BODY SYSTEMS

i.        Maintenance of body temperature Skin protects the body, helps to hold it together and helps regulate temperature – so too does the skeleton which contributes, along with muscles and ligaments, to movement and to the manufacture of the blood cells essential for life. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system also maintains body temperature. Blood vessels help maintain a stable body temperature by controlling the blood flow to the surface of the skin. Blood vessels near the skin’s surface open during times of overheating to allow hot blood to dump its heat into the body’s surroundings. In the case of hypothermia, these blood vessels constrict to keep blood flowing only to vital organs in the body’s core.

 

1. Protection from infection

The immune system is a network of cells, tissues and organs that work together to attack any pathogens that try to enter your body. The human body is a perfect host for bacteria, parasites and fungi, which cause infection. If any of these organisms gain entry to the body, the immune system works to destroy them and rid your body of illness. Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others. This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin and using protection (like gloves or condoms) when you might be at risk of catching an infection. Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash hands: RECOGNISE HEALTHY BODY SYSTEMS After using the toilet  Before making or eating food  After handling dogs or other animals  If you have been around someone who is coughing or has a cold.

 

1. Physical activity – active and passive

Developed by Enhance Your Future Pty Ltd 56 HLTAAP001 Recognise healthy body systems Version 1.1 Course code and name TOPIC 2 – RECOGNISE AND PROMOTE WAYS TO SUPPORT HEALTHY FUNCTIONING OF THE BODY REVIEW FACTORS THAT CONTRIBUTE TO MAINTENANCE OF A HEALTHY BODY Achieving and maintaining health is an ongoing process, shaped by both the evolution of health care knowledge and practices as well as personal strategies and organized interventions for staying healthy known as Lifestyle Management.39 PERSONAL HEALTH Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others. The information gleaned from personal observations of daily living – such as about sleep patterns, exercise behaviour, nutritional intake, and environmental features – may be used to inform personal decisions and actions (e.g., “I feel tired in the morning so I am going to try sleeping on a different pillow”), as well as clinical decisions and treatment plans (e.g., a patient who notices his or her shoes are tighter than usual may be having exacerbation of left-sided heart failure, and may require diuretic medication to reduce fluid overload). Personal health also depends partially on the social structure of a person’s life. The maintenance of strong social relationships, volunteering, and other social activities have been linked to positive mental health and even increased longevity. One American study among seniors over age 70, found that frequent volunteering was associated with reduced risk of dying compared with older persons who did not volunteer, regardless of physical health status. Another study from Singapore reported that volunteering retirees had significantly better cognitive performance scores, fewer depressive symptoms, and better mental well-being and life satisfaction than non-volunteering retirees. Prolonged psychological stress may negatively impact health, and has been cited as a factor in cognitive impairment with aging, depressive illness, and expression of disease. Stress management is the application of methods to either reduce stress or increase tolerance to stress. Relaxation techniques are physical methods used to relieve stress. RECOGNISE HEALTHY BODY SYSTEMS 39 http://healthiswealthworld.blogspot.com.au/p/role-of-science-in-health.html

 

 

2. Create a “Healthy Body Maintenance” fact sheet or handout that would be appropriate to put in the waiting room at a local health service. This fact sheet/handout should be a minimum single sided, or maximum a double sided A4 information sheet. It should include information on:
   1. Body regulation

Body regulation including:  Maintenance of body temperature: Regulation: The cardiovascular system is instrumental in the body’s ability to maintain homeostatic control of several internal conditions. Blood vessels help maintain a stable body temperature by controlling the blood flow to the surface of the skin. Blood vessels near the skin’s surface open during times of overheating to allow hot blood to dump its heat into the body’s surroundings. In the case of hypothermia, these blood vessels constrict to keep blood flowing only to vital organs in the body’s core.  Fluid and electrolyte (including PH) balance: Blood also helps balance the body’s pH due to the presence of bicarbonate ions, which act as a buffer solution. Finally, the albumins in blood plasma help to balance the osmotic concentration of the body’s cells by maintaining an isotonic environment  Elimination of wastes from the body: The digestive system is responsible for transforming food into energy. The food enters the digestive system; absorption takes place, and the food is transformed into enzymes, glucose and nutrients that the body uses as energy. The excretory system includes the kidneys, which filter wastes and purify the blood. This waste is transformed into urine and flows down two tubes, called ureters, which deliver the urine to the bladder. The urinary bladder is a large structure, similar to a sack, which collects the urine and then releases when full. The urine travels out of the body through a hole called the urethra.  Maintenance of blood pressure: RECOGNISE HEALTHY BODY SYSTEMS

 

1. Protection from infection

Good personal hygiene one of the most effective ways we have to protect ourselves and others from illness is good personal hygiene. This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin and using protection (like gloves or condoms) when you might be at risk of catching an infection. Personal hygiene, such as bathing, is very much dependent on the culture in which you live. In some cultures, it is expected that you will wash your body at least every day and use deodorants to stop body smells. Other cultures have different expectations Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash your hands:  After using the toilet  Before making or eating food  After handling dogs or other animals  If you have been around someone who is coughing or has a cold Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others. RECOGNISE HEALTHY BODY SYSTEMS

 

1. Active and passive exercise (the benefits of both)

‘Active exercise’ is a term commonly used by medical, rehabilitation and fitness centres. ‘Exercise’ is that which an individual does using one’s own strength or energy. Active exercises involve conditioning, strengthening, flexibility and functional training. Passive range of motion exercises help keep a person’s joints flexible. Range of motion is how far the person’s joints can be moved in different directions. The exercises help you move all the person’s joints through their full range of motion. Passive exercise: Movement of the body, usually of the limbs, without effort by the patient. The patient is passive. https://en.m.wikipedia.org/wiki/Range_of_motion Passive exercises are also known as passive range of motion (ROM) exercises; and your range of motion includes how far you can move your joints in different directions. These exercises are considered passive because you don’t exert any effort. Instead, someone helps you move your muscles and joints through their full range of motion for you. Active exercises involve your physical effort exerted into muscular activity. These exercises can include active range of motion, like self-stretching, or general stroke rehabilitation exercises where you move your muscles through therapeutic movements. As long as you’re doing the exercises yourself, it’s active exercise.   During stroke recovery, active rehab exercises help strengthen the neural pathways in your brain that enable you to perform the movement. https://www.flintrehab.com/2015/active-vs-passive-exercises-during-rehab/ RECOGNISE HEALTHY BODY SYSTEMS

 

written/verbal QUESTIONS

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. These answers should be written as a brief report of 500 words = 1 page typed report, or 50 lines of handwritten text = 1^1⁄2 foolscap handwritten pages.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

1. Why is it necessary for health workers to use and understand accepted health terminology to describe the normal structure, function and location of the major body systems? RECOGNISE HEALTHY BODY SYSTEMS

As health workers you need to be able to use accepted terminology for several reasons:  Nurses, doctors, and pharmacists went to different schools and need to be able to effectively communicate with each other without ambiguity and confusion  Imprecise terminology can lead to confusion or incorrect assumptions. Many specialists and members of the health care team will process the paperwork of a single patient during a single hospital stay. It is imperative that they all understand what the true situation is.  Some terms are simply not acceptable anymore. For example, it is not correct to refer to someone as “mentally retarded” anymore. It is not acceptable to refer to homosexuality as a “disease” anymore. This has important implications for patient perceptions and treatment options. As health care workers, you work to improve, support or benefit the physical and psychological wellbeing of the clients you work for and meet their needs. Health care workers can, therefore, be: RECOGNISE HEALTHY BODY SYSTEMS  Nurses  Nutritionists or dietitians  Community service workers  Medical practitioners/ advisers  Leisure and recreational activity providers  Councilors  Psychologists  Therapists  Physical trainers They might work in the following fields:  Disability  Ageing  Alcohol and other drugs  Education  Palliative care  Fitness  Leisure and recreation  Therapy service areas, e.g., physiotherapy, podiatry, etc.  Children’s services  Youth services In most roles it is necessary for the health care worker to have at least a rudimentary understanding of a range of medical and health terminology and an understanding of the problems or issues that can impact on people’s physical and psychological health. They should understand anatomy and physiology so they can recognise body systems and their components. This will aid in identifying healthy body systems and those systems that are not functioning well. It is necessary that health workers have a basic understanding of the fundamental principles of maintaining a healthy body, because by knowing that, they will be able to continue working and at same time keep a healthy body throughout their lives. But that basic information is valid not only to workers but also to everyone, from teens to elderly people RECOGNISE HEALTHY BODY SYSTEMS

 

2. What are the 10 human body systems and what do they include?

Health care workers will need to have basic knowledge of the human body systems: It is important that health care workers also have an understanding of the human bodies special senses, these are – smell, taste, vision, equilibrium and hearing.

 

3. What are 8 things that should be considered in maintaining a healthy body?

Health workers who provide advice and care for clients/ patients must have a clear understanding of what comprises a healthy body and of the measures that need to be taken to ensure that the body remains healthy. In essence, good health can be maintained through healthy eating, reasonable amounts and types of exercise, a good balance between work and recreation activities, moderation with regard to drinking alcohol, not smoking cigarettes or consuming illicit drugs, participation in appropriate leisure activities, maintaining good psychological health, managing effective hygiene and cleanliness RECOGNISE HEALTHY BODY SYSTEMS

 

4. What are the 3 functions of the cardiovascular system?

The cardiovascular system’s central organ is the heart, which pumps blood to the different parts of your body. The blood travels from the heart to the lungs, where the respiratory system supplies the blood with oxygen. You inhale air through your nose or mouth; it passes through your pharynx, larynx, trachea and finally to the lungs, where it diffuses in the blood through the alveoli. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system has many functions that include the removal of waste products, transport of nutrients, help fight against diseases, maintain body temperature and responsible for the circulation of the blood throughout the body. The cardiovascular systems stabilises the body and maintains health, it is the most system in the body, and it keeps the rest of the systems running smoothly RECOGNISE HEALTHY BODY SYSTEMS

 

5. Discuss four ways to keep healthy.

Exercise: Hygiene: Healthy  eating Psychological wellness:

 

6. How do the Skeletal, Muscular, Cardiovascular and Respiratory system co-operate to allow the body to function properly and enable movement?

All body systems work together in a delicate balance to maintain the body in optimal health. The Skeletal, Muscular, Cardiovascular and Respiratory system have their own job in the body however they co-operate together to allow the body to function properly and enable movement. The Skeletal System provides support and creates a framework for the body, without the structure of bones our body would collapse. The bones protect internal organs of the cardiovascular and respiratory systems as well as fragile body tissues. The Respiratory system benefits bone marrow which produces red blood cells for the body. The muscular system has many different functions; the system protects the body’s internal organs, maintains posture and ensures the production of heat. The muscles provide the forces that enable the body to move. The skeletal system provides a bone structure for the muscles to attach tendons and ligaments, allowing movement of the body. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system has many functions that include the removal of waste products, transport of nutrients, help fight against diseases, maintain body temperature and responsible for the circulation of the blood throughout the body. The cardiovascular systems stabilise the body and maintains health, it is the most system in the body, and it keeps the rest of the systems running smoothly. Although each body system has its own function, they all interrelate with each other and help sustain a healthy body. RECOGNISE HEALTHY BODY SYSTEMS

 

 

 

 

 

 

 

 

Community Teaching Work Plan Proposal

Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues Community Teaching Work Plan Proposal
   

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Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form. Community Teaching Work Plan Proposal

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Please refer to the directions in the Student Success Center Community Teaching Work Plan Proposal

Nursing A Profession

write a 200 word message discussion . 100 word each question. must use the information from the chapter attached.

1- discuss whether nursing is a profession or an occupation. What can current and future nurses do to enhance nursing’s standing as a profession?

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2- Select one of the middle range theories derived from a grand nursing theory and one derived from a non-nursing theory. Analyze both for ease of application to research and practice.

Discussion: Cognitive Behavioral Therapy

Individual vs. Family CBT

Cognitive behavioral therapy is short-term psychotherapy that emphasizes the need for attitude change in order to maintain and promote behavior modification (Nichols, 2014). Cognitive behavior therapy (CBT) has been found to be effective in a broad range of disorders. CBT can be done as an individual treatment or in a family setting. Individual CBT has a broadly defined framework with an emphasis on harm-reduction, especially with clients that have anxiety and substance abuse (Wheeler, 2014).

Cognitive-behavioral therapy for families is also brief and is solution-focused. Family CBT is focused on supporting members to act and think in a more adaptive manner, along with learning to make better decisions to create a friendlier, calmer family environment (Nichols, 2014). An example from practicum is a male (T.M) that participates in individual CBT once a week and family CBT once a week. T.M is struggling with alcoholism. Discussion: Cognitive Behavioral Therapy

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He originally presented for individual CBT because he had been “told by his wife” that he had a problem with alcohol. He reported that he drank “a few vodka drinks” three times a week but none for six weeks. Individual CBT therapy is a collaborative process between the therapist and client that takes schemas and physiology into consideration when deciding the plan of care (Wheeler, 2014). We worked with him using open-ended questions to assist with obtaining cognitive and situational information.  He would become angry easily and it was a felt that he was not being truthful about his alcohol use. Each time he was questioned about it, the story would change. He attended two individual sessions and it was then recommended he begin family CBT with his significant other (S.M) because “things were not going well at home.”

With family CBT, cognitions, emotions, and behaviors are seen as having a mutual influence on one another (Nichols, 2014). The first session was stressful, to say the least. T.M began talking about his alcohol use. S.M interrupted and said, “what about that one-time last month at the hotel. You were seeing things.” He became defensive, raised his voice, and said, “I was drugged. It had nothing to do with drinking.” She then looked down and was tearful. When he left the room to use the bathroom, S.M questioned if he could be tested for alcohol. This led the therapist to believe that T.M’s last use was not six weeks ago. Discussion: Cognitive Behavioral Therapy

T.M’s automatic thoughts were that his alcoholism was not a problem in the marriage or in life. One of the core principles in using CBT for SUDs is that the substance of abuse serves as a reinforcement of behavior (McHugh et al., 2010). Over time, the positive and negative reinforcing agents become associated with daily activities. CBT tries to decrease these effects by improving the events associated with abstinence or by developing skills to assist with reduction (McHugh et al., 2010).

It was noticed that when T.M was alone, his stories would change. But when his wife was in the room, he would look at her while he spoke to ensure what he was saying was accurate. The therapist informed the client that it would be appropriate to continue individual therapy and family CBT once a week with the recommendation of joining the ready for change group. The CBT model for substance use states that, when a person is trying to maintain sobriety or reduce substance use, they are likely to have a relapse (Morin et al., 2017). Discussion: Cognitive Behavioral Therapy

Ready for change meetings was recommended because like this week’s media showed, clients may relate to others that are going through similar situations. Getting T.M to realize that his alcohol use is a problem, is the primary goal currently. This example was shared because it shows the difficulties that may be encountered with psychotherapy and that both individual and family may be needed to ensure that goals are met. Some challenges that counselors face when using CBT in the family setting are wondering if the structure of the session and if the proper techniques were effective (Ringle et al., 2015). Evaluating and consulting with peers may also assist with meeting client and family goals. Discussion: Cognitive Behavioral Therapy

References

McHugh, R. K., Hearon, B. A., & Otto, M. W. (2010). Cognitive behavioral therapy for substance use disorders. The Psychiatric clinics of North America, 33(3), 511-25. doi:10.1016/j.psc.2010.04.012

Morin, J., Harris, M., & Conrod, P.  (2017, October 05). A Review of CBT Treatments for Substance Use Disorders. Oxford Handbooks Online. Ed.  Retrieved fromhttp://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935291.001.0001/oxfordhb-9780199935291-e-57.

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

Patterson, T. (2014). A Cognitive-Behavioral Systems Approach to Family Therapy. Journal of Family Psychotherapy, 25(2), 132–144. https://doi-org.ezp.waldenulibrary.org/10.1080/08975353.2014.910023

Ringle, V. A., Read, K. L., Edmunds, J. M., Brodman, D. M., Kendall, P. C., Barg, F., & Beidas, R. S. (2015). Barriers to and Facilitators in the Implementation of Cognitive-Behavioral Therapy for Youth Anxiety in the Community. Psychiatric services (Washington, D.C.), 66(9), 938-45. doi:10.1176/appi.ps.201400134

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to

guide for evidence-based practice. New York, NY: Springer. Discussion: Cognitive Behavioral Therapy

POST 2

 

Cognitive Behavioral Therapy is one of the most effective psychotherapy approaches, whether it be used in group, family, or individual treatment. It is important to understand the purpose of it what its process consists off. It can be used to treat different mental health conditions, ranging from addiction to more severe illnesses. Its approach is to work with the patient into strategizing ways to change unhealthy thoughts and behaviors. Throughout the process, the patient not only learns solving skills, but also to re-evaluate and learn how to understand other’s perspectives, skill that helps build their confidence.

Some believe group therapy is more effective than individual therapy, as established by Kellett, Clarke, and Matthews (2007, p. 211). It has been established that CBT in general can be effective, but based on the Johnson Family Session video, it leads me to believe that either group/family or individual would be effective depending on the condition that is being treated. It is clear from the video that the girl who had been sexually assaulted at the fraternity does not believe talking or sharing her experience, even if it is with other girls who went through the same experience, will help in any way. She still has some internal issues that need to be addressed individually in order to make progress and get her to a place where she can participate in group/family therapy with an awareness that it will help her and purpose to it. Another important aspect of having a client be committed to the treatment is that research has showed “Poor compliance can adversely affect the remaining group members who may become worried or insecure” (Söchting, Lau, Ogrodniczuk, 2018, p. 185)Discussion: Cognitive Behavioral Therapy.

An example during practicum that supports my belief is the case of a terminally ill patient who had been recommended comfort care through hospice. She was ready to do so, understood and accepted her prognosis, but her daughters and husband were in denial. Every time they participated in a family session the patient held back on her wishes and verbalized whatever their wishes were as if they were her own. When treated as an individual client, she would express her concerns of not being able to “disappoint and abandon my family”. She had suffered all her life from anxiety, insecurities, severe depression, and low self-esteem. Those were issues that should have been addressed individually before she could fully engage in a family session in a healthy and productive way, if she would’ve had the time. CBT would have still been the choice of treatment for individual therapy for this client, as evidenced by Driessen et al. who stated it “is the psychotherapy method with the best evidence-base in the treatment of depression” (2017, p. 654). Not being fully engaged in the program, or believing the treatment will not help, or having other issues that need to be addressed on an individual basis, are all challenges presented in a family setting when relying on CBT Discussion: Cognitive Behavioral Therapy.

References

Kellett, S., Clarke, S., & Matthews, L. (2007). Delivering Group Psychoeducational CBT in

Primary Care: Comparing Outcomes with Individual CBT and Individual

Psychodynamic-Interpersonal Psychotherapy. British Journal of Clinical Psychology,

           46(2).

Söchting, I., Lau, M., & Ogrodniczuk, J. (2018). Predicting Compliance in Group CBT Using the

Group Therapy Questionnaire. International Journal of Group Psychotherapy, 68(2).

Driessen,E., Van, H. L., Peen, J., Don, F. J., Twisk, J. W. R., Cuijpers, P., & Dekker, J. J. M.

(2017). Cognitive-Behavioral Versus Psychodynamic Therapy for Major Depression:

Secondary Outcomes of a Randomized Clinical Trial. Journal of Consulting Clinical

Psychology, 85)7)Discussion: Cognitive Behavioral Therapy.

Assignment: The Nurse Leader As Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker. Assignment: The Nurse Leader As Knowledge Worker

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Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

• Review the concepts of informatics as presented in the Resources.
• Reflect on the role of a nurse leader as a knowledge worker.
• Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

• Explain the concept of a knowledge worker.
• Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
• Develop a simple infographic to help explain these concepts.

  NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.

• Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.  Assignment: The Nurse Leader As Knowledge Worker

hypothetical scenario originally shared in the discussion forum is:

Nursing, as with all other professional fields, has seen an amazing speed in which technological changes in the last 25 years.  Information systems provide limitless possibilities for learning and exploring, connecting and bringing the world to within reach.  For nursing, the widening range of available technology enables the opportunities for research and reform unproven clinical practices to evidence-based practices.  Nursing informatics is synthesis of nursing science, information science, computer science, and cognitive science for the purpose of managing, disseminating, and enhancing healthcare data, information, knowledge, and wisdom to improve collaboration and decision making provide high quality patient care; and advance the profession of nursing.( McGonigle & Mastrian, 2017).

Nursing Informatics also needs to stay updated on policies and processes, so they know how to correctly build them in the systems. Technology in hospitals are ever growing, which means that nursing informatics is just scratching the surface and will continue to grow over the year.  Assignment: The Nurse Leader As Knowledge Worker

Sweeny, 2017 define informatics as “the integration of healthcare sciences, computer science, information science and cognitive science to assist in the management of healthcare information” (p. 223). The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account.  Assignment: The Nurse Leader As Knowledge Worker

According to Nagle et al,(2017) Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. Using The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data.  Assignment: The Nurse Leader As Knowledge Worker

A clarified scenario is patient admission to the hospital, patients with a medical or surgical condition may not be identified as having a substance abuse problem. Nurses need to be able to recognize alcohol withdrawal syndrome and start appropriate interventions within the first 24 hours. Otherwise, such complications as seizures and substance withdrawal delirium may arise.  Most hospitals have implemented this practice by including it in initial nursing assessments by checking the vital signs every three hours. But because not all patients are identified on admission as having the potential for alcohol withdrawal, you must stay alert for signs and symptoms. These may arise 4 to 12 hours after the patient’s last drink and may emerge while the patient’s still intoxicated. Many patients with long-term alcohol dependence don’t allow their blood alcohol level (BAL) to drop below a comfortable level, so withdrawal may begin when BAL is still in the intoxication range.autonomic hyperactivity (such as sweating or a pulse faster than 100 beats/minute), increased hand tremor, insomnia, nausea or vomiting transient visual, tactile, or auditory hallucinations or illusions, psychomotor agitation, anxiety, grand mal seizures. Consider the rapid action on the patient, nurses relied on the immediate data and information that the patient as shown during the initial rapid assessment to deliver appropriate care to the patient. Message send to on call- doctors via telehealth. Using the technology like the pulse oximeter and blood pressure machine and breathalyzer with assist with the support of the delivery care. Assignment: The Nurse Leader As Knowledge Worker

References:

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

National Institute on Alcohol Abuse and Alcoholism; National Institutes of Health. Helping Patients Who Drink Too Much: A Clinician’s Guide and Related Professional Support Resources. www.niaaa.nih.gov/Publications/EducationTrainingMaterials/Pages/guide.aspx. Accessed May 15, 2012.

Nagle, L. M., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics Specialist. Studies In Health Technology And Informatics, 232, 212–221. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=28106600&site=eds-live&scope=site

Sweeney, J. (2017). Healthcare informatics.(1)Online Journal of Nursing Informatics, 21

Resources: Assignment: The Nurse Leader As Knowledge Worker

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)
• Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)
• Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)

Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).

Note: You will access this article from the Walden Library databases.

Rubric:

Develop a 5- to 6-slide PowerPoint presentation that addresses the following:
·   Explain the concept of a knowledge worker.
·   Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.–

Levels of Achievement:Excellent 32 (32%) – 35 (35%) The presentation clearly and accurately explains the concept of a knowledge worker.

The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.Good 28 (28%) – 31 (31%) The presentation explains the concept of a knowledge worker.

The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.

Includes: 2 peer-reviewed sources and 2 course resources.Fair 25 (25%) – 27 (27%) The presentation inaccurately or vaguely explains the concept of a knowledge worker.

The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.

Includes: 1 peer-reviewed sources and 1 course resources.Poor 0 (0%) – 24 (24%) The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.

The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.

Includes:  1 or fewer resources.Feedback: Assignment: The Nurse Leader As Knowledge Worker

·   Develop a simple infographic to help explain these concepts.–

Levels of Achievement:Excellent 14 (14%) – 15 (15%) The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.Good 12 (12%) – 13 (13%) The presentation provides an infographic that helps explain the concepts related to the presentation.Fair 11 (11%) – 11 (11%) The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.Poor 0 (0%) – 10 (10%) The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.Feedback:

·   Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.–

Levels of Achievement:Excellent 32 (32%) – 35 (35%) The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Good 28 (28%) – 31 (31%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Fair 25 (25%) – 27 (27%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.Poor 0 (0%) – 24 (24%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.Feedback: Assignment: The Nurse Leader As Knowledge Worker

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.Feedback:

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.Good 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.Poor 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Feedback: Assignment: The Nurse Leader As Knowledge Worker

Written Expression and Formatting – 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.–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors.Good 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors.Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors.Poor 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.Feedback: Total Points: 100  Assignment: The Nurse Leader As Knowledge Worker