Assessing and managing the patient and his or her family

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WEEK 9

Assignment Practicum Journal Entry: Pediatrics

1). Reflect on a PEDIATRIC Patient (CHILD or ADOLESCENSE)  who presented with gastrointestinal disorders during your Practicum experience.

2). Describe your experience in assessing and managing the patient and his or her family.

3). Include details of your “aha” moment in identifying the patient’s disorder.

4). Then, explain how the experience connected your classroom studies to the real-world clinical setting.

NOTE:  If you did not have an opportunity to evaluate a patient with this background during the last 9 weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences.

NOTE: This paper is on a child; not an ADULT patient.

WRITE a 1 (one) PAGE PAPER.

–Due Saturday 4/28/17; before Midnight

—Must have Nursing background to take this job.

–Deliver scholarly written material not high school stuff I saw.

—APA format with at least 3-4 references on your topic of choice.

—All references cited on paper and must be within 5 years old.

— Must be original and FREE OF PLAGIARISM.

NOTE: Each paper is run through Turn-it- in

Social Work Research: Couples Counseling

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Social Work Research: Couples Counseling

Kathleen is a 37-year-old, Caucasian female of Irish descent, and her partner, Lisa, is a 38-year-old, Caucasian female with a Hungarian ethnic background. Kathleen reports that she has a long family history of substance use but has never used alcohol or drugs herself. She does not have a criminal history and utilized counseling services 10 years ago for family issues regarding her father’s alcohol use. Kathleen works as a nurse in a local hospital on the cardiac floor where she has been employed for 8 years.

Lisa reports experimenting with substances during college. She currently drinks wine on occasion. Lisa does not have a criminal history. Lisa has had many jobs and stated that she was unable to find her niche until recently when she took out a loan and opened a small Hungarian restaurant serving her grandmother’s recipes. Her restaurant has been open 1 year. Lisa reports that while she enjoys the work and has found her niche, she must work constantly to be successful, and she is worried the business might fail. Social Work Research: Couples Counseling

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Kathleen and Lisa have been together for over 15 years. They have a close group of friends and see their families on major holidays. They came to outpatient counseling at a nonprofit agency to examine the possibility of starting a family together. They were both feeling ambivalent about it, and it had been the source of more than a few arguments, so they decided to come to counseling to address their concerns in a more productive way. They said they chose this agency because it was recognized as lesbian, gay, bisexual, and transgender (LGBT) friendly. They asked about my sexual orientation and my history because they were concerned about my level of experience working with the issues they were presenting.

I thanked Kathleen and Lisa for sharing this concern, and I informed them of various programs I had worked in within the agency, including supportive services for LGBT youth in schools and in the community. I also shared our agency philosophy and mission, which includes outcome measures and engaging clients in feedback to evaluate practice.

I explained the tools we used to measure outcomes. The first form measures how each of them are feeling with regard to their life and current circumstances. There are four different scales to measure aspects of their lives, such as social, family, emotional health, etc. I also provided the chart on which I score the scales and track progress. I explained that the purpose was to see where they began to demonstrate progress with the work we were doing. Social Work Research: Couples Counseling

The second form measures how well I am providing treatment. I demonstrated the four scales that measure if the client feels heard and understood and if we addressed in session what they wanted to. I explained that this should address their concern about my ability to assist them. Because we would be evaluating both how they felt and how the sessions were going each week, we could make adjustments on treatment and delivery style.

I informed Kathleen and Lisa that both measurement tools were obtained from the National Registry of Evidence-Based Programs and Practices. We use these tools in the agency to assess the experience of the client and whether the goals of treatment are being achieved. Lisa questioned how the information would be used, and I told them that this information would be shared with them weekly and would only be in their chart. Social Work Research: Couples Counseling

Lisa and Kathleen came every week for 15 weeks. In that time, we charted each week using both tools. The chart demonstrated significant progress and then began to level off. During that time, Kathleen and Lisa worked on effective communication strategies to discuss the presenting issues. The arguments had become less frequent and shorter in duration as both Kathleen and Lisa learned to appreciate the other’s perspective. They expressed that some members of their families of origin were not supportive of their sexual orientation, and this was the main challenge for them as a couple. They were able to identify their strengths and not let family or societal opinions inform how they wanted to live. They were able to see that this was their decision.

During treatment there were times when the measurement tool indicated that they felt we were not connecting on certain issues. As I could pinpoint when that was and the topic we discussed, we were able to address it in the next session to clarify and get back on track. Social Work Research: Couples Counseling

References

 Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012). Research methods for social workers (7th ed.). Upper Saddle River, NJ: Allyn & Bacon.

Chapter 5 (pp. 100–118) Social Work Research: Couples Counseling

 

Assignment 2: Agency Presentation

 

Various agencies contribute to the social services offered in social work practice. Although the goal of many social work agencies may appear the same—to offer social services to clients who need them—each agency provides a unique approach or opportunity to deliver those needs.

 

As a future social worker, understanding the position of your agency in reference to the world of social work practice might provide valuable perspectives for applying your professional skills.

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For this Assignment, research the agency you are working with for your field education experience. Examine the characteristics of your agency in reference to the field of social work and the types of services offered to clients.

 

The Assignment (8–10 PowerPoint slides):

Create an Agency (military mental health clinic) PowerPoint Presentation that includes the following:

 

o   A definition of the characteristics of the population(s) served by your agency: (Serve the military population)

 o   A description of the sources of funding for your agency: (Funded through the Department of Defense)

 o   An explanation of the agency’s mission statement and a comparison to your agency learning agreement: (Agency mission statement is to “deliver human weapon systems to combatant commanders)

 o   A description of the organizational structure of your agency

Support your Assignment with specific references (3-4) to the resources. Be sure to provide full APA citations for your references.

Mctighe, J. P. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39(3),301–307 Social Work Research: Couples Counseling.

 

 

Assignment: Introduction to Research Proposals

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Assignment: Introduction to Research Proposals

Just because you thought of an interesting research question and have a desire to conduct research does not mean that your research will automatically be supported by faculty or funded by an organization. In order to gain stakeholder approval, you must submit a research proposal. Much like an outline of a paper or a treatment of a movie script, the research proposal contains several parts that begin with a research question and end with a literature review. For this Assignment, you compile a research proposal that includes a research problem, research question, and a literature review Assignment: Introduction to Research Proposals.

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For this Assignment, choose between the case studies entitled “Social Work Research: Couple Counseling” and “Social Work Research: Using Multiple Assessments.” Consider how you might select among the issues presented to formulate a research proposal.

Be sure to consult the outline in Chapter 14 the Yegidis et al. text for content suggestions for the sections of a research proposal. As you review existing research studies, notice how the authors identify a problem, focus the research question, and summarize relevant literature. These can provide you with a model for your research proposal.

Submit a 5-page research proposal stating both a research problem and a broad research question (may be either qualitative or quantitative)Assignment: Introduction to Research Proposals.
 
·      Use 8-10 of the most relevant literature resources to support the need for the study, define concepts, and define variables relevant to the question.
 
·      Include a literature review explaining what previous research has found in relation to your problem and question.
 
·      The literature review should also include a description of methods used by previous researchers.
 

·      Finally, be sure to explain how your proposed study addresses a gap in existing knowledge Assignment: Introduction to Research Proposals.

 

 

Case Study Traumatic Stress Disorder

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Case Study Traumatic Stress Disorder

Jake is a 31-year-old married veteran, he experienced and witnessed a traumatic event on a deployment to Iraq one year ago. Jake is currently taking the medication Paxil for his Post Traumatic Stress Disorder (PTSD) symptoms. He has difficulty sleeping, heart palpitations, and moodiness. He is drinking alcohol heavily to avoid dealing with his feelings which is negatively affecting his marriage, children, and employment (Plummer, Makris & Brockson, 2014)Case Study Traumatic Stress Disorder.

The evidenced-based intervention that I selected for Jake that I believe would be effective for him was Cognitive Processing Therapy (CPT), This practice will focus on the client’s avoidance of painful memories or reminders that prevents an actual processing of the past traumatic memory. He may be harboring false beliefs about the causes and results of the trauma which are creating strong negative emotions. CPT for PTSD is primarily a cognitive therapy.  The therapy will first focus on distorted beliefs about the trauma he experienced such as denial and self-blame. Then throughout this process, clients are taught to challenge their beliefs and assumptions through Socratic questioning and the use of daily worksheets. Once dysfunctional beliefs are deconstructed, more balanced self-statements are generated and practiced. It may help him to write detailed accounts of the most traumatic incidents during his deployment. The goal in CPT is that clients learn to make sense of their trauma and incorporate this understanding into their beliefs about themselves, others, and the world in a balanced way. Treatment can be delivered in individual or group format conducted by social workers, psychologists, psychiatrists, and other mental health therapists licensed to provide psychotherapy.  (SAMHSA, n.d)Case Study Traumatic Stress Disorder.

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An explanation I would give to the supervisor regarding the implementation of CPT is that I would educate my supervisor that this treatment is not new or experimental and has roots dating back to the 1980’s. and has been confirmed effective by evidence-based research. The other factor to note about the intervention is that first implementation would be simple and straightforward because the intervention could be done by the social worker without having to pay for copyright use or learning specific skills. Treatment consists of typically 12 sessions (range 10-15) conducted once or twice weekly for 60 minutes each (90 minutes in a group setting (SAMHSA, n.d). I would also mention a supporting study using CPT for PTSD was conducted using treatment-seeking veterans with military-related PTSD from Australia who was randomly allocated to receive 12 twice-weekly 60-minute sessions of CPT individually and in a group setting, demonstrated significant improvement scores from baseline to posttreatment (Forbes et al., 2012), (Laureate Education, 2013c).

The two factors that I believe may hinder implementation of CBT in the Jake Levy case is his cooperation and making sure that he attends both the individual and group components of the intervention. I would try to stress the importance of total compliance with the program for it to be effective. Along with that, I would have to be aware of the adverse effects related to CPT which may include mild to moderate increases in PTSD symptoms, anxiety, depression, and distress when the client begins to focus on his trauma. Based on research findings, on average, clients do not report a worsening of symptoms after starting CPT, and any worsening that does occur is generally short-lived (SAMHSA, n.d)Case Study Traumatic Stress Disorder.

References

Forbes, D., Lloyd, D., Nixon, R. D. V., Elliot, P., Varker, T., Perry, D., Bryant, R. A., & Creamer, M. (2012). A multisite randomized controlled effectiveness trial of cognitive processing therapy for the military-related posttraumatic stress disorder. Journal of Anxiety Disorders, 26, 442–452.

Laureate Education (Producer). (2013c). Levy family episode 2 [Video file]. Retrieved from https://class.waldenu.edu

Plummer S.B,  Makris S.., & Brockson S.M. (2014) Sessions: Case Histories. “The Levy Family”. Laureate International Universities Publishing, Inc.

Substance Abuse and Mental Health Services Administration (n.d.) NREPP: SAMHSA’s registry of evidence-based practices and programs. Retrieved June 5, 2018, from https://www.nrepp.samhsa.gov Case Study Traumatic Stress Disorder

RESPONSE 2

Respond  to two colleagues in one of the following ways:

· Compare the greatest challenge your colleague has identified to the one you posted.

· Explain whether you think your colleague’s strategy for addressing the situation is likely to be effective and why.

Colleague 1: Angela

Analysis of the supervisor’s role in the Phoenix House 

The supervisor has the role of supervising four full-time social workers and two social work interns from a local university. The supervisor’s role is more of a leadership role vs a management role. She is charged with ensuring staff are performing to goals of the program. She is also charged with training and mentoring personnel as she has oversight of two interns. Lauffer explains, leadership focuses on the individual traits of those people identified as leaders while management focuses on contexts, including the design of work systems and the organizational arrangements in the workplace. (Lauffer, 2011, pg. 245)Case Study Traumatic Stress Disorder.

Leadership skills that might help the supervisor resolve the issue.

The issue is a child, Daniel has been placed in the program by his mother. The mother leans Daniel had no knowledge of how drugs got into his back pack, but the mother wants to teach a lesson of consequences. It has been bought to the mother attention the purpose of the program, but the mother insist Daniel remain in the program. The mothers insistence is regardless of staff advice the program may not be a good fit for the program which can cause him more harm than good.

Northouse explains, skilled leaders are competent people who know the means and methods for carrying out their responsibilities (Northouse, 2018, pg. 5). Skills that may help the supervisor with this issue are administrative skills, interpersonal skills and conceptual skills. With administrative skills the supervisor can offer technical competence by providing the mother with competent knowledge and statics of the effects on children when placed in programs that are not a good fit for them. With good interpersonal skills help Daniel with communicating to his mother what really happened at school with the marijuana, in addition the ability to communicate with the mother. Conceptual skills assist with problem solving while understanding the parents fears, assist with an alternate plan to help Daniel and satisfy the mother.

Most challenging aspect of this situation

The challenging aspect of this situation is telling a parent about raising their child and this action may cause harm when the parent feels they are doing what is right. The parent in this situation wants to teach the child a lesson, although he has done nothing wrong.

If I were the supervisor in this case

In this situation administrative skills, interpersonal skills and conceptual skills are very important to get the parent to hear you with putting them in defense mode. Most parents think they are doing what is best for their child. Interpersonal skills provide the ability to communicate from a level within yourself which is inviting and understanding. As the cliché goes, “it’s not what you say it’s how you say it”. I would help the mother understand, yes there are consequences for our actions, but do we want Daniel to learn there are consequences even when you’re not wrong. I would ask her to allow the message to fit punishment. In this case Daniel is receiving punishment for something he adamant that he did not do. The long-term effects of placing Daniel in this program may not be what was desired.

References:

Lauffer, A. (2011). Understanding Your Social Agency, 3rd Edition. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781452239460/

Northouse, P. G. (2018). Introduction to Leadership: Concepts and Practice, 4th Edition. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781506378350/

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader]. “Social Work Supervision, Leadership, and Administration: The Phoenix House” (pp. 82–84) Case Study Traumatic Stress Disorder

Colleague 2: Sandra

An analysis of the supervisor’s role in the Phoenix House case studies and identify leadership skills that might help the supervisor resolve the issue.

This is a very touching story Daniel has been placed in a program that appears to do more harm than good. His mother Lisa doesn’t understand that in order to be in a program like Phoenix House the student must be on the point of throwing out or on long-term suspension from their school, usually due to disciplinary issues. A good supervisor must be able to lead as well as listened to the ones she supervises in order to get an in-depth of any issues that may arise with the students.

As the supervisor, I believe she must have good leadership skill and management as well. In her leadership role, she can lead as well as learn from her followers (Northouse, 2013). She did the appropriate thing by respecting her followers (Social workers and interns).  Leadership comprises of attention to mutual goals. Leaders direct their energies toward individuals who are trying to achieve something together (Northouse, 2013).

In this case, the supervisor and her followers are working together to make changes for Daniel and to get his mother to understand that his placement at Phoenix House is not a good fit for him. Rost, 1991, believes that it also increases the possibility that leaders and followers wiJI work together toward a common good. When consideration is given to common goals this gives leadership an ethical implication because it stresses the need for leaders to work with followers to achieve particular goals.

Identify which aspect of this situation would be most challenging for you if you were the supervisor.

The part of this situation that would be more challenging for me is to get Daniel’s mother to understand why the program is going to do more harm to  Daniel than good because it appears she really believes that where he belongs. Whenever an individual is so strong in their belief it is harder to bring something across to them. The hardest part is that his mother (Lisa), does not understand the nature of the program.

Finally, explain how you would use leadership skills to proceed if you were the supervisor.

I would use leadership and power to influence Lisa. People have power when they have the ability to affect others’ beliefs, attitudes, and courses of action (Northouse, 2013). By doing this, I would be using the resource of power to effect change in others. As the supervisor, I believe that I possess the two power that most organization have which is position power and personal power. My personal power is the ability I have to make an impact on people. Position power is the role that I have in the company as a supervisor combining these two I am bound to make an impact on Lisa.

References

Northouse, P., G., (2013), Leadership. Theory and Practice (6th. Ed). Los Angeles. Sage Publications

Chapter 1 “Introduction” (PP. 1 -17)

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th Ed.). Washington, DC: Sage.

o  Chapter 1, “Understanding Leadership” (pp. 1–18)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Social Work Supervision, Leadership, and Administration: The Phoenix House” (pp. 82–84) Case Study Traumatic Stress Disorder

Seeking Safety therapy for PTSD

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Seeking Safety therapy for PTSD

Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved. Address his or her evaluation of the efficacy and applicability of the evidence-based practice, his or her identification of factors that could support or hinder the implementation of the evidence-based practice, and his or her solution for mitigating those factors.

· Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified. Seeking Safety therapy for PTSD

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Colleague 1: Jared

Post an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it. Explain why you think this intervention is appropriate for Jake.

In the case video (Laureate Education, 2013c), the supervisor discusses the value of meeting a client first before selecting a treatment. I wholeheartedly agree with this. Some of the practices such as meditation and yoga that the social worker suggested could be offensive to the client (I ran into this situation during my first practicum). Further, what works for one client well may not work well for another client, despite there being studies that were able to show a benefit for study participants. Indeed, a hallmark of evidence-based practice is a combination of research, clinical expertise and client values (Wampold & Imel, 2015). For client values and clinical expertise to be applied, one must first meet the client and build a trusting relationship where pertinent things about the client can be discovered.  Seeking Safety therapy for PTSD

Because there is a lack of information in the case video about the client (Laureate Education, 2013), I am prevented from having a good explanation of why any intervention is appropriate beyond that which the research states is an effective intervention for veterans with post-traumatic stress disorder (PTSD). Thus, based on this limited amount of information, I would select Seeking Safety as the evidence-based practice for Jake. Seeking Safety is an intervention listed in the National Registry for Evidence-Based Practices and Programs for treating trauma, among other things such as substance abuse. In fact, its dual focus is one of the hallmarks of the treatment as substance abuse often accompanies trauma (Najavitas, 2003)Seeking Safety therapy for PTSD.

There are some essential things that must be focused on when treating someone with trauma. For instance, it is important to normalize one’s experience of PTSD symptoms (DeCarvalho & Whealin, 2012). Seeking Safety begins with psychoeducation to normalize ones experience and educate one on what is happening or why they are experiencing the things they are experiencing (Najavitas, 2003). While it is true that we do not know if Jake has a drug issue, Seeking Safety with its focus on treating substance use, it would either treat Jakes substance issue, or it would provide him the tools to stay drug-free. With PTSD, there are many symptoms such as a tendency to isolate (American Psychiatric Association, 2013). Seeking Safety specifically works on treating PTSD symptoms and would help Jake with managing anxiety, difficulties with the interpersonal (Najavitis, 2003) and other factors that would affect functioning in life (Najavitis, n.d.). Indeed, while Seeking Safety does help those with PTSD, it does so by focusing on solutions and building social supports instead of diving into the trauma narrative (Desai, Harpaz-Rotem, Najavitas, & Rosenheck, 2008). Lastly, Seeking Safety has been specifically studied in the veteran population which increases the validity of this method with another veteran (Najavitas & Hien, 2013; Lenz, Henesy, & Callender, 2016). Thus, based on what little is know about Jake from the case video, Seeking Safety appears to be a safe choice of an intervention to treat Jake.

Then provide an explanation for the supervisor regarding issues related to implementation.

There should not be an issues related to implementation. Seeking Safety can be administered on a one to one or group basis (The California Evidence-Based Clearinghouse for Child Welfare, 2018)Seeking Safety therapy for PTSD. Of course, there are many unknowns about Jake. Thus, issues could arise once more information is known about Jake.

Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why. Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors.

Seeking Safety is an easy intervention to implement. During my first 500 hour practicum, I led a Seeking Safety group. However, in the beginning, I had no manual and was forced to use that which I could find for free until the agency ordered me the manual. I was allowed great liberty with what was taught until I received the manual. However, I would suggest that having a manual is extremely beneficial to successfully implementing the practice. After all, the research was done on participants who sat under the treatment that was led by the manual. Thus, while some benefit would occur by covering the topics of the program, it likely would be hindered by not covering the material appropriately. Another factor that could affect implementation is the setting of the implementation. Seeking safety definitely could be implemented on a one to one basis. However, I feel that it can be implemented better in a group. This adds benefit to aspects of the intervention where discussion of the clients are prompted.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). Arlington, VA: Author.

The California Evidence-Based Clearinghouse for Child Welfare. (2018). Seeking Safety for adults. Retrieved from http://www.cebc4cw.org/program/seeking-safety-for-adults/

DeCarvalho, L. T., & Whealin, J. M. (2012). Healing stress in military families: Eight steps to wellness. Hoboken, NJ: John Wiley et Sons.

Lenz, A. S., Henesy, R., & Callender, K. (2016). Effectiveness of seeking safety for co-occurring posttraumatic stress disorder and substance use. Journal of Counseling & Development, 94(1), 51-61. doi:10.1002/jcad.12061

Najavitis, L. M. (n.d.). Implementing Seeking Safety therapy for PTSD and substance abuse:. Illinois Department of Human Services’ Office of Alcoholism and Substance Abuse. Retrieved from http://www.bhrm.org/media/pdf/guidelines/PTSD.pdf

Najavitis, L. M. (2003). Seeking safety: A treatment manual for PTSD and substance abuse. New York, NY: The Guilford Press.

Najavitis, L. M., & Hien, D. (2013). Helping vulnerable populations: A comprehensive review of the treatment outcome literature on substance use disorder and PTSD. Journal of Clinical Psychology, 69(5), 433-479. doi:10.1002/jclp.21980

Wampold, B. E., & Imel, Z. E. (2015). The great psychotherapy debate: The evidence for what makes psychotherapy work. Retrieved from https://books.google.com Seeking Safety therapy for PTSD

Discussion Ethical standards

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Discussion Ethical standards

Now, keep moving in this direction. The synthesis and flow of your posts need to be improved upon. All references need to be clearly integrated into your personal perspective. I need to see you use the references as an integrative piece of your posts instead of a standalone piece. We are still working on that analytical piece as discussed in previous dialogue work.

I still need to see more of the application piece I continue to reflect about. Your reference use should be more about how you are analytically reflecting about the research. You are continuing to improve in this area. I encourage you to just continue to work on the application piece of how you are expanding on the authoritative voice used in your posts or your classmates posts. Discussion Ethical standards

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Reply to 3 of your classmates’ threads from the last module/week. Each reply must be at least 150 words and meaningfully expand the discussion. I have 4 below, reply to 3 of the 4. With references!! Thank you.

1. Reply Ra K.

Ethical standards are used as guidelines between the social worker and client.  The guidelines are use to help the client get the most out of their meeting with their social worker. With looking at ethical standards, God is at the center point of putting these in places because He wants to protect His children.  As we go deeper into ethical standards we need to look at them the way God wants us to look at them through scripture.  As we look at the scripture we need to see how different or similar the standards are with the scriptures.

The first ethical standard that needs to be discussed is confidentiality.  Proverbs 26:20-22 states that as a social worker we need to keep things clients tell us to ourselves to keep from having altercations.  As a social worker keeping confidentiality will help your client open up to you more when things that occur in their life are terrible.  Having the trust will help the fire from burning between you and your client.  As in the bible, we do not want to gossip, and this plays a role in being a social worker because no social worker should tell another social worker anything about a client, unless the client Discussion Ethical standards

allows the information to be said to other social workers, otherwise harm will come to the client or a person a client knows.  As a social worker, having an understanding of your client is knowing when to be quiet and not gossip about their client (Proverbs 11:12-13).  One thing that is different with confidentiality based on the scriptures is that gossip does happen within the Christian community, and as a social worker it cannot, because of the rules set in the ethics of confidentiality (Psalms 41:6).

The ethical standard that needs to be discussed is to provide services to the client having the right boundaries.  While not following the boundaries within the scope of practice for social work is not counting the cost of what could happen to the social worker going outside of their boundaries (Luke 14:28).  As a social worker you need to look at what you can offer and not be foolish and go outside your scope of practice (Luke 12:28-32).  One difference is God can go outside His scope of practice to do anything, because he is perfect, and as a social worker you cannot go outside your scope because you can lose your job, due to because of the boundaries set in place to protect clients within the standards of ethics (Psalm 18:30).

The ethical standard that needs to be discussed is to treat everyone with worth no matter what culture they have come from or where they are in life. Everyone has a purpose and a reason to be here because they are made in Gods image (1 Corinthians 12:12-14).  There are no small parts; everyone needs be seen as one in humanity.  As social workers we need to look at our clients through God’s eye instead of looking at our out clients through the eyes of a man, because everyone in this world has a purpose (1 Corinthians 12:15-26).  The difference between scripture and the standards of ethics is that people will look through the eye of man to judge people that come from different cultures.

The ethical standard that needs to be discussed is that the social worker and client should not have any sexual contact. (1 Thessalonians 4:3-4), God wants you to away from having sex unless it with your married partner.  As a social worker you should not lust about your client, or want to have any sexual relations with that client (1 Thessalonians 4:5).  That means you should never take advantage of your client in any possible way (1 Thessalonians 4:6).  A social worker who has a relationship with Jesus and does not want to stay clean is rejecting God “who has given us His Holy Spirit” (1 Thessalonians 4:7-8).  There is not real difference between scripture and ethical standards when it comes to sexual contact. Discussion Ethical standards

The ethical standard that needs to be discussed with a client is when it is time to terminate the services for the client. It states that in the presence of the social worker, the client is doing the work.  When not in the presence of the social worker they are still working on their goals outside of the office in their daily life (Philippians 2:12-13).  Then the social worker states, you have come as far as you can and you are ready to be done with working with me.  You are ready to keep continuing with God at your side. The difference in the standards of ethics with termination is that when the client is done working with the social worker, God will keep guiding them in the right direction for their future.

References

Code of Ethics of the National Association of Social Workers.  (2014).  Retrieved

September 18, 2014, from, http://www.socialworkers . org/pubs/code/code.

asp

The Life Application Study Bible is an edition of the Holy Bible, New Living

Translation.  (2nd ed.).  (2004).  Carol Stream, IL: Tyndale House Publishers, Inc.

2 Reply

Ter Y The Human Service field is one that requires contact with a wide variety of people with a vast array of problems.  Handling each and every situation/client requires the human service worker to be able to provide proper treatment in regards to dignity, respect and have the client’s welfare top priority.  The human service worker should also hold themselves in the same manner as his/her client, “And just as you want men to do to you, you also do to them like-wise” (Luke 6:31).  They should hold the upmost dignity, and respect while maintaining their integrity in each situation.

Providing a professional relationship should be the only relationship a human service worker is engaged in with each client.  Protecting each client’s right to his/her privacy and confidentiality should also be adhered too.  However, in the instance that withholding information might cause the client or someone else harm, that privacy and confidentiality should be handled in an appropriate manner to ensure the safety of all involved.  The files of the client should also be handled in a confidential manner, with respect to the integrity and safety of the client.  Discussion Ethical standards

The client should be informed of his/her rights to receive or refuse service, “For each one shall bear his own load” (Galatians 6:5), and understand those rights will be protected. They should also be made aware of the nature of the worker-client relationship with the limits of that relationship and the goals.  The limits of confidentiality and the reason to break confidentiality should also be discussed in the beginning of the worker-client relationship. The human service worker should understand recognize the strengths of the client and use those strengths in a manner to reach the goals set, “Let no corrupt word proceed out of your mouth, but what is good for necessary edification, that it may impart grace to the hearers(Ephesians 4:29).  They should work to not put down the client, but to build them up in order for them to be able to succeed and rise above their current life predicament.

These guidelines that have been outlined by the National Organization of Human Services (2014), are standards that should be upheld to the highest by each human service worker.  Each client is unique in his/her own way and by offering him/her with the highest degree of professionalism with regards to these ethical standards it the right each one holds.

Galatians 3:28 tells us that we are all children of God, and should not be discriminated against because of race, life predicament, or sex.  Just as a worker for a human service agency should view each client as an individual and allow them the freedom of discrimination, as “God shows no partiality” (Acts 10:34), neither should they.  Just as a client should be treated with dignity and respect, Titus 2:7 talks about how we should act as a model of integrity and dignity.

Confidentiality and Privacy not only protects the client’s information and safety, it shows the client that they can trust the human service worker and not have to worry about their situation being thrown out in the open for all to know.  Proverbs 11:12-14 is similar to this in telling us to be understanding of one’s privacy and not break that confidentiality.  This gains respect for the human service worker as well. The ethical code of confidentiality is a very important aspect of the human service-client relationship.  It is not only demanded of the relationship, it gives the client the security to know that his/her situation can be dealt with privately and the fear of their situation being heard on the streets is diminished. Discussion Ethical standards

As important as it is to uphold the dignity and integrity of the client, the human service worker must also be concerned with their own integrity.  If they are not a trustworthy person and cannot uphold the code of ethics for the client, then how can the client trust them to help them out of their situation? “Confidence in an unfaithful man in time of trouble Is like a bad tooth and a foot out of joint” (Proverbs 25:19). This verse sums it all up pretty well, if a human service worker is supposed to be a helpful link to a way out of a problem and they cannot be trusted, then the client is only going to be handed more problems.

The Bible and the Human Service Ethics both focus on how to treat human beings with the respect, dignity, upholding his/her integrity and providing the freedom of receiving services without being discriminated against.  Helping people in their time of trouble is not only the job of a human service worker, but can also be a rewarding experience, “Therefore comfort each other and edify one another, just as you also are doing” (1 Thessalonians 5:11), Working with people in need can be as uplifting and inspiring to the human service worker as it is to the client. Having ethical standards that are set in place to protect the client as well as the human service worker allows both parties to be insured that the dignity, integrity and respect of both parties will be protected.

When working in the human service field, we all have our own beliefs and values and desire to help those in immediate need. Working in the human service field requires a person to not only follow the code of ethics, but to also understand how having their own religious values and beliefs plays a huge role in how they view those they are helping.  I feel that the Bible works hand in hand with the code of ethics, and the only difference I found was that when it talked about relationships, it did not mention professional relationships.  Whether it is mentioned in the Bible about a professional relationship, or normal relationship, I still feel the Bible is compatible with the code of ethics.  I know from experience it has been my faith that has carried me through many days of working with those in need.

References

Ethical Standards for Human Service Professionals (2014). Retrieved September 15, 2014, from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

New King James Version (1982). Thomas Nelson, Inc.

3 Reply

P.A.

Today in the Human Services field many secular professionals should uphold a high standards with their clients. Likewise, Christians should uphold an even higher standards with their clients. Rather, a Christian or a secular professional it is imperative to treat each client with the upmost respect. There are many job requirements to follow as a secular professional, but if the secular professionals do not have Christian values they will not fully follow them.

There are several ethical statements that Human Services Professional should follow.  One statement states “human service professionals negotiate with clients the purpose, goals, and nature of the helping relationship prior to its onset.” (National, 2014)  As a human service professional it is mandated to obtain information for the clients that in order to better assist them with their progression. Similar, Christian professionals will do the same thing, but they will perform at the best of their abilities and do it unto the Lord. The scripture says, “Whatever you do, work heartily, as for the Lord and not for men, Colossians 3:23.” This ethical statement is similar to the biblical standard because they both are going to be diligent in getting all information needed to do their job effectively and help better assist their client.

Another statement states “human service professionals respect the integrity and welfare of the client at all times.”(National, 2014)Discussion Ethical standards This statement requires that the professional be honest and have the client’s best interest at heart. It is vital that as a human services professional their actions speak louder than their words, so that, a client can trust the professional. 1 John 3:18 ESV says “Little children, let us not love in word or talk but in deed and in truth.” Similar, feign love is when a human service professional can pretend to have the client’s best interest at heart, and not really love nor respect them.

Thirdly, “human service professionals protects the client’s right to privacy and confidentiality.” (National, 2014) Professionals in the human services field are tasked with a great responsibility of making sure information that is given by a client is kept between the two of them. No matter who tries to get the information, it is against the policy of most companies to ensure the client’s confidentiality. The comparison between a Christian professional and a regular professional is a Christian professional is more willing to honor his or her word, such as, a vow made to God. The professional may tend to give out information to a co-worker without thinking.  In fact, both the secular professional and the Christian is governed by law to never freely give out any information concerning a client without the client’s permission. Proverbs 11:13 (NIV) says “A gossip betrays a confidence, but a trustworthy person keeps a secret.”

The fourth statement states “the human service professional acts in an appropriate and professional manner to protect the safety of those individuals.” (National, 2014) A human service professional has been given the authority to protect their clients from all bad counsel same as the Christian.  Proverbs 11: 14 (NKJV) says, “Where there is no counsel, the people fall; But in the multitude of counselors there is safety.” If a counselor gives a client useful information that clients is more susceptible to take the right path and recover from a major trauma in their life.

Lastly, the seventeenth statement states, “Human service professionals provide services without discrimination or preference.”(National, 2014) Similar, the Christian professional belief is that his God rains on the just as well as the unjust, Matthew 5:25, thus clarifying that his services are without discrimination or preference. It is important to note that there are several ethical statements that Human Services Professionals should follow. Even though one maybe a secular professional or a Christian professional because Christ died for all, this is the most important statement.

Reference

National Organization for Human Services (2014). Ethical Standards for Human Service Professionals. Retrieved from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

4 Reply

Br P

Working in the Human Services field is for those who wish to help others live better lives. In order to do this, those who work in this field must have some ethical standards to follow and these standards can also be applied biblically in how to treat others. Luke 6:31 (ESV) says, “And as you wish that others would do to you, do so to them.” This verse can be applied to the ethical standards set forth by the National Organization for Human Services regarding the professional’s responsibility to clients. Specifically, it can be applied to statement number 2 that says, “Human service professionals respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance and dignity,” (National Organization for Human Services, n.d.). This can be a problem if by some strange chance someone in this profession does not want to be treated with something like acceptance, thus not treating the client with acceptance, respect, etc. Another verse that may be applied to this statement of ethical standards is John 15:12; “This is my commandment, that you love one another as I have loved you,” (ESV). While this is a wonderful verse to keep in mind and apply when dealing with others, Human Services professionals still need to maintain some kind of boundaries with clients as to not cross over the professional/client relationship. This issue is addressed in Statement 6 of the ethical standards which mentions the unequal roles of the client and the helping professional.

I think one verse that is crucial to remember when working with others is Philippians 2:4 which states, “Let each of you look not only to his own interests, but also to the interests of others,” (ESV). This is probably one of the most applicable Bible verses to remember in the Human Services profession – particularly Statement 9 of the ethical standards that suggests building on a client’s strengths and not our own. Philippians 2:3 is also a good verse to apply here; “Do nothing from rivalry or conceit, but in humility count others more significant than yourselves,” (ESV). It is important to remember you are responsible for helping someone else in dealing with something they feel they are not capable of on their own. If you are more concerned with your lunch break or something at home than the person you are helping, then you may not be doing your job. Discussion Ethical standards

Statement number 14 says, “Human service professionals represent their qualifications to the public accurately,” (National Organization for Human Services, n.d.). Being honest is not only an ethical standard to uphold in the Human Services profession, but also as a child of Christ. “Truthful lips endure forever, but a lying tongue is but for a moment,” (Proverbs 12:19, ESV). Someone may want to make themselves look better by lying about their credentials, and it may make someone feel more comfortable about using you as help for the time-being, but it is more harmful in the end because the person who has lied does not have the training or knowledge to truly help those that come to them.

References

Holy Bible, ESV

Unknown. (n.d.). Ethical Standards for Human Services Professionals. National    Organization   of Human Services Professionals. Retrieved September 21, 2014, from             http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals Discussion Ethical standards

The Nurse's Role in Supporting the Organization's Strategic Agenda

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ApplicationPLEASE MAKE SURE IT’S IN APA STYLE FORMAT. CITE ACCURATELY.

The Nurse’s Role in Supporting the Organization’s Strategic Agenda

As hospitals seek to reduce the incidence of Never Events and improve the overall quality of health care provided, it is apparent that ultimate success will require the effort of the entire medical staff. Consider the nurse’s role in supporting the organization’s strategic agenda as it relates to improving clinical outcomes. For this application you are asked to interview a quality manager in an acute care or long-term care agency of your choice. Your goal is to determine the manager’s view regarding the impact of the direct care nurse’s role in clinical outcomes for the organization. How does this influence the ability of the organization to achieve its strategic agenda? Before you attend the interview, create a list of relevant questions that will help you better understand the effect a nurse can have on the successful treatment of the patient. Write a 3-page paper discussing what you learned from this interview. How will what you learned impact how you approach your nursing responsibilities?

Discussion Psychology Homework

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Discussion Psychology Homework

Complete the following exercises from “Review Questions” located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Chapter 1, numbers 1.8 and 1.9

Chapter 2, numbers 2.14, 2.17, and 2.18

Chapter 3, numbers 3.13, 3.14, 3.18, and 3.19

Chapter 4, numbers 4.9, 4.14, 4.17, and 4.19

Show all relevant work; use the equation editor in Microsoft Word when necessary. Discussion Psychology Homework

ORDER A PLAGIARISM – FREE PAPER NOW

1.8 Indicate whether each of the following studies is an experiment or an observational study. If it is an experiment, identify the independent vari-able and note any possible confounding variables.

(a) A psychologist uses chimpanzees to test the notion that more crowded living conditions trigger aggressive behavior. Chimps are placed, accord-ing to an impartial assignment rule, in cages with either one, several, or many other chimps. Subsequently, during a standard observation period, each chimp is assigned a score based on its aggressive behavior toward a chimplike stuffed doll.

(b) An investigator wishes to test whether, when compared with recognized, professional scientists, recognized, professional artists tend to be born under different astrological signs. Discussion Psychology Homework

(c) To determine whether there is a relationship between the sexual codes of primitive tribes and their behavior toward neighboring tribes, an anthro-pologist consults available records, classifying each tribe on the basis of its sexual codes (permissive or repressive) and its behavior toward neigh-boring tribes (friendly or hostile).

(d) In a study of group problem solving, an investigator assigns college stu-dents to groups of two, three, or four students and measures the amount of time required by each group to solve a complex puzzle.

(e) A school psychologist wishes to determine whether reading comprehension scores are related to the number of months of formal education, as reported on school transcripts, for a group of 12-year-old migrant children. Copyright © 2015 John Wiley & Sons, Inc. REVIEW QUESTIONS 23

(f) To determine whether Graduate Record Exam (GRE) scores can be increased by cramming, an investigator allows college students to choose to participate in either a GRE test-taking workshop or a control (non-test-taking) workshop and then compares the GRE scores earned subsequently by the two groups of students. Discussion Psychology Homework

(g) A social scientist wishes to determine whether there is a relationship between the attractiveness scores (on a 100-point scale) assigned to college students by a panel of peers and their scores on a paper-and-pencil test of anxiety.

(h) A political scientist wishes to determine whether males and females differ with respect to their attitudes toward defense spending by the federal

government. She asks each person if he or she thinks that the current level of defense spending should be increased, remain the same, or be decreased.

1.9 Recent studies, as summarized, for example, in E. Mortensen et al. (2002). The association between duration of breastfeeding and adult intelligence. Journal of the American Medical Association, 287 , 2365–2371, suggest that breast-feeding of infants may increase their subsequent cognitive ((IQ) development. Both experiments and observational studies are cited. (a ) What determines whether some of these studies are experiments? (b) Name at least two potential confounding variables controlled by breast-feeding experiments. 1.10 If you have not done so already, familiarize yourself with the various appendices in this book. (a) Particularly note the location of Appendix B (Answers to Selected Ques-tions) and Appendix D (Glossary). (b) Browse through Appendix A (Math Review). If this material looks unfamil-iar, study Appendix A and use the self-diagnostic tests as your guides. Copyright © 2015 John Wiley & Sons, Inc. Discussion Psychology Homework

 

(f) To determine whether Graduate Record Exam (GRE) scores can be increased by cramming, an investigator allows college students to choose to participate in either a GRE test-taking workshop or a control (non-test-taking) workshop and then compares the GRE scores earned subsequently by the two groups of students.

(g) A social scientist wishes to determine whether there is a relationship between the attractiveness scores (on a 100-point scale) assigned to col-lege students by a panel of peers and their scores on a paper-and-pencil test of anxiety.

(h) A political scientist wishes to determine whether males and females differ with respect to their attitudes toward defense spending by the federal government. She asks each person if he or she thinks that the current level of defense spending should be increased, remain the same, or be decreased.

 

1.9 Recent studies, as summarized, for example, in E. Mortensen et al. (2002). The association between duration of breastfeeding and adult intelligence. Journal of the American Medical Association, 287 , 2365–2371, suggest that breast-feeding of infants may increase their subsequent cognitive ((IQ) development. Both experiments and observational studies are cited.

(a ) What determines whether some of these studies are experiments? (b) Name at least two potential confounding variables controlled by breast-feeding experiments.

 

REVIEW QUESTIONS 2.14

(a) Construct a frequency distribution for the number of difference residences occupied by graduating seniors during their college career, namely

1, 4, 2, 3, 3, 1, 6, 7, 4, 3, 3, 9, 2, 4, 2, 2, 3, 2, 3, 4, 4, 2, 3, 3, 5

(b) What is the shape of this distribution?

2.15 The number of friends reported by Facebook users is summarized in the following frequency distribution: Discussion Psychology Homework

 

FRIENDS f

f400 – above 2

350 – 399 5

300 – 349 12

250 – 299 17

200 – 249 23

150 – 199 49

100 – 149 27

50 – 99 29

0 – 49 36

Total 200

(a) What is the shape of this distribution?

(b) Find the relative frequencies.

(c) Find the approximate percentile rank of the interval 300–349.

(d) Why would it not be possible to convert to a stem and leaf display?

 

 

2.16

Assume that student volunteers were assigned arbitrarily (according to a coin toss) either to be trained to meditate or to behave as usual. To deter-mine whether meditation training (the independent variable) influences GPAs (the dependent variable), GPAs were calculated for each student at the end of the one-year experiment, yielding these results for the two groups: Discussion Psychology Homework

 

 

NONMEDITATORS

3.67 3.79 3.00

2.50 2.75 1.90

2.80 2.65 2.58

2.83 3.10 3.37

3.25 2.76 2.86

2.90 2.10 2.66

2.34 3.20 2.67

3.59 3.00 3.08

MEDITATORS

3.57 2.45 3.75

3.50 2.67 2.90

2.95 3.30 3.56

3.56 3.78 3.75

3.56 3.78 3.75

3.45 3.00 3.35

3.10 2.75 3.09

2.58 2.95 3.56

3.30 3.43 3.47

 

DESCRIBING DATA WITH TABLES AND GRAPHS

(a) What is the unit of measurement for these data?

(b) Construct separate frequency distributions for meditators and for non-meditators. (First, construct the frequency distribution for the group having the larger range. Then, to facilitate comparisons, use the same set of classes for the other frequency distribution.)

(c) Do the two groups tend to differ? (Eventually, tools from inferential statistics, as described in Part 2, will help you decide whether any apparent difference between the two groups probably is real or merely transitory, that is, attributable to variability or chance. See Review Question 14.15 on page 324.)

*2.17 Are there any conspicuous differences between the two distributions in the following table (one reflecting the ages of all residents of a small town and the other reflecting the ages of all U.S. residents)?

(a) To help make the desired comparison, convert the frequencies ( f ) for the small town to percentages.

(b) Describe any seemingly conspicuous differences between the two distributions.

TWO AGE DISTRIBUTIONS

U.S. POPULATION (2010) (%)13,5,6,7,7,7,7,6,7,7,7,7,7, population Total-100%

AGE 65–above 60-64,55-59,50-54,45-49,40-44,65-39,30-34,25-29,20-24,15-19,

10-14,5-9,0-4

SMALL TOWN f 105,53,45,40,44,38,31,27,25,20,20,19,17,16 TOTAL 500

 

NOTE: The top class (65–above) has no upper boundary. Although less preferred, as discussed previously, this type of open-ended class is employed as a space-saving device when, as in the Statistical Abstract of the United States, many different tables must be listed. Source: 2012 Statistical Abstract of the United States.Copyright © 2015 John Wiley & Sons, Inc. Discussion Psychology Homework

 

REVIEW QUESTIONS 55 (c) Using just one graph, construct frequency polygons for the two relative frequency distributions. NOTE: When segmenting the horizontal axis, assign the same width to the open-ended interval (65–above) as to any other class interval. (This tactic causes some distortion at the upper end of the histogram, since one class interval is doing the work of several. Nothing is free, including the convenience of open-ended intervals.)

2.18 The following table shows distributions of bachelor’s degrees earned in 2005–2006 for selected fields of study by all male graduates and by all female graduates.

(a) How many female psychology majors graduated in 2005–2006?

(b) Since the total numbers of male and female graduates are fairly different— 504,600 and 676,000—it is helpful to convert fi rst to relative frequencies before making comparisons between male and female graduates. Then, inspect these relative frequencies and note what appear to be the most conspicuous differences between male and female graduates.

(c) Would it be meaningful to cumulate the frequencies in either of these frequency distributions?

(d) Using just one graph, construct bar graphs for all male graduates and for all female graduates. Hint: Alternate shaded and unshaded bars for males and females, respectively.

 

BACHELOR’S DEGREES EARNED IN 2005–2006

BY SELECTED FIELD OF STUDY AND GENDER

(IN THOUSANDS)

MAJOR FIELD OF STUDY

MALES 159.7 80.8 12.9 19.9 67.0 26.7 32.1 51.2 28.1 37.7 17.3 Tot.504.6

FEMALES158.4 80.7 79.1 68.3 14.6 42.5 51.2 48.8 9.8 37.8 Tot.676.0

Business

Social sciences

Education Health

Sciences

Psychology

Engineering

Life sciences

Fine arts

Communications

Computer sciences

English 17.3 37.8 Total 504.6 676.0

 

 

3.14 The mean serves as the balance point for any distribution because the sum of all scores, expressed as positive and negative distances from the mean, always equals zero.

(a) Show that the mean possesses this property for the following set of scores: 3, 6, 2, 0, 4.

(b) Satisfy yourself that the mean identifies the only point that possesses this property. More specifically, select some other number, preferably a whole number (for convenience), and then find the sum of all scores in Part (a) expressed as positive or negative distances from the newly selected number. This sum should not equal zero.

3.15 If possible, find the median for the fi lm ratings listed in Question 2.8 on page 39.

3.16 Specify the single average—the mode, median, or mean—described by the following statements.

(a) It never can be used with qualitative data.

(b) It sometimes can be used with qualitative data.

(c) It always can be used with qualitative data.

(d) It always can be used with ranked data.

(e) Strictly speaking, it only can be used with quantitative data.

3.17 Indicate whether each of the following distributions is positively or negatively skewed. The distribution of

(a) incomes of taxpayers has a mean of $48,000 and a median of $43,000

(b) GPAs for all students at some college has a mean of 3.01 and a median of 3.20

(c) number of “romantic affairs” reported anonymously by young adults has a mean of 2.6 affairs and a median of 1.9 affairs

(d) daily TV viewing times for preschool children has a mean of 55 minutes and a median of 73 minutes REVIEW QUESTIONS 73

3.18 Given that the mean equals 5, what must be the value of the one missing observation from each of the following sets of observations? Discussion Psychology Homework

(a) 1, 2, 10

(b) 2, 4, 1, 5, 7, 7

(c) 6, 9, 2, 7, 1, 2

3.19 Indicate whether the following terms or symbols are associated with the population mean, the sample mean, or both means.

(a) N

(b) varies

(c) S

(d) n (e) constant

(f) subset

 

REVIEW QUESTIONS *4. 9

For each of the following pairs of distributions, first decide whether their standard deviations are about the same or different. If their standard deviations are different, indicate which distribution should have the larger standard deviation. Hint: The distribution with the more dissimilar set of scores or individuals should produce the larger standard deviation regard-less of whether , on average, scores or individuals in one distribution differ from those in the other distribution.

(a) SAT scores for all graduating high school seniors (a 1 ) or all college fresh-men (a 2 )

(b) Ages of patients in a community hospital (b 1 ) or a children’s hospital (b 2 )

(c) Motor skill reaction times of professional baseball players (c 1 ) or college students (c 2 )

(d) GPAs of students at some university as revealed by a random sample (d 1 ) or a census of the entire student body (d 2 )

(e) Anxiety scores (on a scale from 0 to 50) of a random sample of college students taken from the senior class (e 1 ) or those who plan to attend an anxiety-reduction clinic (e 2 )

(f) Annual incomes of recent college graduates (f 1 ) or of 20-year alumni (f 2 )

4.10 When not interrupted artificially, the duration of human pregnancies can be described, we’ll assume, by a mean of 9 months (270 days) and a standard deviation of one-half month (15 days).

(a) Between what two times, in days, will a majority of babies arrive?

(b) A small minority of all babies will arrive sooner than ______? (c) A small minority of all babies will arrive later than ______?

(d) In a paternity suit, the suspected father claims that since he was overseas during the entire 10 months prior to the baby’s birth, he could not possibly be the father. Any comment? Discussion Psychology Homework

 

DESCRIBING VARIABILITY

4.14

(a) Using the computation formula for the sample sum of squares, verify that the sample standard deviation, s , equals 23.33 lbs for the distribution of 53 weights in Table 1.1.

(b) Verify that a majority of all weights fall within one standard deviation of the mean (169.51) and that a small minority of all weights deviate more than two standard deviations from the mean.

4. 17 Why can’t the value of the standard deviation ever be negative?

 

4.19

Referring to Review Question 2.18 would you describe the distribution of majors for all male graduates as having maximum, intermediate, or minimum variability? Discussion Psychology Homework

Design for Change Proposal Guidelines

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Chamberlain College of NursingNR451: RN Capstone Course

Capstone Project Milestone 2: 

Design for Change Proposal Guidelines

Purpose

You are to create a Design for Change proposal inclusive of your Practice Issue and Evidence Summary worksheet from your Capstone Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program. 

Course Outcomes

This assignment enables the student to meet the following course outcomes. 

• CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1)

• CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)

Due Date

Milestone 2 consists of the proposal for your Design for Change Capstone Project. Submit this assignment to the Dropbox by the end of Week 4.

Points

Milestone 2 is worth 225 points.

Directions

1. Create a proposal for your Design for Change Capstone Project. Open theNR451_Milestone2_Design_Proposal_template in Course Resources to create your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice. 

2. The format for this proposal will be a paper following the Publication manual of APA 6thedition.

3. The paper is to be four- to six-pages excluding the Title page and Reference page.

4. As you organize your information and evidence, include the following topics.

a. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).Introduce the reader to the plan with evidence-based problem identification and solution.

b. Change Model Overview: Overview of ACE Star model; define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members. 

c. Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change. 

d. Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings. 

e. Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.   

5. Citations and References must be includedto support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.

6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.

Grading Criteria: Design for Change Capstone Project

Grading Rubric: Capstone Project Milestone #2

 Running head:  TYPE SHORT TITLE IN ALL CAPS1

Title

Your Name

Chamberlain College of Nursing

NR451 RN Capstone Course

Term and Year

TYPE SHORT TITLE IN ALL CAPS2

Your title here

This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Remember also that you will keep all the bolded headings and just remove the non-bolded content when you start your paper. 

Change Model Overview

In this first paragraph, provide an overview of the ACE Star model Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the ACE Star model EBP Process.

Define the Scope of the EBP 

Restate your practice issue. Why is this a problem? Give statistics and information to back the scope of the problem at your facility/work area. How does this problem impact healthcare on a broader scale?

Stakeholders

You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse, etc.). 

Determine Responsibility of Team Members

Why are the members chosen important to your project?What are their roles?

Evidence

Conduct internal/ external search for evidence. What type of evidence did you find in addition to you Evidence Summary? EBP guidelines? Quality improvement data? Position statements? Clinical Practice Guidelines? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps. 

Summarize the Evidence

In this section, you need to synthesize the information from the systematic review article. What are some of the evidence-based interventions you discovered in your Evidence Summary that do you plan to use? Be sure and cite all of your references, in proper APA format, from any and all articles into this one paragraph.

Develop Recommendations for Change Based on Evidence

What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program. 

Translation

Action Plan

You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study?  What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results. 

Process, Outcomes Evaluation and Reporting 

What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders?

Identify Next Steps

How will you implement the plan on a larger scale? Will this be applicable to other units or the facility as a whole? What will you do to ensure that the implementation becomes permanent? 

Disseminate Findings

How will you communicate your findings internally (within your organization) and externally (to others outside of your organization)?

Conclusion

Provide a clear and concise summary. Review the key aspects of the problem as well as the change model. Be sure to include important aspects of the five points of the ACE Star change model EBP process and ways to maintain the change plan. 

References

Nursing intervention to ensure safe patient care

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Review the article Critical thinking at the bedside: Providing safe passage to patients (Robert & Petersen, 2013).

Scenario:

Adam is a 10-year-old scheduled for discharge from the Emergency Department after a bicycle incident resulted in a fractured right ulna and radius. His arm has been casted, is immobilized and in a sling. Adam states, “My arm feels better now, and I am sleepy. The pain medicine makes me feel like I will vomit.” The RN is reviewing medications with Adam and his mother when the mother states, “We have a two (2) hour drive home from this emergency room. Can you give Adam something for nausea so he does not throw up in the car?” The RN has already completed the discharge paperwork, and the orthopedic physician who casted the arm has left the Emergency Department. The RN states, “No orders are available for Adam to have nausea medicine. I can give him another dose of pain medicine if you think that will help him sleep on the way home. Then he might not vomit.”

Initial Discussion Post:

  • Identify two (2) cognitive skills used in critical thinking the RN should have applied in this scenario
  • Provide an alternative nursing intervention to ensure safe patient care in this scenario.

Base your initial post on your readings and research of this topic. Your initial post must contain a minimum of 250 words. References, citations, and repeating the question do not count towards the 250 word minimum.