Analyze: Artifact of Popular Culture Assignment

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Analyze: Artifact of Popular Culture Assignment

instructions

EVALUATION TITLE: THE BUSINESS OF POP CULTURE

We have seen throughout this course how popular culture influences our attitudes, both positively and negatively. In this final paper, you will examine an artifact in pop culture to determine its message and effect.

For this assignment, select an artifact that, in your opinion, unfairly creates a negative bias or promotes a negative stereotype about one population of society. The pop culture artifact can be a media source (song, movie, television program), a product or other tangible associated with pop culture. Provide a link to this artifact (or an image). Explain why you have selected this artifact, and why you feel that this creates a negative bias. Describe how you would re-design or re-write the script of this artifact to change the way others would view this population. Analyze: Artifact of Popular Culture Assignment

In your paper:

  • Provide a specific link to pop culture artifact used for this paper or an image of the artifact.
  • Discuss the artifact in depth. Explain the stereotypes or biases that you see being perpetuated in the artifact.
  • Discuss the role of popular culture in communicating harmful or incorrect stereotypes or biases. Using the concepts, terminology, and ideas within Units 1-7, recommendations for how people can identify and correct views that are incorrect or harmful.
  • Re-design or re-write this artifact to change the way others could view this population without the negative bias. Be sure to support this revised artifact with factual examples of the culture.

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Specifications:

Submit a 1200-1500 word essay addressing the questions above.

In your essay:

  • Be sure to structure your essay with an introduction paragraph that includes a thesis statement, well-organized supporting paragraphs, and a conclusion that reiterates the main points of your argument.
  • Your argument should be supported by reputable research cited in APA format both in the body of the paper and in your references section. Analyze: Artifact of Popular Culture Assignment

Helpful Resources:

Rubric

Unit 7 Assessment – The Business of Pop Culture

Unit 7 Assessment – The Business of Pop Culture 
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTopic
20 ptsLevel 5 

Identifies a creative, focused, and manageable topic clearly addressing important points.

 18 ptsLevel 4 

Identifies a manageable topic that addresses important points.

 16 ptsLevel 3 

Identifies a focused topic that addresses important points.

 14 ptsLevel 2 

Identifies a topic that while doable, is too narrowly focused.

 8 ptsLevel 1 

Identifies a topic that is far too general and wide-ranging as to be doable.

 0 ptsLevel 0 

Does not clearly identify a topic or identifies a topic that is not relevant to the assignment.
20 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
20 ptsLevel 5 

Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more).

 18 ptsLevel 4 

Describes in-depth information from relevant sources representing at least two points of view or research aspects.

 16 ptsLevel 3 

Explains information from relevant sources representing at least two points of view or research aspects.

 14 ptsLevel 2 

Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(es) are identified.

 12 ptsLevel 1 

Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches.

 0 pts0 

Information is irrelevant to the topic. No clear point of view/approaches.
20 pts
This criterion is linked to a Learning OutcomeContentHU340-CO1; HU340-CO2
20 ptsLevel 5 

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

 18 ptsLevel 4 

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

 16 ptsLevel 3 

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

 14 ptsLevel 2 

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

 12 ptsLevel 1 

Demonstrates the ability to explain contextual factors but does not provide a defined statement.

 0 ptsLevel 0 

There is no evidence of a defined statement.
20 pts
This criterion is linked to a Learning OutcomeAnalysis
20 ptsLevel 5 

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

 18 ptsLevel 4 

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus. Analyze: Artifact of Popular Culture Assignment

 16 ptsLevel 3 

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

 14 ptsLevel 2 

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

 12 ptsLevel 1 

Describes evidence, but it is not organized and/or is unrelated to focus.

 0 ptsLevel 0 

Lists evidence, but it is not organized and/or is unrelated to focus.
20 pts
This criterion is linked to a Learning OutcomeConclusion
15 ptsLevel 5 

Assembles a conclusion that is a logical interpretation from findings.

 14 ptsLevel 4 

Constructs a conclusion that is logical from inquiry findings.

 12 ptsLevel 3 

Identifies a conclusion specifically from and responds specifically to the findings.

 11 ptsLevel 2 

Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.

 9 ptsLevel 1 

States an ambiguous or unsupportable conclusion from findings.

 0 pts0 

States an illogical conclusion from findings.
15 pts
This criterion is linked to a Learning OutcomeLimitations and Implications
15 ptsLevel 5 

Insightfully discusses in detail relevant and supported limitations and implications.

 12 ptsLevel 4 

Examines relevant and supported limitations and implications.

 9 ptsLevel 3 

Discusses relevant and supported limitations and implications.

 6 ptsLevel 2 

Presents relevant and supported limitations and implications.

 3 ptsLevel 1 

Presents limitations and implications, but they are unsupported.

 0 pts0 

Presents limitations and implications, but they are irrelevant.
15 pts
This criterion is linked to a Learning OutcomeWriting
20 ptsLevel 5 

The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

 18 ptsLevel 4 

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.

 16 ptsLevel 3 

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

 14 ptsLevel 2 

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

 10 ptsLevel 1 

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

 0 ptsLevel 0 

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.
20 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I
10 ptsLevel 5 

The required APA elements are all included with correct formatting, including in-text citations and references.

 8 ptsLevel 4 

The required APA elements are all included with minor formatting errors, including in-text citations and references.

 6 ptsLevel 3 

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

 4 ptsLevel 2 

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

 2 ptsLevel 1 

Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.

 0 ptsLevel 0 

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

Examination of Social or Ethical Piece of Forensic Psychology Essay

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Examination of Social or Ethical Piece of Forensic Psychology Essay

Instructions

For this assignment, you will begin a discussion in the NCU Commons which will examine a social or ethical piece of forensic psychology. To do this, you will seek out and follow twitter or facebook feeds relevant to forensic psychology for 24 hours. For example, the American Psychology-Law Society or the Corrections Committee or the American-Law Society, ATSA, or the Alliance for International Risk Research can all be found on facebook. Some twitter feeds relevant to forensic psychology include: apls41, makesocietysafe, crimepsychblog or clinforensicpsy. Then, in your post, you will post one article you read and begin a discussion in the Commons about the social or ethical question in the article Examination of Social or Ethical Piece of Forensic Psychology Essay.

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Please also upload a word document which include a link to the article and your response to the course room, so your faculty can give you private feedback.

Alternative assignment if you do not or cannot view social media: Please conduct research on recent ethical or social issues in the field of forensic psychology and write a brief summary on the article you found, including a reference, which demonstrates what you have learned related to the ethics or social issues through this article.

Length: 200-300 words

Your post should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy Examination of Social or Ethical Piece of Forensic Psychology Essay.

Case Study: Counseling Foundation

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Case Study: Counseling Foundation

Michelle is a second-year counseling student with a 3.45 GPA. Earlier in her program, she reported to her faculty that she was having some struggles with her diagnosis and assessment class. Mainly, she stated that she was struggling to find time to study for the quizzes and, hence, was rapidly losing points. She reached out and called her faculty to receive support to help improve her grade. Her faculty gave her feedback regarding her case conceptualization skills and her need to take the time to review all faculty feedback for implementation in her upcoming assignments. Although disappointed, she agreed that she was not taking the necessary time to review her feedback or study for her quizzes due to “life stress.” She accepted and implemented the faculty feedback accordingly. However, Michelle continued to struggle with her time management and was also lacking in her self-care. Despite feeling she was “fine,” her faculty, parents, and significant other noted her struggle with taking on too much and told her it was negatively impacting her in several ways. Case Study: Counseling Foundation

 

Michelle later reported to her faculty that she struggled in her multicultural counseling course. On one occasion, her faculty inquired with her about exploring her biases regarding gender roles. Michelle shared in her class discussion that she believes women should always be the main caretaker of children, family, and home while working at a distinguished career, and that the needs of others should always come before her own, as this was, in her opinion, “a true caregiver and counselor.” Feeling initially defensive of her faculty’s feedback, she reached out to her faculty for clarification using a professional and respectful tone. On a phone call with faculty, Michelle developed an awareness of her gender role bias and the need to continue reflecting on her contextual and cultural competency. “I see how my views of a woman’s gender roles are not for everyone,” she said. However, she continued to struggle with work–life balance, which was noted in her inability to study, review feedback, implement course resources, and manage her personal stress.

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Her struggle continued as Michelle began an internship. She reported never taking anything “off her plate” but simply adding more. Michelle began to submit application assignments and discussion responses after the required deadlines and was occasionally late to her frequent internship site meetings with clients, staff, and her supervisor. In Week 3 of her field experience at her internship site, Michelle received feedback from her site supervisor stating that she needed to be on time each day and that being late is an inconvenience to the clients and her supervisor. Michelle felt frustrated and anxious initially, but she also realized she needed to remain professional and resolve this conflict with her site supervisor. Additionally, despite fear of “failure,” Michelle wanted to ensure her site supervisor knew that she valued her opinions and perceptions of her performance. Michelle told her site supervisor that she recognized the lack of engagement and believed it was because she felt overwhelmed by her busy schedule and the multiple roles and responsibilities she was juggling with work, home life, and school. The site supervisor suggested that Michelle should incorporate self-care and wellness strategies. Together, they developed a plan of action to help Michelle manage her daily stress, emotional frustration, and work–life balance. Michelle agreed to be accountable to the plan they developed, which incorporated the ACA Code of Ethics and CACREP Standards for counselors-in-training. Michelle started her self-care plan by reviewing Standard F.5.b., “Impairment” in the 2014 ACA Code of Ethics and by understanding that she must incorporate self-care activities to prevent impairment. Next, Michelle defined those activities in supervision and began to integrate them in her personal and professional lives by removing her volunteer service, saying “no” to friends and family who asked her to help them with “trivial” requests, and hiring a housecleaner to come to help her out once a month. In addition, she used activities such as exercise, healthy eating, adequate sleep, and recreational playtime with her children. Finally, she included 10 minutes of daily meditation to build on her self-reflection toward understanding her deeper beliefs, ideas, and feelings. Case Study: Counseling Foundation

In her final Internship quarter, Michelle had a proactive stress mitigation plan that included elements of time management, self-care, healthy boundaries, and managing her self-reported perfectionistic ideologies that led her to feeling as though she needed to be “superwoman.” She remained accountable by inquiring with faculty, supervisors, and colleagues periodically for feedback on her skills, knowledge, and dispositions. As a result, she was able to graduate with success with a healthy plan for transitioning from graduate school to competent counseling practice.

Discussion:

The School of Counseling’s Key Professional Dispositions inform students of the expectations of competencies for evaluation of their performance. Michelle faced some challenges along the way with a lack of self-awareness, time management, and self-care. At times, Michelle struggled with emotions and internal thoughts of needing to “do it all” and be “perfect.” However, her drive to be the best counselor she could be helped her grow through relationships with her faculty and supervisors. Michelle was able to not only overcome the obstacles, but to be an ethical and competent professional counselor. She recognized her need to seek support when she felt overwhelmed and was lacking in areas. Overall, her behaviors demonstrated the expected competencies as outlined in the School of Counseling’s Key Professional Dispositions. Case Study: Counseling Foundation

 

Psychology Of COVID-19 Essay Paper

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Psychology Of COVID-19 Essay Paper

You may focus on any aspect that feels meaningful and interesting to you. 

  • the various mental health implications
  • the economic implications
  • suicide
  • addiction
  • families living in tight quarters and complicated family dynamics
  • the college experience and what this means now and later

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  • ageism and the treatment of the elderly
  • expecting a baby at this moment in history
  • relationships and intimacy now (people away from boyfriends and girlfriends, the toll on marriages, etc)
  • unemployment
  • self-harm
  • the trappings of domestic violence and incest and assault amidst quarantine
  • health care
  • effects on friendships
  • technology Psychology Of COVID-19 Essay Paper

The Joint Commission And Highest Priority Patient Issues Paper

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The Joint Commission And Highest Priority Patient Issues Paper

Discussion Question: The Joint Commission determines the highest priority patient safety issues and how best to address them, including as a National Patient Safety Goal (NPSG). The Joint Commission And Highest Priority Patient Issues Paper

Discussion Question:

The Joint Commission determines the highest priority patient safety issues and how best to address them, including as a National Patient Safety Goal (NPSG). Access the Joint Commission website for the most current NPSGs. Select one or more NPSGs and address the following: Explain the rationale for applying the NPSG in nursing practice. Discuss some of the benefits and/or challenges of implementing the NPSG in a health care organization? How does appropriate application of the elements of performance in the NPSG reduce negative patient outcomes? The Joint Commission And Highest Priority Patient Issues Paper

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Assignment:

Reflect upon the patient experience, patient safety, and healthcare cost as well as Joint Commission’s role in quality healthcare. Write a paper that addresses the following questions:

  • How would you apply the principles of the Triple Aim initiative to improve quality, safety and satisfaction in the acute care or long-term care setting?
  • Reflect on your current or future role in healthcare. How you would you, in the role of director of nursing or healthcare administrator contribute to improving cost effective quality care, patient satisfaction, and patient safety?
  • What practices would you apply to minimize medical errors among front-line nursing staff?

Assignment Expectations

Length: 1500-2000 words in length

Structure: Include a title page and reference page in APA format. These do not count towards the minimal word amount for this assignment.  Your essay must include an introduction and a conclusion.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment. The Joint Commission And Highest Priority Patient Issues Paper

Psychological Assessment Paper Example

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Psychological Assessment Paper Example

Topic: Psychological Assessment

Readings:

  1. Textbook read Chapter 4
  2. Fernandez’s pgs. 51-68
  3. From additional readings: Sims’s Chapter 1 (pgs. 3-23)

 

I recommend before you post your response, you read the chapter so this posting would make sense to you, and you will be better prepared to respond. We are starting now with clinical material, and from this moment on, it will be all about Psychopathology. Keep in mind each week will be a different topic, so please my dear students, do not fall behind 😊

Assessment is the first and crucial step in trying to figure out what’s wrong with the patient and how to best help him/her. It is a skill that is perfected through constant practice, and this is your first step in this process. When patients come to you, they are not nicely “packed” into clearly delineated problems so you can arrive to the diagnosis. No, most likely they come with a confusing clinical picture, and it is your job to make sense of that confusion Psychological Assessment Paper Example. It is important, because at times, the consequences could be serious (see below). You need to know your stuff, be a disciplined observer of human nature, keep the big-picture in mind at all times, and always know how you are supporting your diagnosis; that is the bases for your judgment. You are not going to “shoot from the hip”, and this is not done just because “you have a feeling about it”. When I do clinical supervision, I always ask, how do you know what you think you know? Assessment is not a cookbook approach, in which you go through the DSM5 hoping to hit with the diagnosis that fits, nor a “hunch” or “feeling” about what you think your patient has. No, it is the disciplined process of understanding what is in front of you, gathering all the data (Interviews, Tests data, observation, mental status, etc) and analyzing it to arrive to a preliminary diagnosis, then, you will further test your assumptions, and the process continues. But above all you need to understand that in Psychopathology is not just about knowing the illness, but knowing what kind of patient has that illness; in other words, you need to understand your patient.

Here is an excerpt from my book:

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“ A good assessment is crucial. At times, it is useful to utilize standardize tests or projective techniques to get a formal understanding of the patient’s psychological functioning. But this is only a minor part. We need to pay attention to the patient’s presentation, the manner in which he/she speaks, the mannerisms, and the language. The patient will be telling you a story, but the narrative is only part of the message, and you need to be aware of these factors if you want to understand.  You have to pay attention to what is said and how it is said as well as what is not said. And as you move forward you begin to elucidate the nature of the patient’s conflict Psychological Assessment Paper Example.

Andrew Sims, in his landmark book on Psychopathology writes: “Phenomenology, the empathic method for eliciting of symptoms, can never be learned from books. Patients are the best teachers, but it does help to know what one is looking for, the practical clinical aspects in which the patient describes himself, his feelings and his world. The doctor tries to unravel the nature of sufferer’s experience –to understand it well enough and to feel it so poignantly that the account of his findings evokes recognition from the patient” (Sims, 1988). Of course the patient is bothered by the symptoms, but they are not merely the expression of underlying physiological or even psychological dysfunction; they themselves are meaningful units that express a message of this particular existential dilemma he/she suffers. So a patient who is suffering from a serious difficulties swallowing food is experiencing a significant dilemma in which desire and duty collides, and in which he is self-punishing by depriving himself from food and expressing his anguish as “I can’t swallow” this situation and “I’m choking” with ambivalence ( see My Brother’s Keeper” story). Prior to seeing me, he had months of interminable and intrusive medical tests, which couldn’t explain his symptoms and at the end he was told he had “anxiety”.

 

Class Participation Topic for this week.

In regards to the Psychological assessment, I have a couple of examples that highlight the need for a good assessment. I want to add this little vignette to get you thinking about this subject.  A few years ago, I had a case of a man who was sent to me to treat his “psychological condition”. He was an officer in the Navy and he was acting “weird” and was difficult to understand sometimes and to follow what he was trying to say.  It is a long story, but when I did the assessment, again using Psychological Tests and a very careful Clinical History, I found significant problems with left temporal functioning (he had a mild expressive aphasia) , in addition to inconsistencies to what “appear” to be a Psychological “Problem”. This guy was not “neurotic” and his symptoms just did not make any sense. I spend a good deal of time listening to him, although this listening was difficult; I spoke to his wife, I learned of their history together, in other words, I aimed at understanding my patient. Given my assessment of his psychological functioning, my interviews with the patient and his family and the results of the Testing, I asked the referring physician to take a second look and she did an MRI and found a huge tumor in his left temporal lobe.

Again, perhaps this is a more dramatic case, but I want to emphasize the importance of a good assessment, with sound Clinical History, knowledge of Psychopathology (what this course is about!), the development of good listening and perceptive skills  and proper Psychological Testing. On the other hand, a few years ago, I was asked to evaluate a man who had lost consciousness, had frequent syncope episodes with loss of memory for the event and he was thought to have a “neurological condition”. His is also a long story that I will not repeat here, but essentially, he was a true case of “Conversion Disorder” (Hysteria), which was resolved, first via hypnosis and later with ongoing psychotherapy. He had been tested with all kinds of technology without arriving to a definitive diagnosis; but it was his particular life-situation, together with a very careful history that pointed in the direction of hysteria (I will talk about him later in the course). In this case, contrary to the one above, the assumption was an “underlying physical condition” which, under careful assessment (and treatment) demonstrated the opposite Psychological Assessment Paper Example.

When it comes to children, the assessment takes on a particularly different emphasis, as you need to consider developmental stages, cognitive-emotional development, cultural and family factors and, very important, situational factors. Several years ago, I was asked to evaluate this young 8-year-old boy for ADHD whose behavior appeared to me inconsistent in various settings. I decided to do school observation in a couple of different classes, and I found out his behavior was highly depended on the class and teacher present; yes sometimes he acted-out in ways that appeared as ADHD, but it wasn’t ADHD, it was the “situation”, not the child. This is a theme that repeats often and that it takes effort for me to convey to parents and teachers. A child behavior, at any given point in his/her life is ALWAYS the interaction of individual factors AND the environment. Frequently we need to intervene on both areas to bring a change in behaviors. Now, when I talk about the environment, I do not only refer to physical or social environment, but also family dynamics. When I do an intake for a new kiddo I always have the parent or parents present, not just to get historical information from them, but also to observe how they interact with each other. I use this information later when I present to the parents my observations, and very often they admit they were never aware of this or that until I pointed it out to them. As we go along, I will describe some of those cases.

Well I hope you have enjoyed reading these cases and get a sense of the importance of conduction good clinical assessment.

What I would like for you to do is to comment on anything you found interesting in this posting. Remember that:

  1. You have to respond to this posting
  2. keep a copy of your posting in WORD
  3. This posting will be unavailable after two weeks, so you can’t delay.
  4. At the end of the semester you will take ALL of your class Participations and turn them in for grading.

OK, now we are starting and this course will be moving “fast and furious”. Do your readings and ENGAGE!

All My Best

DrF Psychological Assessment Paper Example

Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

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Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

Instructions

Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies
The National Organization of Nurse Practitioner Faculties (NONPF) has determined core competencies that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF has represented them within nine broad areas of core competence. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017. This synthesis course has had the overarching objective of preparing you to be able to synthesize knowledge gained throughout the program and be prepared to apply each of the nine core competencies within your selected areas of practice and your representative communities. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

The nine broad areas of competency are:
Scientific Foundations
Leadership
Quality
Practice Inquiry
Technology and Information Literacy
Policy
Health Delivery System
Ethics
Independent Practice

To Prepare:

Review this week’s Learning Resources, focusing on the NONPF Core Competencies Content.
The Assignment
For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). Then, propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples.

Reflections on 50 years of change
Ford, Loretta C. EdD, RN, PNP, FAAN, FAANP1,2Author Information
Journal of the American Association of Nurse Practitioners: June 2015 – Volume 27 – Issue 6 – p 294-295
doi: 10.1002/2327-6924.12271
FREE
Metrics
Abstract

In honor of the 50th anniversary of the first nurse practitioner (NP) program in the United States, Dr. Loretta Ford offers these reflections on the progress of NPs in the past half century. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

Figure
Figure: Photo by K. Huth, reproduced with permission of Universityof Rochester School of Nursing
Celebrating the nurse practitioners’ (NPs’) 50th anniversary conjures up a host of memories of earlier days. Those days, the 1960s, created an enabling environment for change. The political, professional, and social environments were turbulent and chaotic and provided a perfect opportunity to innovate. In graduate nursing education, change was in the air from the focus on functional roles of teachers, supervisors, and administrators to preparing advanced practice nurses. Each faculty group was involved in identifying its clinical area\’s content and processes. Because public health nursing (PHN) was my special interest, I was engaged in identifying the clinical roles of public health nurses, particularly in family health. Much of our work was with children and families in the community. Well-child clinics seemed like a good place to start. A pediatrician and I became partners in the pursuit of nursing\’s educational objectives for advanced practice in PHN.

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While we, pediatrician Henry K. Silver and I, thought we were complying with the nursing organizations’ professed goals, autonomous practice, colleagueship with physicians, health and prevention of disease, partnerships with patients, surprisingly our efforts to expand the public health nurses’ role in well-child care were met, especially by nurse educators, with criticism, skepticism, and suspicion. Much to my surprise I became the target of their bullying behavior, silence, isolation, gossip, and backstabbing for partnering with a physician, teaching content previously part of medicine, concern for safety, legal aspects, and physician control of nursing education.

Although the negativism was difficult to tolerate, the performance of our pioneering students, their enthusiasm and competence in their expanded role, the changes in their self-confidence and self-esteem as well as the warm reception of the patients to the NPs’ services encouraged and convinced me that this was an appropriate pathway to advanced clinical practice for public health nurses. These student pioneers deserve high praise for their capabilities, confidence, competence, and courage. They demonstrated their potential for leadership in changing the nursing profession and their histories prove their value and worth.

Both Dr. Silver and I discovered early the importance of transparency and communication. We had many requests for presentations and visitations. One visitor, the famous author of ‘the future of nursing,’ Esther Lucille Brown, after observing an NP student in clinical practice, declared “I\’ve just seen nursing at its finest.” That was not received well by my faculty antagonists. Publications in nursing and medical journals were part of our communication strategies. Despite our efforts to clearly state that our goals were to meet the health needs of children in the community, still today, I read articles in journals reporting the NP was introduced to relieve the physician shortage. Can you imagine a nurse educator risking her career for medical deficits? However, this shortage did give us “the opportunity” to demonstrate that public health nurses could be qualified to meet well-child health needs. This idea came from my PHN clinical practice in rural Colorado and as a visiting nurse in a New Jersey ghetto. Our eventual goal, given the success of this expansion, was to integrate the content into the PHN graduate curriculum. National nursing organizations were less responsive to the NP requests for recognition of this new role and so, NP organizations were born. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

Now, you know the rest of the story: today, with numbers at 202,000 or more, the NP is accepted as one of the advanced practice roles in the profession of nursing. Every university educational program offers master\’s and doctoral degrees. NPs are in every venue of health care from community clinics to intensive care units (ICUs), to hospitals, to schools and prisons; and NPs are offering high-quality, accessible, acceptable, and affordable health care in many specialties. The NPs have been a worldwide phenomenon and NP organizations are flourishing. Politically, NPs have been a force to be reckoned with in demanding legislation for freedom to practice and while there are still barriers, freedom will come to pass along with federal legislation for funding for NP health services. We have to recognize also the help of the Institute of Medicine report, the consensus model, and the provisions of the Affordable Care Act.

Today, we are facing a huge tsunami of demographic changes as well as the exciting world of digital monitoring and individualization, genomic discoveries, technological marvels, and new partners on the horizon. Once again, we are challenged by a chaotic, turbulent environment that, to me, means opportunity. Myriads of opportunities are open to all nurses to inquire, innovate, invent, imagine, and invest in the changes in healthcare practices. This will require monumental changes in our relationships to patients and our traditional partners (physicians and other healthcare team members), institutional policies, procedures, practice sites, educational programs preparing health professionals, the payments systems and payers’ behavior, the type and kind of research, and the pharmaceutical and medical equipment industries.

The most important outcome will be the paradigm shift to true patient-centered care, giving patients information firsthand. With this comes the power of choices, and responsible partnerships. Change is in the air, and that change is happening now with smartphones, smart patients, and smart NPs. All nurses who can will become the first responders in this brave new world. This new world is described in great detail and even greater excitement in Dr. Eric Topol\’s books, The Creative Destruction of Medicine (2013) and, more recently, The Patient Will See You Now (2015).

Once again, we have an enabling environment. It is nursing\’s chance to grab the gold ring and innovate, inquire, invent, and inspire this power shift to truly patient-centered care serving the publics’ interest and the nation\’s health, security, and economic growth. The time is ripe for NP leaders to seize the moment.

References
Topol, E. (2013). The creative destruction of medicine: How the digital revolution will create better health care. New York: Basic Books.
Cited Here
Topol, E. (2015). The patient will see you now: The future of medicine is in your hands. New York: Basic Books.
Cited Here
Henry K. Silver MD Posthumously Awarded Honorary Fellow Status

In honor of 50 years of the Nurse Practitioner and 15 years of FAANP, the Executive Committee has unanimously decided to honor Dr. Silver posthumously as an Honorary Fellow. Dr. Silver was the co-founder of the first NP program with Dr. Loretta Ford. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

Name: NRNP_6568_Week11_Assignment_Rubric

  Excellent
90%–100%		 Good
80%–89%		 Fair
70%–79%		 Poor
0%–69%
For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). 59 (59%) – 65 (65%) 

Response clearly, accurately, and thoroughly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

 52 (52%) – 58 (58%) 

Response clearly explains how the MSN program has prepared the student to meet each of the nine NONPF competencies.

 46 (46%) – 51 (51%) 

Response somewhat vaguely and/or inaccurately explains how the MSN program has prepared the student to meet each of the nine NONPF competencies or one of the competencies is not addressed.

 0 (0%) – 45 (45%) 

Response vaguely and/or inaccurately explains how the MSN program has prepared the student to meet each of the nine NONPF competencies. Several of the competencies are not addressed or resposnse is missing.
Propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples. 18 (18%) – 20 (20%) 

Response clearly, accurately, and thoroughly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided.

 16 (16%) – 17 (17%) 

Response clearly explains a plan to engage in social change in a community as a nurse practitioner. Specific examples are provided.

 14 (14%) – 15 (15%) 

Response somewhat vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner.

 0 (0%) – 13 (13%) 

Response vaguely and/or inaccurately explains a plan to engage in social change in a community as a nurse practitioner or response is missing.
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.		 5 (5%) – 5 (5%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

 4 (4%) – 4 (4%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

 3 (3%) – 3 (3%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

 0 (0%) – 2 (2%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and proper punctuation		 5 (5%) – 5 (5%) 

Uses correct grammar, spelling, and punctuation with no errors. Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

 4 (4%) – 4 (4%) 

Contains 1 or 2 grammar, spelling, and punctuation errors.

 3 (3%) – 3 (3%) 

Contains several (3 or 4) grammar, spelling, and punctuation errors.

 0 (0%) – 2 (2%) 

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and proper punctuation		 5 (5%) – 5 (5%) 

Uses correct APA format with no errors.

 4 (4%) – 4 (4%) 

Contains 1 or 2 grammar, spelling, and punctuation errors.

 3 (3%) – 3 (3%) 

Contains several (3 or 4) APA format errors.

 0 (0%) – 2 (2%) 

Contains many (≥ 5) APA format errors.
Total Points: 100

Social Media Theory And Schema Essay Paper

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Social Media Theory And Schema Essay Paper

Competency

Evaluate psychological theories and their insights into the widely varying opinions and attitudes that are expressed through social media.

Student Success Criteria

View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.

*Format in APA and don’t forget to cite your sources.* Social Media Theory And Schema Essay Paper

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Instructions

We have been looking at different psychological theories and the way we can use them to better examine social media. For this assignment, you should choose yourself or another person (such as a celebrity or a politician). Spend some time looking through your/their social media accounts: Facebook, Twitter, Instagram, Pinterest, etc. Then write your analysis, being sure to cover these points:

  • A good introduction including who your subject is and a good overview of them and their social media use
  • Examples and discussion of schema/script theory in your subject
  • Examples and discussion of cultivation theory in your subject
  • Examples and discussion of agenda-setting theory in your subject
  • Examples and discussion of social learning in your subject
  • Examples and discussion of uses and gratifications theory in your subject
  • Conclusions Social Media Theory And Schema Essay Paper

Learning to Communicate Globally Through Social Media Essay

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Learning to Communicate Globally Through Social Media Essay

Deliverable 5 – Learning to Communicate Globally Through the Platform of Social Media

Assignment Content

  1. Competency
    Integrate the positive and negative effects of social media making global communication easily accessible.Student Success Criteria
    View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.

    Instructions
    When using social media, the communication barrier of distance is eliminated. This comes with obvious benefits, but it also comes with extra challenges due to the increased potential for misunderstandings with cultural differences and language barriers. The person that knows how to use communication opportunities will have a strong advantage in their work and in their networking and relationships Learning to Communicate Globally Through Social Media Essay.

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    This assignment has two parts to it.

    Part 1:
    Locate and study social media pages of businesses that are making an effort to market their product globally. You can use any social media platform you choose. Examine what you believe the companies are doing well and what can be improved. Look for ways in which their communication are clear to a large number of people, breaking through language and cultural barriers. Also look for ways in which the pages could be improved due to the limitations and challenges of global communication.

    After you have studied several pages that are seeking to reach a large number of people, choose three of them.
    1A. Choose the page that you feel does the best job overall.

    • Describe why you feel like this social media page was the best one that you viewed. Take a screenshot of the page and upload it with your submission.
    • 1B. Choose one that needs improvement.
    • Describe what you see that needs improvement in their effort to reach people globally. Take a screenshot of the page and upload it with your submission.
    • 1C. Choose one that most closely represents the type of page that you might create in the future. If you have no interest or potential need for ever creating a social media page that is intended to reach the masses globally, then choose one you are interested in and like.
    • Describe why you chose this social media page as the one you can best relate to or like the best. Take a screenshot of the page and upload it with your submission.
    • Note: Do not use the same social media page for more than one of these three choices. For example, do not say that one social media page was the best and also the one that you would be most likely to create a similar page as. In other words, do not use one social media page for both 1A and 1C. You need to choose three separate pages in total Learning to Communicate Globally Through Social Media Essay.Part 2:
      Now you will use what you have learned to create your own social media page with the intent of reaching the masses. You will not need to actually create a page on a social media platform. Creating a fake company or organization online could obviously cause problems. Instead, emulate the formatting of a social media page, and create it so that you can submit it to your instructor.

      Take what you learned from Part 1 to create the best fake social media page you can on an imaginary company or organization of your choice. Your company or organization can be anything you want, just ensure it is class-appropriate. Describe what you learned in this assignment and how you incorporated that knowledge into your social media page. Use a minimum of 2 credible sources Learning to Communicate Globally Through Social Media Essay

Deliverable 6 – Making Contacts for the Future Essay

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Deliverable 6 – Making Contacts for the Future Essay

Assignment Content

  1. Competency
    Design a personal plan to use social media to benefit the student both personally and professionally as well as minimize online mistakes and their impact.Student Success Criteria
    View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.*Format in APA and don’t forget to cite your sources.* Deliverable 6 – Making Contacts for the Future Essay

    Instructions
    Regardless of the career that you pursue or are currently pursuing, it is likely that the action of securing the resource of friends and professional acquaintances will be as valuable as any other action you could take.

    Part 1:
    First, take some time to reflect on your career and/or future career. If this includes more than one career path, then focus on the one that you are most concerned with in the long term. This might include working in a specific field, starting a business, or any other pursuit you are currently working on or plan to work on in the future. The choice behind the pursuit you will focus on is a personal choice.

    Write two pages on why this particular career and/or pursuit is your choice. Reflecting on the why behind your wish to achieve a goal will help to make it feel more tangible to you. This exercise of reflection should serve to remind you of your motivation and will be a good thing to refer back to if your motivation ever gets low. The “why” behind a pursuit is oftentimes more important than the “how” of a pursuit. If you have a strong enough “why,” you will find the “how.”

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    Part 2:
    For the second part of this assignment, make a list of the types of people that could help you in your career and why those people would be good contacts to have. This list should be general in nature, meaning you should list professions or names of positions within companies rather than specific names.

    You should list general fields or positions like accountants, attorneys, marketing managers, CEOs, etc., rather than any specific names. Be sure to list at least five professions or types of people.

    Part 3:
    Next, consider which social media platforms you could use to make personal contacts that could help you in your pursuit along with why and how you could use each. Ensure that the platform and your use of it line up with the specifics behind your chosen future goal.

    Describe at least three different platforms you could use, along with why you would use it, and how you would use it for each of the three.

    • Platform #
    • Why?
    • How?
    • Platform #
    • Why?
    • How?
    • Platform #
    • Why?
    • How?
    • Part 4:
      Finally, put all of this together and take action Deliverable 6 – Making Contacts for the Future Essay. The next part of this assignment is where you can make a big difference in your grade as well as in your real life pursuit of a goal!Reach out through the avenue of social media and make contact with three people that you do not currently know. Describe who you contacted and why (you do not need to give their specific name). Explain how you went about contacting them. Contacting someone that works in the same field as you or the same field you intend to work in should be relatively easy as long as you take a professional approach. Speculate over how this new contact might be helpful to you in the future. If you are not currently using social media, then find someone that you know that has used social media to make connections. Ask them to describe how social media has helped them to network and write about social media has helped them to network and make connections. Use at least 2 credible sources Deliverable 6 – Making Contacts for the Future Essay.