Delegation – The Root of Practice

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Delegation – The Root of Practice

Delegation – The Root of Practice

Chapter 1a – Assignment

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SCENARIO

Nancy, a registered nurse, has recorded a telephone order from the attending physician to administer one unit of blood to Baby Robby, a pediatric patient. She delegates this order to a licensed professional nurse whose name is Kelly. Kelly has been with the hospital for several years and has just graduated LPN school. Kelly is known among the nurses as an assistant and unit secretary for many years and she is considered a very trustworthy nurse. Kelly also just finished an IV certification class but claims that she will document it on Monday since Human resources is not open, it being a weekend. Nancy sends Kelly to get the unit from the blood bank, hang the blood with saline and then administer it. After one hour it is time for the charge nurse to give report, she sends Kelly in to get the first set of vital signs and check on Robby. Since Nancy is also the charge nurse, she finds herself a little behind, so she has Kelly write a short note in the record and a set of vital signs. When Kelly checks on the patient she finds that Robby is lethargic and she immediately reports this to Nancy who then declares that she needs to write an incident report up and once she is finished giving report she does exactly that and then writes in the chart that an incident report has been filed with all the relevant facts listed. She then clocks out with the knowledge that she finished everything that needed to be done.

 

Instructions:

 

  1. Read through the scenario above carefully and list each mishap and violation of practice that you can detect. Explain whether it was:
  1. possibly something forgotten
  2. a violation of standard of practice
  3. a legal mishap
  4. an ethical violation
  5. a delegation problem
  6. or some other problem
  1. List each deviation from safe and legal practice.
  2. Explain what was done or not done.
  3. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formatting, and spacing standards
    • Typed into a Microsoft Word document, save the file, and then upload the file
  4. Upload your file by clicking “Browse My Computer” for Attach File.

Family Nursing Module 1 assignment Overview

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Family Nursing Module 1 assignment Overview


Family Nursing Module 1 assignment
Overview

Discuss from your nursing experience an intervention you used with a family using each of the 4 types of approaches:

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  1. Family as Context
  • Focuses on the assessment and care of an individual patient in which the family is the context.
  • Traditional
  • Individual is in the foreground and the family is in the background
  • Family serves as context for the individual as a resource orstressor (so the family can be either anegative or positive context).
    An example of this would be in the care of children under 18.  Physician rounds are generally “family centered” and done with the focus on the patient, but with discussion with both the patient and the parents or caregivers.

** For the Approaches to Family Nursing Assignment, think of a time in your clinical practice or with your own particular family when one of the members of the family needed health care and other members of the family were involved in that person’s health care needs.  Explain who the family member in need of health care was, what was the condition of the family member, health problem, and health care needs.  What roles did each family member take in helping care for the individual family member?

  1. Family as Client
  • Assesses all family members
  • The nurse is interested in the way all the family members are individually affected by the health/hospitalization of one member of the family unit.
  • The family is in the foreground.
  • Focus is on every member of the family.

An example of could be when a beloved matriarch of the family gets a grave diagnosis, the nurse would ask the patient how her family was dealing with the diagnosis?  How are the members of your family adjusting to this news?  Will the care you will need be a problem for your family?

**For the Approaches to Family Nursing Assignment, think of a time in your clinical practice or with your own particular family when one family member suffered from a health care problem and as a result other members of the family developed health care needs.  Describe the health needs of all of the family members and the overall affects of the family members’ illness on the rest of the family.

  1. Family as System
  • The family as a whole is the patient.  The focus is on the individual and the family simultaneously.
  • Interactions between family members become the target for nursing interventions.
  • Emphasis is on the interactions between the family members.
  • Runs on the theory that when something happens to one part of the system, the other parts of the system are affected as well (if one member of the family becomes ill, then the other members of the family are affected as well).
    For example, when a child is diagnosed with cancer, the nurse may ask the father, what has changed between you and your wife since the diagnosis?  How has this devastating diagnosis affected this child’s siblings?

**For the Approaches to Family Nursing Assignment, describe how the family interacts with one another when one family member becomes ill.  Describe the types of interactions that occur such as one family member is in denial, one family member is crying and panicking, one family member becomes the caregiver, and so forth. Base your answer on your practice or your personal experience.

  1. Family as Component of Society
  • Looks at the family as a component of society.
  • The family as a whole interacts with other institutions to receive, exchange, or give communication or services.
  • This is a major aspect of Community Health nursing.
  • Examples of this may include suggesting a support group for a patient/family for their disease, or asking how “society” (those outside of their family) have reacted to their diagnosis.

**For the Approaches to Family Nursing Assignment, describe how one family used a variety of community resources to help them care for a family member who has become ill or who has been diagnosed with a health care problem.  What resources did the family use or seek? What were the results?  How effective were the healthcare resources for the family and the ill family member?  What problems were encountered when the family tried to obtain community resources? 

Objectives

  • Differentiate roles within a family
  • Discuss the role of the family healthcare nurse

Points: 40

Due Date: Sun, May 15 by 11:59 p.m. Eastern Standard Time (EST) of the US.

References

Minimum of three (3) total references: one (1) reference from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)

Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.

Style

Unless otherwise specified, all the written assignment must follow APA 7th edition formatting, citations and references. Click here to download a Microsoft Word APA template. Review this annotated student sample paper guide which draws attention to relevant content and formatting in 7th edition APA style. Make sure you cross-reference the APA 7th edition book as well before submitting the assignment. Refer to the ‘LEARNER SUPPORT’ tab for more information regarding APA 7th edition with comparisons to 6th edition.

Number of Pages/Words

Unless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.

 

Overview

Discuss from your nursing experience an intervention you used with a family using each of the 4 types of approaches:

  1. Family as Context
  • Focuses on the assessment and care of an individual patient in which the family is the context.
  • Traditional
  • Individual is in the foreground and the family is in the background
  • Family serves as context for the individual as a resource orstressor (so the family can be either anegative or positive context).
    An example of this would be in the care of children under 18.  Physician rounds are generally “family centered” and done with the focus on the patient, but with discussion with both the patient and the parents or caregivers.

** For the Approaches to Family Nursing Assignment, think of a time in your clinical practice or with your own particular family when one of the members of the family needed health care and other members of the family were involved in that person’s health care needs.  Explain who the family member in need of health care was, what was the condition of the family member, health problem, and health care needs.  What roles did each family member take in helping care for the individual family member?

  1. Family as Client
  • Assesses all family members
  • The nurse is interested in the way all the family members are individually affected by the health/hospitalization of one member of the family unit.
  • The family is in the foreground.
  • Focus is on every member of the family.

An example of could be when a beloved matriarch of the family gets a grave diagnosis, the nurse would ask the patient how her family was dealing with the diagnosis?  How are the members of your family adjusting to this news?  Will the care you will need be a problem for your family?

**For the Approaches to Family Nursing Assignment, think of a time in your clinical practice or with your own particular family when one family member suffered from a health care problem and as a result other members of the family developed health care needs.  Describe the health needs of all of the family members and the overall affects of the family members’ illness on the rest of the family.

  1. Family as System
  • The family as a whole is the patient.  The focus is on the individual and the family simultaneously.
  • Interactions between family members become the target for nursing interventions.
  • Emphasis is on the interactions between the family members.
  • Runs on the theory that when something happens to one part of the system, the other parts of the system are affected as well (if one member of the family becomes ill, then the other members of the family are affected as well).
    For example, when a child is diagnosed with cancer, the nurse may ask the father, what has changed between you and your wife since the diagnosis?  How has this devastating diagnosis affected this child’s siblings?

**For the Approaches to Family Nursing Assignment, describe how the family interacts with one another when one family member becomes ill.  Describe the types of interactions that occur such as one family member is in denial, one family member is crying and panicking, one family member becomes the caregiver, and so forth. Base your answer on your practice or your personal experience.

  1. Family as Component of Society
  • Looks at the family as a component of society.
  • The family as a whole interacts with other institutions to receive, exchange, or give communication or services.
  • This is a major aspect of Community Health nursing.
  • Examples of this may include suggesting a support group for a patient/family for their disease, or asking how “society” (those outside of their family) have reacted to their diagnosis.

**For the Approaches to Family Nursing Assignment, describe how one family used a variety of community resources to help them care for a family member who has become ill or who has been diagnosed with a health care problem.  What resources did the family use or seek? What were the results?  How effective were the healthcare resources for the family and the ill family member?  What problems were encountered when the family tried to obtain community resources? 

Objectives

  • Differentiate roles within a family
  • Discuss the role of the family healthcare nurse

Points: 40

Due Date: Sun, May 15 by 11:59 p.m. Eastern Standard Time (EST) of the US.

References

Minimum of three (3) total references: one (1) reference from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)

Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.

Style

Unless otherwise specified, all the written assignment must follow APA 7th edition formatting, citations and references. Click here to download a Microsoft Word APA template. Review this annotated student sample paper guide which draws attention to relevant content and formatting in 7th edition APA style. Make sure you cross-reference the APA 7th edition book as well before submitting the assignment. Refer to the ‘LEARNER SUPPORT’ tab for more information regarding APA 7th edition with comparisons to 6th edition.

Number of Pages/Words

Unless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.

 

State Specific Guidelines for Prescribing Controlled Substances & Medical Devices

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State Specific Guidelines for Prescribing Controlled Substances & Medical Devices

Student Name:  Type your name here

                                                                              

State of Planned NP Clinical Practice:    Type your state here

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Complete the following table with information specific to the state where you plan to practice as a nurse practitioner. Please refer to the rubric in the course to identify how much each prompt is worth.  Most are worth 5 or 6 points with one question being worth 10 points.  The 10 point question is noted in the table.

  • Sources should be obtained directly from the state’s regulatory organization(s) and must be cited appropriately.
  • It is recommended that you keep a copy of this paper to provide to potential employers or your Board of Nursing in order to demonstrate your knowledge of your state laws.
Guidelines and recommendations for your state:

In response to the opioid epidemic, individual states have developed and adopted voluntary guidelines or recommendations for the treatment of acute and chronic non-cancer pain. Based on research done on the state where you will practice clinically, include the following:
Provide the name of your practicing state’s organization, group or task force that created guidelines or recommendations for pain management therapies and education. Organization, group, or task force name

Type your answer here

 Where you found this information (weblink):

Paste the link here
Briefly describe an overview of its development and include a web address where this information can be found. If your state does not have guidelines, discuss a federal guideline. (Note: you may need to contact your state’s board of nursing, pharmacy, or medicine if you cannot locate it on your own). Overview of your state’s guideline development with web address.

Type your answer here

 Locate federal guidelines and provide a link to federal guidelines you could use in practice as a NP

Paste the link here
Some states have multiple organizations or initiatives (ex: Ohio) in place to combat the opioid epidemic and advocate for safer opioid prescribing. Explore whether your state has other resources, groups or organizations where prescribers can reference best practices for pain management treatment. If applicable, provide a brief overview of the group’s recommendations or initiatives. If your state does not have another state-specific resource, discuss the guidelines published by the American Pain Society OR Centers for Disease Control and Prevention. Provide a brief overview of the group’s recommendations or initiatives (provide link to where you found information).

Type your answer here

 Provide a brief overview of the guidelines published by the American Pain Society OR Centers for Disease Control and Prevention (provide link to where you found information).

Type your answer here
Discuss when the use of opioids is appropriate and for what duration should they be prescribed? Provide a reference for your response. (This question is worth 10 points. 4 points for when opioids are appropriate, 4 points for a safe duration of use, and 2 points for a current edition APA formatted reference.) Type your answer here
State specific laws on controlled substance prescribing for the nurse practitioner:

Research your state laws on advanced practice nurses’ authority to prescribe controlled substances. Based on research done on the state where you will practice clinically, include the following:

 
Identify the law, rule, code, or statute that describes the advanced practice nurse’s authority to prescribe controlled substances in your state.

 

 Link to where you found law, rule, code, or statute for your state.

Paste the link here

 What does the law, rule, code, or statute say?

Type your answer here
Discuss the provisions of the law, rule, code, or statute regarding the following:

 

 Conditions or limits on prescribing schedule I-V controlled substances.

Type your answer here

 

 Requirements (if any) in documentation for treating acute and chronic pain. If your state has no requirements for this, confirm with a link of where you found this information.

Type your answer here

 
Are there specific requirements for advanced practice nurses to reference the state’s prescription drug monitoring database before prescribing a controlled substance?  Yes or No

Type your answer here

 If yes, what are they? If not, how would they be helpful?

Type your answer here
State Prescription Drug Monitoring Program (PDMP): Research your state’s PDMP* and provide the following information:
Name of the state’s program. Type your answer here

 
Website for the state PMDP. Type your answer here

 
Discuss the registration requirements and process. Type your answer here

 
Discuss the standards and procedures for the access and review of database information. Type your answer here

 
State specific laws on medical devices prescribing for the nurse practitioner:

Research your state laws on advanced practice nurses’ authority to prescribe medical devices.  These are also called Durable Medical Equipment (DME).  Based on research done on the state where you will practice clinically, include the following:

 
Identify the law, rule, code, or statute that describes the advanced practice nurse’s authority to prescribe medical devices or DME in your state.

 

 Link to where you found law, rule, code, or statute for your state regarding prescribing DME in your state.  

Paste the link here

 What does the law, rule, code, or statute say regarding prescribing DME in your state?

Type your answer here
Discuss the provisions of the law, rule, code, or statute regarding the following:

 

 Conditions or limits on prescribing medical devices or DME.

Type your answer here

 Requirements (if any) in documentation needed to support order of medical devices or DME.

Type your answer here

 

 

Nursing homework help

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Nursing homework help

Week-1 Capstone assignment 

FYI THIS IS FIRST PAPER/ASSIGNMENT OF MANAY SEQUENCE PAPERS ON TOPIC DEPRESSION IN TEEN AGER AND YOUNGER ADULT.

 

 

 

A logic model or program theory is a description or model frequently pictorial of how a program is supposed to achieve its expected outcomes and solve the identified problem for which it was created. It creates a logical links between expected outcomes and the activities designed to achieve them and incorporates the evidence-based theoretical assumptions that explain how the activities will lead to outcomes. A program theory or logic model is NOT the theoretical framework on which your project is based although it may be related to a theoretical framework. A theoretical or conceptual framework is a general theory that explains why some things happen. A program theory or logic model is unique to your project and explains how it is supposed to work.

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Assignment Prompt

  1. Develop a one-page diagram of theoretical foundation for your project/program, describing how and why your project should achieve the desired outcome. Add references on the second page. You may arrange items in the diagram in any way you choose, but the diagrams should include each of the following components and show the logical connections between them:
    1. The need or problem to be addressed by the project/program with supporting data
    2. The context for the project/program (attach a reference list with your diagram)
    3. The strategy (ies) proposed to address the need/problem
    4. The evidence base for the proposed strategies (attached a reference list with your diagram)
    5. Factors that will influence the use of strategy
    6. The expected outcomes of the project/program
    7. The resulting impact of the project/program if the outcomes are achieved.

Expectations

  • Due: Monday, 11:59 pm PT
  • Length: Two pages (1st page for diagram, 2nd page for references)
  • Format: APA Style (7th ed.), one-inch margins with double spacing, proper APA formatting
  • Research: Scholarly (peer-reviewed) contemporary  reference(s) within the last 5 years
  • Writing: Use correct grammar and sentence construction: Clear expression of ideas
  • File Title: Save the file with Student First Name_Last Name_Title of assignment

See USU NUR Writing Assignment Rubric for additional details and point weighting.

 

 

 

 

 

 

Rubric

criteria Superior Above Average Competent Below Standard Far Below Standard Criterion Score
Objective/Health Care Problem 5 points

Objective is precise, knowledgeable, significant, and distinguished from alternate or opposing options.

 4 points

Objective is precise and knowledgeable.

 3 points

Objective is acceptable.

 2 points

Objective may be unclear or irrelevant.

 1 point

Objective is missing.

 Score of Objective/Health Care Problem,

/ 5
Scope/Evidence 5 points

Skillfully arranges evidence to setup premise of the issue.

Persuasively builds the case with supportive evidence.

Elaborates on all key points of the issue.

 4 points

Clearly sets up premise of the issue.

Persuasively builds the case.

Covers key points of the issue.

 3 points

Sets up premise of issue.

Sufficiently persuasive to the case.

Adequate development of key issues.

 2 points

Poorly sets up the premise of the issue

Minimally persuasive to the case.

Poor development of key issues.

 1 point

No premise set up.

Not persuasive to the case.

Absence of key issues.

 Score of Scope/Evidence,

/ 5
Analysis 5 points

Skillful recommendations and/or specific action.  Suggested action is reasonable.

 4 points

Clear recommendations and/or specific action.  Suggested action is reasonable

 3 points

Sufficient recommendations and/or specific action.  Suggested action is reasonable.

 2 points

Vague about specific action.

Action minimally reasonable.

 1 point

Absence of specific action.

Action completely unreasonable.

 Score of Analysis,

/ 5
Conclusion/Evaluation 5 points

Conclusion is precise, knowledgeable, significant, and distinguished from alternate or opposing options. Skillfully implicates impact on nursing practice, patient safety and healthcare quality.

 4 points

Conclusion is precise knowledgeable and significant.

Clearly states impact on nursing practice, patient safety and healthcare quality.

 3 points

Conclusion is appropriate.

Provides a basic explanation of the impact on nursing practice, patient safety and healthcare quality.

 2 points

Conclusion may be unclear or irrelevant.

Vague references regarding impact.

 1 point

Conclusion and/or

impact is missing.

 Score of Conclusion/Evaluation,

/ 5
Integration of Knowledge 5 points

Demonstrates understanding and applies concepts learned in the course at a superior level. Concepts are integrated into insights. Provides concluding remarks that show analysis and synthesis of ideas.

 4 points

Demonstrates understanding and applies concepts learned in the course. Conclusions are supported in reflection.

 3 points

Demonstrates, for the most part, understanding and applies concepts learned in the course. Some of the conclusions, however, are not supported.

 2 points

Demonstrates, to a certain extent, understanding and applies some concepts learned in the course.

 1 point

Does not demonstrates full understanding of concepts learned in the course.

 Score of Integration of Knowledge,

/ 5
Writing Style, Formatting and Conventions 5 points

Appropriate references that support opinions and recommendations. Exceptional writing with no grammar, APA or spelling errors

 4 points

Appropriate references that support opinions and recommendations. Excellent writing with minimal grammar, APA or spelling errors

 3 points

Appropriate references that support opinions and recommendations. Sufficient writing with minor, APA or spelling errors

 2 points

Minimal references and support for opinion on policy and recommendations for changes. Many APA/Grammar and/or spelling errors.

 1 point

Opinions and recommendations not well supported, Poor APA/Grammar and /or spelling

 Score of Writing Style, Formatting and Conventions,

/ 5

Total

Score of USU NUR Writing Assignment Rubric,

/ 30

Overall Score

Level 5

24 points minimum

Level 4

19 points minimum

Level 3

14 points minimum

Level 2

9 points minimum

Level 1

0 points minimum

 

 

Social Media and its Effects On Children’s Psychology

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Social Media and its Effects On Children’s Psychology

  

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Paper Outline

Paper Topic: Social Media and its Effects On Children’s Psychology

Introduction Possible ideas for the introduction

There has been an increase in penetration of technology within the current society which has laid an effective platform for an increase in social media use within the modern societies, including among children. According to Statista, some of the most widely used social media platforms used by children include Instagram, snapchat, Facebook, and Twitter (Statista, 2022). However, the increase in social media use is associated with several adverse impacts on children including development of psychiatric disorders which are carried on to adolescence (Cataldo et al., 2021). This paper analyzes some of the psychiatric disorders associated with use of social media among children.

Thesis Statement: Social media has adverse impacts with on the psychology of children which can affect their mental wellbeing and cognitive development.

Main Point: Social media use is associated with depressive symptoms and mood disorders

Examples/Details/Explanations:

  1. Passive use of social media where by one browses through comments and news is associated with aggravated depressive symptoms since it makes children experience a reduced sense of belonging (Cataldo et al., 2021).
  2. Among younger people, social media use is commonly associated with increased feeling of emotional loneliness (Bonkaksen et al., 2021).
  3. Loneliness is associated with an increased risk of depression (Wang et al., 2021).

Main Point: Social media use among children is also associated with increased risks of anxiety.

Examples/Details/Explanations:

  1. Cyberbullying is commonly associated with an increased risk of developing anxiety and psychological distress.
  2. Time spent on social media was directly correlated with the likelihood of developing anxiety and other psychological challenges (Keles et al., 2019).
  3. Increased use of social media among children is associated with an increase in anxiety as a result of negative experiences such as an increased propensity for comparison among children.

Main Point:  Too much screen time causes sleep issues like insomnia.

Examples/Details/Explanations:

  1. According to Pirdehghan et al. (2021), social media use is linked with sleep disturbance among adolescents.
  2. Sleep disturbance is a precursor of most psychological disorders including depression and anxiety disorders (Franceschini et al., 2020).
  3. Thus, sleep disturbance is closely associated with an increased risk of poor mental health among children and adolescents by acting as a gateway for other psychological disorders.

Conclusion Reworded Thesis

  1. Social media use is associated with adverse psychological impacts on children
  2. Common psychological impacts include depression, anxiety, and loneliness.
  • Psychological issues perpetrated by adverse online experiences including bullying.

 

 

 

 

 

 

 

References

Bonsaksen, T., Ruffolo, M., Leung, J., Price, D., Thygesen, H., Schoultz, M., & Geirdal, A. Ø. (2021). Loneliness and its association with social media use during the COVID-19 outbreak. Social Media + Society, 7(3), 205630512110338. https://doi.org/10.1177/20563051211033821

Franceschini, C., Musetti, A., Zenesini, C., Palagini, L., Pelosi, A., Quattropani, M. C., Lenzo, V., Freda, M. F., Lemmo, D., Vegni, E., Borghi, L., Saita, E., Cattivelli, R., De Gennaro, L., Plazzi, G., Riemann, D., & Castelnuovo, G. (2020). Poor quality of sleep and its consequences on mental health during COVID-19 lockdown in Italy. https://doi.org/10.31234/osf.io/ah6j3

Keles, B., McCrae, N., & Grealish, A. (2019). A systematic review: The influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79-93. https://doi.org/10.1080/02673843.2019.1590851

Pirdehghan, A., Khezmeh, E., & Panahi, S. (2021). Social media use and sleep disturbance among adolescents: A cross-sectional study. Iranian Journal of Psychiatry. https://doi.org/10.18502/ijps.v16i2.5814

Statista Research Deaprtment. (2021). Social media usage among children UK 2019. Statista. https://www.statista.com/statistics/415138/social-media-usage-among-children-uk/

Wang, P., Wang, J., Yan, Y., Si, Y., Zhan, X., & Tian, Y. (2021). Relationship between loneliness and depression among Chinese junior high school students: The serial mediating roles of internet gaming disorder, social network use, and generalized pathological internet use. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.529665

 

Nursing homework help

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Nursing homework help

Post 1:

Individuals in the impacted community may experience a range of emotions in the aftermath of a disaster. When a crisis strikes, it’s natural for the community to be in a state of panic (Falkner, 2018). Following a calamity, there are a variety of psychological impacts. Some level of distress is normal; nonetheless, long-term depression, anxiety, and post-traumatic stress disorder (PTSD) can impact people for years after a disaster (Falkner, 2018). In locations where people are particularly susceptible, such as high-poverty areas, people’s capacity to manage and recover economically and psychosocially after a disaster may be severely hampered (Falkner, 2018). Nursing homework help

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Hurricanes, blizzards, mudslides, earthquakes, tsunamis, diseases, and fire are examples of natural catastrophes (Falkner, 2018). In many areas, licensed nurses are required to assist as first responders in emergencies. In Florida, for example, licensed medical practitioners who want to administer emergency first aid must do so for free and under the auspices of an organization like the American Red Cross (“Disaster Nursing & Emergency preparedness”, 2022).

In 2009-2010, a wide range of catastrophes happened around the world, including train disasters, mud or snow avalanches, earthquakes, tsunamis, hurricanes, flooding, train, plane, and multi-vehicle crashes, as well as wartime disasters, terrorism, and multiple and random killings (Turale, 2010). The most recent disaster has been disastrous. On January 12, 2010, the Caribbean island of Haiti was struck by a magnitude-7 earthquake, the biggest in 200 years, which was followed by numerous aftershocks (Turale, 2010). Food and clean water supplies were severely delayed, particularly in Port-au-Prince, where clean drinking water was at a critical level even before the crisis (Turale, 2010).

Nurses, the largest group of healthcare professionals, are usually at the forefront of disasters (“Disaster Nursing & Emergency preparedness”, 2022). People are mentally and physically affected by disasters, depending on their scope, severity, and duration. During this difficult time, nurses must be compassionate with bereaved family members, putting their personal biases, cultural ideas, and belief systems aside. Nurses working with victims should advocate for patients’ spiritual needs by locating the chaplain whenever possible and facilitating the adoption of spiritual practices that do not jeopardize patient safety or treatment to bring relief (Falkner, 2018). The community health nurse should be sensitive to cultural differences and approach each victim with respect, letting them grieve, react, and behave in their way, as far as they are not self-injuring or harming others. Spiritual and emotional supports are paramount in helping victims of natural or man-made disasters to return to a state of normalcy.     

 

References

Disaster Nursing & Emergency preparedness. (2022, April 29). Retrieved May 3, 2022, from https://www.ucf.edu/online/healthcare/news/disaster-nursing-emergency-preparedness/

Falkner, A. (2018). Community and Public Health: The Future of Health Care. Disaster Management. Retrieved from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/5

Turale, S. (2010). Nurses: Are we ready for a disaster?. J Nurs Sci Vol, 28(1).

 

 

Post 2:

In a disaster situation, individuals are faced with the dangers of death or physical injury (Evi et al., 2022). Individuals might also lose their home, possessions, and community, such stressful situations put people at high risk for emotional and physical health problems (Evi et al., 2022). Certain spiritual needs can be considered for everyone who has been impacted with disaster, stress reactions after a disaster look very much like the common reactions seen after any type of trauma. Severe geo-physical or climatic events, such as volcanic eruptions, floods, cyclones and fires that are life threatening, threaten people’s property, are termed as natural disasters (Liu & Oluyomi, 2021). Man-made disasters are events that are caused by human activities for example industrial chemical accidents and oil spills (Evi et al., 2022). Natural disasters can have huge environmental impacts as well, even when human communities are relatively unaffected. How well the impact of a disaster event is absorbed has much to do with the intensity of the impact and the level of preparedness and resilience of the subject impacted (Rossello et al,. 2020). Nurses are educated to offer spiritual care to individuals who are facing or surrounded by situations such as disaster. Nursing is most important for nurses to respond immediately in disaster situations, deliver first aid care, meet pharmacological needs, assess the condition of victims, and monitor psychological health care needs without fear and anxiety. 

References

 

Evi Susanti Tasri, Kasman Karimi, & Irwan Muslim.(2022). The effect of economic variables on natural disasters and the impact of disasters on economic variables. Heliyon, 8(1). https://doi-org.lopes.idm.oclc.org/10.1016/j.heliyon.2021.e08678 

Liu, S., & Oluyomi, A. (2021). Natural Disasters, TheirHealth Effects, and the Significance of Disaster Epidemiology: A Review. Texas Public Health Journal, 73(1), 10–14.

Rosselló,J., Becken, S., & Santana-Gallego, M. (2020). The effects of natural disasters on international tourism: A global analysis. Tourism Management, 79.https://doi-org.lopes.idm.oclc.org/10.1016/j.tourman.2020.104080

 

Post 3:

A disaster is described as a “sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources,” (International Federation of Red Cross and Red Cresent Societies, n.d.). There are two types of disasters man-made and natural. Man-made disasters include terrorism, transportation accidents, food and water contamination and collapsed buildings. Natural disasters include hurricanes, blizzards, mudslides, earthquakes, epidemics, fires, and tsunamis. (Falkner, 2018) 

Any type of disaster can have short- or long-term effects on communities and the individuals involved. During these times spiritual care is vital. Nurses working with disaster victims can advocate for the spiritual needs of patients by locating a chaplain who is available. Some patients may experience comfort by adding spiritual practices into their care, this can be encouraged by the care team if the patient’s care and safety isn’t interfered with.  

Cultural consideration must be accounted for when taking care of survivors or preparing for disasters. Different cultures may respond differently to traumatic events. Public health nurses should be aware of cultural differences and care for each patient with sensitivity and respect. Resources that are needed by a community or patients should also be advocated for by the healthcare team.  

 

Offering patients spiritual care can help to provide positive outcomes. Spiritual wellbeing has many benefits including a greater tolerance to emotional and physical demands of an illness, decreasing pain and negative emotions, and lowers the risk of depression and suicide. Patients who receive adequate spiritual care are also reportedly more satisfied with their care and overall treatment (Harrad et al, 2019).  

 

Falkner, A. (2018). Disaster Management. Community & Public Health: The Future of Health Care https://lc.gcumedia.com/nrs427vn/community-and-public-healththe-future-of-health-care/v1.1/#/chapter/5. 

 Harrad, R., Cosentino, C., Keasley, R., & Sulla, F. (2019). Spiritual care in nursing: an overview of the measures used to assess spiritual care provision and related factors amongst nurses. Acta bio-medica : Atenei Parmensis, 90(4-S), 44–55. https://doi.org/10.23750/abm.v90i4-S.8300 

 International Federation of Red Cross and Red Crescent Societies. (n.d.). What is a disaster? Retrieved from http://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/what-is-a-disaster/ 

 

 

Post 4:

Spirituality can be described as a person’s sense of purpose in life and how they relate to God, transcendence, or the supreme power that transcends religion. Every person on some level has a set of beliefs that guide them, regardless if they have any religious preference or beliefs. The spirituality of everyone is shaken by disaster, which is frequently abrupt and unexpected. Individuals and groups are the most impacted since there is immediate loss. The individual may experience feelings of remorse, despair, and hopelessness. It is not uncommon for people to see disasters as punishments or lack of protection, as well as even doubt God’s existence. The entire community may be shocked, questioning their ideas and religion, and feeling angry or numb. Spiritually healthy and grounded people, hopefully may be able to connect to a higher force and find purpose in their lives.

 Consider a tsunami; imagine a large number of individuals losing their loved ones, their homes, and all they had, even hope. Physical, psychological, and spiritual recovery from a natural disaster takes a long time. Spiritual care is assisting someone who is going through a spiritual crisis in order to help them discover purpose, hope, and strength in their situation. In disaster assistance, a community health nurse plays a critical role. She / he has the ability to offer spiritual care to individuals, the community, and coworkers, as well as to herself. She also has the ability to lead others well by thinking critically and has managerial skills to direct the needed efforts of volunteers until organizations can step in.

 Individual:

They can be dealing with loss and faith. Make plans to satisfy your physical requirements. Be understanding. Pay attention to what they’re saying. It’s enough if you simply show up. Encourage them to communicate. Empathize with others. Assist them in meeting and interacting with survivors. Assist them in finding a spiritual care provider if necessary. Assist them in finding strength and optimism in their situation.

 Community:

Determine and satisfy their physical requirements. Assist survivors in making connections. Determine their spiritual requirements, such as meeting locations, performing rituals, connecting with others, and so on, and make accommodations.

 Coworkers:

After witnessing the disaster’s impacts, employees may be weary and spiritually distressed. Assist them in debriefing. Assist them in keeping in touch with their relatives. Assist them in forming support groups, such as a prayer team. Assist them in performing their religious rites.

 To self:

Have a spiritually healthy individual to lean on. Let that individual know how you’re feeling. Pray with one another. Make contact with your family. Maintain your rituals, such as reading the Bible, praying, and conversing in a good manner.

Harrad, R., Cosentino, C., Keasley, R., & Sulla, F. (2019). Spiritual care in nursing: an overview of the measures used to assess spiritual care provision and related factors amongst nurses. Acta bio-medica : Atenei Parmensis, 90(4-S), 44–55. https://doi.org/10.23750/abm.v90i4-S.8300

Josephine Attard, Mohd Arif Atarhim, Beata Dobrowolska, Julie Jomeen, Joanne Pike, Jacqueline Whelan, Competence 2: Interpersonal Spirituality, Enhancing Nurses’ and Midwives’ Competence in Providing Spiritual Care, 10.1007/978-3-030-65888-5, (95-109), (2021).Crossref

 

Week 6: Area of Interest Power Point Presentation

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Week 6: Area of Interest Power Point Presentation

Week 6: Area of Interest Power Point Presentation

Purpose 

The process for affecting positive change to improve practice outcomes can start with either the identification of an area of interest or the identification of a potential or existing practice problem. Selecting an area of interest helps to define a direction for further inquiry. The purpose of this assessment is for students to identify and discuss an area of interest specific to advanced practice nursing. Students will identify a common practice problem related to the selected area of interest and provide a recommendation to affect positive change. Students will build on this project in later courses.

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Note: The purpose of the MSN project is to translate evidence currently found in the literature into practice within the chosen specialty track. Due to the research complexity, time involvement, and implications regarding human subjects, drug studies are not acceptable areas of interest for an MSN project. 

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

  1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (CO1)  
  2. Analyze essential skills needed to lead within the context of complex systems. (CO3) 
  3. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. (CO4) 

Due Date:  

Assignment should be submitted to the Week 6 Area of Interest Powerpoint Presentation dropbox by Sunday 11:59 p.m. MST at the end of Week 6. The week 6 assignment will not go through Turnitin. 

This assignment will follow the late assignment policy specified in the course syllabus. 

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. 

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending. 

 Total Points Possible:  175 

Requirements: 

Criteria for Content 

For this presentation, select an area of nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic and to find research support for the practice change you are recommending.  You may use a topic from the list at the link below or may investigate a topic of your choice as long as it pertains to NP practice. If you are unsure of your topic, please reach out to your instructor.  Be sure to provide speaker’s notes for all slides except the title and reference slides.  

List of Possible Topics

Creating a Professional Presentation

Create an 8-12 slide PowerPoint Presentation that includes the following: 

  1. Introduction: slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered. 
  2. Evidence-based projects: slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson). 
  3. Conceptual Model: slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
  4. Area of Interest: identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
  5. Issue/concern and recommendation for change: slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson). 
  6. Factors Influencing Change: slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas. 
  7. NONPF Competencies: slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
  8. Conclusion: slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.  

 Preparing the presentation 

Submission Requirements 

  1. Application: Use Microsoft Power Point™ to create the PowerPoint presentation.  
  2. Length: The PowerPoint presentation must be 8-12 total slides (excluding title and reference slides).   
  3. Speaker notes are used and include in-text citations when applicable. 
  4. A minimum of four (4) scholarly literature references must be used. 
  5. Submission: Submit your file: Last name_First initial_Wk6Assessment_Area of Interest. 

 Best Practices in Preparing the Project 

The following are best practices in preparing this project: 

  1. Review directions thoroughly. 
  2. Follow submission requirements. 
  3. Make sure all elements on the grading rubric are included. 
  4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. 
  5. Review the Creating a Professional Presentation located resource.  
  6. Ideas and information that come from scholarly literature must be cited and referenced correctly. 
  7. Abide by CCN academic integrity policy. 
ASSIGNMENT CONTENT 
Category  Points  %  Description 
Introduction  9  5%  Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered. 
Evidence-based projects  

 

 12  7%  Slide should explain the general importance of master’s-prepared nurses engaging in evidence-based projects related to nursing practice and profession. Provide speaker’s notes with additional detail and support from at least one outside scholarly source (not the textbook or course lesson). 
Conceptual Model  18  10%  Slide should provide an illustration of a conceptual model that could be used to develop an evidence-based project. Possible models include The John’s Hopkins or Advancing Research and Clinical Practice through Close Collaboration (ARCC) Models or you may select another model you find in the literature. In the speaker’s notes, explain how the model would be applied to the development of an evidence-based project. Provide support from at least one outside scholarly source (not the textbook or course lesson). 

 
Area of Interest  35  20%  Identify an area of interest related to NP practice in which a practice change may be needed. Slide should identify the area of interest and what is currently known on the topic. Speaker’s notes more fully explain what is currently known and should provide rationale for why the area of interest is important to NP practice. Provide support from at least one outside scholarly source (not the textbook or course lesson). 
Issue/concern and recommendation for change  35  20%  Slide should identify a specific concern related to your general area of interest and your recommendation for a practice change. Speaker’s notes should more fully explain the recommended change and rationale for the change. Recommendation should be supported by at least one outside scholarly source (not the textbook or course lesson). 

 
Factors Influencing Change  17  10%  Slide should identify at least 2 internal and external factors that could impact your ability to implement your recommended change. Speaker’s notes should more fully explain how the factors you’ve identified would support or impede the implementation of your recommendations. Factors may be based on personal experience or on information you found in your research. If the identified factors come from the literature, provide reference citations to support your ideas. 

 
NONPF Competencies  14  8%  Slide identifies at least two NONPF Competencies that are relevant to an evidence-based project related to your area of interest. Speaker’s notes should explain how the competencies relate to your area of interest. Provide support from at least one outside scholarly source (not the textbook or course lesson). 

 
Conclusion  9  5%  Slide provides summary points of presentation. Speaker’s notes provide final comments on the topic.  
  149  85%  Total CONTENT Points= 149 points 
ASSIGNMENT FORMAT 
Category  Points  %  Description 
APA Formatting  8  5%  1) References on reference slide must be in APA format. May use bullets instead of hanging indents.

2) In-text citations on slides and in speaker’s notes must be in APA format. 
Writing Mechanics  9  5%  Writing mechanics follow the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual. Presentation length meets assignment guidelines. 
Slide Formatting  9  5%  1) Presentation has title slide 

2) Presentation has reference slide(s)  

3) Slides are professional in appearance and tone;  

4) Slides are balanced spatially, including words and graphics. 
  26  15%  Total FORMAT Points= 26 points 
  175  100%  ASSIGNMENT TOTAL=175 points 

 

Management And Motivation

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Management And Motivation

 

 

A learner-centred environment is the most appropriate learning environment for older individuals’ complex mental and physical health needs. A learner-centered setting is one in which the needs of the students are taken into consideration. Students bring their own culture, ideas, attitudes, abilities, and information to the classroom, as well as information from their own sources. A learner-centered instructor is one who is concerned with each student’s intellectual and cultural development. A lot of conversation takes place in the classroom, with students doing the majority of the talking and generating meaning from prior knowledge and experiences (Webb, 2013). When new knowledge is introduced, the instructor acts as a link between it and what the students already know. In this case, the senior nurses work in a learner-centred atmosphere to assist their patients in maintaining their health and adjusting to changes in their physical and mental skills so that older adults can remain independent and active for as long as feasible. These nurses work in conjunction with older adults, their communities, and their families to promote healthy ageing, a high quality of life, and optimal functioning (Yiqun, 2021).

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When teaching this audience about health promotion, it is clear that disease prevention and early detection is the most effective strategy for managing a chronic condition successfully. The elderly must understand that recognizing and treating concurrent illnesses early is critical for severely fragile seniors. The elderly are intended to be educated on the value of daily exercise, a healthy diet, and leading a stress-free existence. Adults on medicine are expected to take it exactly as prescribed and faithfully to promote their health.

Several classroom management theories are relevant to teaching older individuals complex mental and physical health needs in effective classroom management. These theories include behaviourism, cognitive theory, and constructivism. Each theory has its strengths and weaknesses, but all are relevant to teaching the older individuals’ complex mental and physical health needs.

Behaviourism is a theory of learning that emphasizes the role of reinforcement in shaping behaviour (Ahmed et al., 2020). This theory is relevant to teaching older adults complex mental and physical health needs for effective classroom management. It emphasizes the importance of positive reinforcement in encouraging desired behaviour in students. Additionally, the theory is relevant to teaching older adults because it provides a framework for understanding how students learn and effectively manage student behaviour.

Cognitive theory is a theory of learning that emphasizes the role of mental processes in shaping behaviour. This theory is relevant to the course topic of effective classroom management because it emphasizes the importance of understanding how students think and learn to manage their behaviour effectively. Additionally, the theory is relevant to the intended audience of educators because it provides a framework for understanding how students learn and how to manage student behaviour effectively.

Constructivism is a theory of learning that emphasizes the role of learners in shaping their learning (Mintzes, 2020). This theory is relevant to the course topic of effective classroom management because it emphasizes the importance of student engagement and motivation in learning. Additionally, the theory is relevant to the intended audience of educators because it provides a framework for understanding how students learn and how to manage student behaviour effectively.

Evidence-based classroom and learner management strategies that can enhance learner motivation include maintaining a positive and respectful relationship with students. In this case, the geriatric nurse should remain clear and consistent with expectations and provide opportunities for the older adults to engage in their learning actively. These strategies are based on research showing that they effectively promote positive student behaviour and engagement.

One of the most important things a nurse can do to promote a positive learning environment is maintaining a positive and respectful relationship with students. Since they are older and probably older than the nurse, it means treating them with respect, being fair and consistent in your expectations, and being available to help them when they need it will be the best way to go about the class.

It is also important to be clear and consistent with your expectations for student behaviour. This means having a clear code of conduct that you enforce consistently. Students need to know what is expected of them, and they need to know that you will follow through with consequences if they do not meet your expectations.

Finally, it is important to provide opportunities for students to be actively engaged in their learning. This means planning lessons that are interesting and engaging and that allow students to participate in a way that is meaningful to them. It also means providing opportunities for students to practice what they are learning and to receive feedback on their progress.

These are just a few theories and strategies relevant to the educational topic and intended audience. There are many others that could be mentioned. The important thing is to select those you think will be most effective in your classroom and with your students. Especially when you understand your target audience.

 

References

Ahmed, R. R., Streimikiene, D., Abrhám, J., Streimikis, J., & Vveinhardt, J. (2020). Social and behavioral theories and physician’s prescription behavior. Sustainability, 12(8), 3379. https://www.mdpi.com/696944

Mintzes, J. J. (2020). From constructivism to active learning in college science. In Active learning in college science (pp. 3-12). Springer, Cham.

Webb, N. (2013). Engaging all learners in the classroom. Education Canada, 53(3), 16-21

Yiqun, L. I. U. (2021). Discussion on the Application of Innovative Entrepreneurship Education Concept in the Course of Geriatric Nursing. The Theory and Practice of Innovation and Entrepreneurship, 4(8), 62. http://www.cxcybjb.com/EN/abstract/abstract2501.shtml

 

 

TEACHING STRATEGIES REPORT

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TEACHING STRATEGIES REPORT

TEACHING STRATEGIES REPORT

There are various learning outcomes for the learner in this course. The first one understands appropriate learning environment for older individuals complex mental and physical health needs (Barabanova, et al., 2019). Environmental racism, violence, and poverty are only some of the dangers to one’s mental health that may come from one’s immediate surroundings. A person’s home environment, for example, has been linked to psychological well-being in studies.  Crime and the dread of it, according to one more research, have a significant impact on mental health.

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There is also another importance aspect is the significance of learner centered environment. The andragogy paradigm is well-suited to a learner-centered approach since it empowers students to take responsibility of their own education (Charles, 2022). Students may take charge of their own education and actively contribute to the advancement of knowledge by working together and conducting investigations. To foster a feeling of community, students must be able to interact with one another on a social and academic level. Having students introduce themselves is all that is needed to accomplish this. Students are more likely to have a sense of belonging in the classroom if they are involved in the formulation of group objectives and results.

Students bring a wealth of prior information and expertise to the course, and allowing them to share that knowledge and understanding will enhance the learning experience for everyone. They go further into this by doing research and analyzing the thoughts of both themselves and the rest of their group (Charles, 2022). Everyone in the group has a “common-logue,” or a shared understanding of conceptual knowledge, at the conclusion of the procedure. An instructor’s guidance is more necessary in an online class than it is in a face-to-face one because of the lack of daily interaction and class discussion.

The general course content is learner’s motivation. Students’ needs and instructors’ views should be examined before using extrinsic incentive in lesson design and programming. However, instructors and students both benefit from extrinsic incentive, but it should not be employed in isolation (Charles, 2022). When it comes to future and lifetime learning, students must be offered opportunities that foster intrinsic motivation in order to improve their chances of success. Meaningful activities are those in which students are motivated to engage even if they don’t expect to get anything in return. Students will be more engaged in class if teachers choose activities and subject that they love, find difficult, are relevant to their students’ lives, and are fascinating to them. When students have a feeling of control over their work and are enthusiastic about it, they are more likely to do their best work.

There are various teaching strategies that fit this population. An adult educator’s role differs from that of a child educator due to the fact that adults are more self-directed in their learning. Adult learning theory has provided educators and trainers with a framework.

The first strategy is keeping the lessons relevant. Real-world context is the primary filter via which adult learners take in new knowledge. It’s well-known that adults have significantly more life experience than children, and as a result, they have a far stronger desire to learn about the subject matter. By connecting the teaching to their own experiences, the students will be able to verify the reality of what the teacher is teaching and the lectures will be more memorable if they can do this for them. To help the learners grasp the concepts the teacher is trying to convey, it’s critical when working with elderly students to provide examples of how your teachings have been put into practice. Use real-world examples of why people should or should not follow your instruction, or of the dangers that await them if they don’t.

Another important method is to focusing on the learners’ learning experiences. In general, while instructing adults, it is critical to use language they are acquainted with and to speak to them at a level suitable to their knowledge, experience, and age. Using acronyms and buzzwords in the classroom may be an effective approach to swiftly express a teacher’s knowledge and expertise in their subject while also reassuring students that they understand what is being said. When speaking to an inexperienced audience, it is best to avoid employing too many unfamiliar phrases. As a teacher, it is important that your students can understand what you are saying without needing to concentrate on interpreting what you are saying. Consider the typical age of the students as well while deciding how best to deliver the masterclass (Ma, 2022). Older learners may not be aware of the current internet trends and fads, while young adults may be turned off by edupreneurs who attempt to mimic their way of speaking. Educators who utilize established frames of reference and minimize their use of slang and jargon have the greatest impact on students.

The third strategy is telling the stories being taught. For millennia, stories have been utilized as mnemonics. Children are taught a great deal of knowledge via tales, from the colors of the rainbow to the sequence of notes in music. Storytelling is a strong way to recall information as an adult. Storytelling is a great way to help adults remember what they’ve learned since it focuses on their emotions. By mentioning a period when the lesson benefitted someone, or might have helped them, one may include narrative into real-world examples. The visuals, colors, and even typefaces that an instructor uses to explain the lecture should elicit strong emotions in the audience. Consider the teachers who have inspired one the most, as well as the most important lessons learned from them.

Out of these three, I think the most important is focusing on the learners’ learning experiences. This is because, Learning and teaching in adulthood is heavily influenced by our own personal experiences and the experiences of others, regardless of how they are obtained. “Experience is the teacher of all things,” stated Julius Caesar. What can we learn from our experiences? Knowledge, empathy, compassion, faith, discovery, and drive may all be gleaned through our life’s events. Pain, rage, and other unpleasant emotions may be triggered by our encounters with the world. Good and bad experiences provide us the chance to learn from our mistakes. When we ponder on another person’s life, an incredible thing may happen inside us (Ma, 2022).

There are various barrier encountered by adult learners. for instance, adult learners may have additional duties and events that may affect their learning, such as a career, family obligations, or both. Similarly, It’s difficult enough to juggle job and family responsibilities while maintaining a social life. When you add a class to the mix, things become much more complicated. Studying may be a challenge if you have a full schedule, and even if it is feasible to fit it in, you may not have the energy to do so. In Canada, for example, 70% of businesses provide financial aid for job-related education, according to research. For lack of time and clarity on how to best progress their knowledge and abilities, only 22% of workers really apply this method of learning.

There is also another difficulty faced by adult learners which makes it difficult for them and their educators. The financial barrier is a very big issue. When it comes to adult education, cost is a major consideration. It may seem like a waste of money to pay for a class when you have bills to pay and a family to feed. Many universities in the United Kingdom have just released a study showing exactly how big of a problem this may be. The number of senior students plummeted by 20% and for certain degrees, including nursing, by up to 49% when tuition costs were raised in 2012. Despite the fact that a college education may lead to a better job in the long run, finding the money to pay for it isn’t always straightforward.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Barabanova, S. V., Nikonova, N. V., Pavlova, I. V., Shagieva, R. V., & Suntsova, M. S. (2019, September). Using active learning methods within the andragogical paradigm. In International Conference on Interactive Collaborative Learning (pp. 566-577). Springer, Cham.

Charles, P. K. (2022). Towards a Paradigm Shift from Andragogy to Heutagogy: Learners’ Utilization of Online Resources at the Institute of Adult Education. Anathe R. Kimaro, 210.

Ma, T. (2022, April). Study on English Learning Motivation of the Middle-aged and Elderly Learners in China. In 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022) (pp. 605-609). Atlantis Press.

 

 

Nursing homework help

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Nursing homework help

 

 

Food Desert

The U.S. Department of Agriculture (USDA) (2012) defines “food deserts” where people have limited access to a variety of healthy and affordable food, are commonly households with low incomes, inadequate access to transportation, and a limited number of food retailers providing fresh produce and healthy groceries for affordable prices tracts tend to have smaller populations, higher rates of abandoned or vacant homes, and residents who have lower levels of education, lower incomes, and higher unemployment.

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History of Waianae

The U. S Census (2021) demonstrates a correlation between higher poverty rates and food deserts, like in Waianae Hawaii. Here on Oahu, it is known as the “forgotten coast.” The history of Waianae was that it was a Native Hawaiian fishing village. Soon after Westernization started it was used for sugar cane plantations. Once WWII started, the plantations were closed, the Federal government took over much of the land and no industry was ever reestablished in this community (REAL, 2021).

Pros and Cons

The pros is that it is a tight knit community filled with local families that support one another and carry on with many Native Hawaiian traditions. The land is undeveloped and there are no large tourist hotels.

The cons is that the people are disadvantaged due to transportation, access to food, healthcare and have to travel longer distances into other communities to work.

Notes about the pictures:

There are not any Dollar Stores in Hawaii. Locals in this community use Longs Drugs as a “dollar store”

Restaurants are all focused on cheap, unhealthy food options.

References

REAL. (2021). Living in Waianae, Hawaii. Realhawaii.Co. Retrieved May 9, 2022, from https://realhawaii.co/living-in-hawaii/oahu/waianae

U.S. Department of Agriculture. (2012, August). Characteristics and Influential Factors of Food Deserts. Ers.Usda.Gov. Retrieved May 9, 2022, from https://www.ers.usda.gov/webdocs/publications/45014/30940_err140.pdf

U.S. Census Bureau. (2021). U.S. Census Bureau QuickFacts: Waianae CDP, Hawaii. Census Bureau QuickFacts. Retrieved March 31, 2022, from https://www.census.gov/quickfacts/waianaecdphawaii

 

Sharla Kurtz 

Epidemiology and Public Health Discussion

The Food Sections in the Dollar Stores

The stores are beautiful, and I have realized that the price tags of items are cheap. Every item costs less than a dollar and others one dollar. The stores have several supplies, and the food section has chunky foods. The other store has food supplies that are imported from overseas. In the first store I visited, I learned that it has some benefits and demerits in the community. The food was cheap, and most of them contained sugars thus, the families with lower incomes dominated the store because it had a lot of people, especially women. This store feels the requirement because it provides the American Dream to low-income customers for a dollar a day. The store also establishes a sense of profusion by filling its store with several products set on the shelves with cheap price tags (Chenarides et al., 2021). Consumers also make more intelligent decisions by shopping in the store. I also found out that the customers find shopping in the store rewarding.

However, the store has a disadvantage to the community because it complicates it. The price tags on the shelves are low, meaning that it targets the neighborhoods with the low-income community, especially the society of Black individuals, thus discouraging the healthy eating options, especially the groceries. This also contributes to the economic anguish because it eliminates the local jobs. The location of these stores is not in the city but the rural town. In my view, the stores develop faster because it has a lot of consumers, and their unchecked development harms the community. The groceries and the local retail in the area did not have the buyers meaning that the store is the most significant competitor to these groceries even though it does not offer any.

The other store had other items apart from household items, toys, and fast-food products. In the food section, it provided frozen meat and fresh produces. It had several choices. The store had a lesser quantity of food desert, and several individuals from the local community were employed in the store. I also observed that the consumers were free to bargain from the store. This offered the store a higher rating. I learned that the store engages positively with the local community, and it has a community support concept that caters to charitable contributions.

Despite the great offers in the store, it has some disadvantages. I learned that the store was not good for the society it was located in. Society was already struggling to inspire the development of grocery store which offers healthy and fresh produce. Accessing fresh items leads to better outcomes for societies (Laska et al., 2018). Even though the store had fewer items of chips and Twinkies, it was a competitor of the grocery. It sells the fresh produce offered in the groceries; thus, the groceries lack a market for the products thus having a minor incentive to develop in the community.

Other products on the store shelves were expired, and other merchandises were defective. The store also increases segregation, and the products offered are of low quality. The store employs individuals in the local community, and it does not pay them well. In my view, the store’s growth is due to poor economic circumstances. The store has an unjust advantage over the local groceries, thus eliminating going to the grocery store. This initiates the competition in the community. The community also becomes less appealing because property values drop because the people with greater incomes leave the society.

References

Chenarides, L., Cho, C., Nayga Jr, R. M., & Thomsen, M. R. (2021). Dollar stores and food deserts. Applied Geography, 134, 102497. https://doi.org/10.1016/j.apgeog.2021.102497

Laska, M. N., Sindberg, L. S., Ayala, G. X., D’Angelo, H., Horton, L. A., Ribisl, K. M., … & Gittelsohn, J. (2018). Agreements between small food store retailers and their suppliers: Incentivizing unhealthy foods and beverages in four urban settings. Food Policy, 79, 324-330. http://dx.doi.org/10.1016/j.foodpol.2018.03.001

Euridice Nobre 

Family Dollar vs. Walmart

At the Family Dollar store I visited, shoppers can find almost everything they need, from household products to everyday groceries in small sizes. For instance, in the food section, various foods were displayed, including but not limited to cereal, produce, cookies, ice creams, and soups. I noticed that the selection of brands was limited. Still, items were more affordable to the community than at the Walmart store located about one mile away within the same neighborhood.

Although Family Dollar had a fewer variety of products, there were less expensive than the Walmart store. As far as sizes, Family Dollar offers smaller sizes, which are more convenient for people shopping for smaller families or single-use, e.g., Campbell soup for single-use, amongst many other products. Family Dollar store’s brand was also cheaper than Walmart’s brand. Overall, small stores such as Family Dollar not only benefit families with low-income but are also convenient for small families. The family Dollar store I visited is strategically located to increase access to low-income communities.

On the other hand, the Walmart store has more healthy choices, i.e., fruits, vegetables, and other nutritious groceries. The main disadvantages of Family Dollar stores are that they offer low-quality, unhealthy foods (Schwartz, 2020). According to Caspi et al. (2017), purchases at small/non-traditional food stores tend to have poor nutritional quality and have been associated with poor health outcomes, including increased risk of obesity, cardiovascular diseases, and many other health conditions.

Family Dollar:

 

Walmart:

References

Caspi, C. E., Lenk, K., Pelletier, J. E., Barnes, T. L., Harnack, L., Erickson, D. J., & Laska, M. N. (2017). Association between store food environment and customer purchases in small grocery stores, gas-marts, pharmacies, and dollar stores. The International Journal of Behavioral Nutrition and Physical Activity, 14(1), 76-76. https://doi.org/10.1186/s12966-017-0531-x

Schwartz, R. (2020, July 7). The real reason dollar stores can be harmful to communities. https://www.mashed.com/224303/the-real-reason-dollar-stores-can-be-harmful-to-communities/