The Difference Between Leadership and Management

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The Difference Between Leadership and Management

hange is vital in the healthcare system of the United States because of its fragmented and its disorganized nature (Arroliga, Huber, Myers, Dieckert, & Wesson, 2014). Creating change in the system is, therefore, necessary to advance health care services, thus, providing quality care and safety to all the patients. Therefore, it is necessary to integrate leadership and management in health care services to be able to transform the health care system (Laureate Education, Inc., 2012c). According to the Wall Street Journal (2014), leadership and management must go hand in hand together. Both are complementing each other to set the right direction for a change (Wall Street Journal, 2014).

The Difference Between Leadership and Management

According to Laureate Education, Inc. (2012c), leadership is about creating change, aligning people towards a set direction for change, establishing direction with people through proper communication and good interpersonal relationships. This has been supported by Marquis and Huston (2017) when they emphasized that leadership is dynamic and leaders are the front-runners for changes, often times do not have delegated authority yet able to obtain power through peer influence, have a wider variety of roles, more into teamwork and team building emphasizing good interpersonal relationships.

Management according to Marquis and Huston (2017) is the process of leading and directing an organization through manipulation of resources by planning, budgeting, and establishing goals for the organization or department. Management is associated with position and power due to legitimate authority which emphasizes control and manipulation of subordinates in the process of decision making, analysis, and setting of goals. Managers understand the complexity and order of an organization and manipulate the resources, but does not lead to change (Laureate Education, Inc., 2012c).

Integrating Leadership and Management

In order to transform and facilitate changes in the health care system, it is empirical that nurse should take its lead and role as leaders in the health care changes. Changes will continue in nursing and the health care industry and therefore it is vital that nurses develop the skills and competencies in both leadership and management functions (Marquis & Huston, 2017). The integration of both leadership and management is necessary if we want to see transformation of our health care system. Changes based on evidence-based practice is vital if we want to see a real transformation in our health care system.

New Product/System Implemented in Peritoneal Dialysis Unit

In response to the advancement of technological innovation, Baxter Company (the main supplier of our peritoneal dialysis supplies) came up with a new innovative peritoneal dialysis machine (cycler) that uses the Sharesource Connectivity Platform utilizing the ‘cloud system’. This will allow the clinicians to monitor PD patients’ treatments at home in the PD center, change prescription online and send the changes to patients’ machine using a modem, and order patients’ supplies online using the Sharesource Portal.

Baxter company introduced this innovative advancement June 2017 and required our PD unit to shift patients from CAPD to APD using this new machine (AMIA Machine) in response to evidence-based recommendation saying that automated peritoneal dialysis is more effective and efficient compared to the continuous ambulatory peritoneal dialysis. Our unit responded positively to this recommendation and came up with a goal to shift ‘ALL’ our patients to APD. Currently, our ratio of patients on APD compared to CAPD is 60% APD and 40% CAPD with a total number of 70 PD patient.

Our nurse manager utilized an organized leadership strategy by allowing a Baxter representative person to initially present the product. It was presented to the nurses first, and then to our three Nephrologists. The presentation was very informative and based on evidence. Secondly, training for the nurse was organized started with our nurse manager first and then followed by the rest of the training nurses. Our nurse manager showed us a great example by being the first to take on the responsibility. When she came back, she encouraged everyone to be trained as well (including the doctors). Our administrator was very supportive and sent us all for the training. As soon as we came back from our training, we immediately started training our patients with the new product. The Baxter company was so supportive that they sent a PD educator to support our unit while we were still learning the new machine.

Advance training and education is one strategy that is very effective in this endeavor. Collaboration with the rest of the multidisciplinary team is another factor why the end result of the change was effective. The attitude of our nurse manager really was the most important factor for success. She took on the lead first and showed us the real example of a real leader who leads the group for a change. She communicated the updates of the changes every meeting to the rest of the team. She presented the vision and goal and lead the group to follow her.

While she was leading the group for the change, she integrated both her leadership and management skills. She requested an additional staff nurse to facilitate the growing PD program. The management is so supportive to the vision and added one more PD nurse to help the program. Currently, our unit is expanding and is successful in this endeavor. Our nurse manager, as a leader and manager, has a vision and goal and is leading the group. And as a manager, she plans well, manipulating her resources (staffing and allocation), she establishes goals for the unit, she involves others in the decision making, and help her staff nurses develop their potentials.

Reflection on Leadership Competencies Required for Success

In my pursuit of leadership and management, I realized that I am a leader and I am an advocate for changes. Leadership is not limited to a position but is dependent on developing a good interpersonal relationship. To become a good leader, I must learn how to lead by having a vision and goal, need to learn how to listen to my subordinates, needs to be developed personally and professionally by educational advancement (EBP), develop others, and learn how to collaborate with the rest of the members of the team.

References

Arroliga, A.C., Huber, C., Myers, J.D., Dieckert, J.P., & Wesson, D. (2014). Leadership in Health Care for the 21 st Century: Challenges and Opportunities. The American Journal of Medicine, 127 (3), 246-249.

Laureate Education, Inc. (Executive Producer). (2012c). Integrating leadership and management competencies. Baltimore, MD: Author.

Marquis, B.L., & Huston, C.J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott.

Wall Street Journal (2014). What is the difference between management and leadership?

Retrieved from http://guides.wsj.com/management/developing-a-lead…

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Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

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Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
  • Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research. Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

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The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

APA format. Rubric provided. This is the second part of the assignment. The first part assignment is this: (please look over the topic if provided there)

PICO(T) is a framework that helps breakdown the question into searchable keywords (Davies, 2011). The question framework, PICO(T), standardizes the format for asking questions, which is the motivating force in evidence-based practice (EBP) (Davies, 2011). As nurses, we continuously ask and formulate questions out of curiosity and inquiry to provide the highest quality of care to our patients (Melnyk et al., 2009). Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

The clinical issue I am interested in is fall prevention. Working in a telemetry-neuro unit, we have many incidents of falls. These falls can lead to a longer stay in the hospital or cause complications, such as fractures or hemorrhages.

(P): Inpatient adults ages 40 and older

(I): Rigorous fall assessment and early ambulation

(C): bed alarms and fall education

(O): reduction of falls in Telemetry and Medical-Surgical floors

(T): during the hospital stay

Database Research

The two databases I used were PubMed and MEDLINE. It was a great start to my interest in the topic. The database allows me to advance my research by allowing me to choose the article type, change the publication date range, and search with Boolean operators. These features helped narrow down my search to the specific article I am looking for specifically with the Boolean operators. Boolean operators allow me to search combinations of keywords or phrases in a specified order (Library of Congress, n.d.). Having a question framework such as PICO(T) maximizes the effectiveness of the search as it helps guide the search results for the specific topic. Advanced Levels of Clinical Inquiry and Systematic Reviews PPT

NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

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NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

Objectives:

  1. Explain the role of the public health nurse in disaster management.
  2. Appraise systems designed for emergency and disaster preparedness.
  3. Apply levels of prevention to natural and manmade disasters.
  4. Describe the spiritual considerations surrounding disasters. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

Study Materials

Community and Public Health: The Future of Health Care

  

 

Read Chapter 5 in Community and Public Health: The Future of Health Care.

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/community-and-public-health_the-future-of-health-care_1e.php

GCU Nursing Graduate Meets Needs of Joplin

  

 

Read “GCU Nursing Graduate Meets Needs of Joplin,” by Carroll, from Herd on Campus (2011).

Diary of Medical Mission Trip

  

 

View “Diary of Medical Mission Trip.”

https://lc.gcumedia.com/nrs427v/diary-of-medical-mission-trip/v2.1/

Community Emergency Response Team

  

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Read “Community Emergency Response Team,” located on the Ready (Department of Homeland Security) website.

https://www.ready.gov/community-emergency-response-team#

Be Red Cross Ready

  

 

Read “Be Red Cross Ready,” located on the American Red Cross website.

https://www.redcross.org/content/dam/redcross/National/BE%20RED%20CROSS%20READY.pdf

IS-100.C: Instruction to the Incident Command System, ICS-100

  

 

Complete the “IS-100.C: Instruction to the Incident Command System, ICS-100” course on the Federal Emergency Management Agency (FEMA – 2018) website.

https://training.fema.gov/is/courseoverview.aspx?code=IS-100.b

Disaster Relief and Recovery and Services

 

Explore the Disaster Relief and Recover Services page of the American Red Cross website.

http://www.redcross.org/get-help/disaster-relief-and-recovery-services

Emergency Preparedness and Response

 

Explore the Emergency Preparedness and Response page of the Centers for Disease Control and Prevention (CDC) website.

https://emergency.cdc.gov/

Tasks

Community Teaching Experience Approval Form

  

Before presenting your “Community Teaching Plan: Community Presentation” to the community, seek approval from an agency administrator or representative. Upon receiving approval from the agency, submit the completed “Community Teaching Experience Approval Form.”

Attachments

NRS-428VN-RS5-CommunityTeachingExperienceForm.doc

Benchmark – Community Teaching Plan: Community Presentation

  

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Audio presentation
  4. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

You are not required to submit this assignment to LopesWrite.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

Attachments

NRS-428VN-RS5-CommunityTeachingExperienceForm.doc

Rubric

Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O503 Benchmark – Community Teaching Plan: Community Presentation 120.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (65.00%) Satisfactory (75.00%) Good (85.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
Presentation Based on Teaching Work Plan and Provider Feedback 20.0% Presentation is not based on a Teaching Work Plan. Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching Work Plan. Presentation is based on Teaching Work Plan and any documented provider feedback. All aspects are generally consistent with Teaching Work Plan. Presentation is clearly based on Teaching Work Plan and any documented provider feedback. All aspects are consistent with Teaching Work Plan.
Presentation Based on Teaching Work Plan and Provider Feedback Presentation Provides Individualized Education to Diverse Patient Population in Appropriate Community Setting (C3.3) 20.0% Presentation does not include individualized education to a diverse patient population in an appropriate community setting. Presentation is incomplete. Significant information for the identified population is omitted or unclear. Some diverse attributes for that population are presented; not all attributes are relevant to the population. The presentation does not seem appropriate for the health care setting. There are major inaccuracies. More information is needed. Presentation provides general information for the identified population. Some diverse attributes for that population are presented. Presentation is appropriate to the community setting chosen. At least one health care setting where this individual education plan could be used has been proposed. There are some inaccuracies. Minor detail or rationale is needed for support. Presentation provides information for the identified population and includes many diverse attributes for that population. Presentation is pertinent to the community setting chosen. Some additional health care settings where this individual education plan could be used are proposed. Some detail is needed for clarity. Presentation provides specific information that focuses on the identified population and includes all diverse attributes for that population. Presentation is highly relevant to the community setting chosen. Additional health care settings where this individual education plan could be used are identified and highly relevant. The presentation demonstrates insight into providing individual education to diverse patient populations.
Presentation of Content 40.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Organization, Effectiveness, and Format 20.0%
Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

.

Community Teaching Plan: Teaching Experience Paper

  

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

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Rubric

Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O503 Community Teaching Plan: Teaching Experience Paper 100.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (65.00%) Satisfactory (75.00%) Good (85.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
Comprehensive Summary of Teaching Plan 15.0% Summary of community teaching plan is omitted. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear. Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support. Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support. Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population.
Epidemiological Rationale for Topic 15.0% Epidemiological rationale for the topic is omitted. Epidemiological rationale is unclear or incorrect. Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support. Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity. Strong epidemiological rationale is provided and demonstrates support for the topic presented.
Evaluation of Teaching Experience 20.0% Evaluation of teaching experience is omitted or incomplete. Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience. Evaluation of teaching experience is summarized.  Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience. Evaluation of the teaching experience is generally presented. Some detail is needed for clarity. A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated.
Community Response to Teaching Provided 15.0% Community response to teaching is omitted. Community response to teaching is partially summarized. More information is needed. A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity. A description of community response to teaching is generally presented. Some information is needed for support or clarity. A detailed description of community response to teaching is presented.
Areas of Strength and Improvement 15.0% Areas of strength and improvement are omitted. Areas of strength and improvement are partially discussed. Areas of strength and improvement are generally discussed. Areas of strength and improvement are discussed. Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.
Organization, Effectiveness, and Format 20.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format  (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Clinical Practice Hours – Teaching Project

  

Complete and submit the “Clinical Practice Hours: Teaching Project” Form as indicated to document your clinical experience.

In order to receive a passing grade in the course, students are required to have met the required number of clinical practice hours.

Attachments

NRS-428VN-RS5-ClinicalPracticeHours-Teaching Project.docx

Topic 5 DQ 1

  

What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues? NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

Topic 5 DQ 2

  

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

  1. Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
  2. Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
  3. With what people or agencies would you work in facilitating the proposed interventions and why? NRS428VN Topic 5: Emergency Preparedness and Disaster Management Paper

Developing Health Care Perspective Applying Ethical Principles

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Developing Health Care Perspective Applying Ethical Principles

OLD SCHOOL OR OUT OF TOUCH? 1 Old School or Out of Touch? Sarai Artires Capella University Developing a

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Health Care Perspective Applying Ethical Principles January 2019 OLD SCHOOL OR OUT OF TOUCH? 2 Old School or Out of Touch? As the years have gone by, evidence-based practice has progressed how we treat patients. New concepts have been demonstrated to avoid complications, previously caused by medical errors, medication administration, and steps in procedures. Meanwhile, everyone in the health care field must adapt and learn any revision. However, “Age is often associated with a decline in cognitive abilities that are important for maintaining functional independence, such as learning new skills.” (Clark R, Freedberg M, Hazeltine E, Voss MW, 2015). With that being said, we understand that, as we get older, the capability of learning new approaches becomes uneasy after having the experience for so many years. In this short story “Old School or Out of Touch?” Dr. Lacey has practiced many years treating all his patients with symptomatic SOB with the same treatment (Lasix). Evidence-based practice has proved that those interventions must be changed to ensure the life of the patients better. The approach of treatment for shortness of breath is not always Lasix unless it has been ruled out any cardiac congestion. The conflict in this short story involves the decision making of Dr. Corey Davidson as the new Emergency Department Director to take away the privileges of Dr. Lacey that has been practicing medicine longer than the hospital even existed. Director of Nursing, Margaret Truman had acknowledged the need for an ethical decision regarding the common issue of medication administration for SOB by Dr. Lacey. Once this ethical dilemma was recognized and processed, including moral rights, cost-benefit, fairness or justice, a judgment of right or wrong was analyzed to reach the ethical decision making this situation required certainly. OLD SCHOOL OR OUT OF TOUCH? 3 Utilitarianism is among the most widely debated moral theories, in which the happiness of the greatest number of people in society is considered the greatest good. Actions are considered morally right if it brings the greatest good to the greatest amount. In this case, Corey Davidson has three choices; converse with Dr. Lacey about better methods of dealing with the condition, talk to him about retirement, and omitting to act. Davidson’s main aim is to ensure that patients are not put under any harm because of Dr. Lacey’s insistence to traditional methods. Dr. Lacey is used to his old methods, and at her age, it would be hard for him to learn new methods. He feels comfortable using her old method which is not bad, but it is harming the patients — getting him to realize that he needs to won’t be easy. He may also feel like he is being undermined if he is told that his methods don’t work and there is need for him to upgrade. Retirement is the best option because it is easy and benefits a lot of people which includes the patients that Dr. Lacey would have been handling and the nurses who would have had to recheck Dr. Lacey’s treatment options to see whether they are up to standard. When talking to Dr. Lacey, Davidson should not make Dr. Lacey feel incompetent but rather talk about changes that have happened and the need for him to take a break from the profession. Retirement will help the hospital because they will bring in a doctor who will treat patients with modern methodologies which are more effective. It will also help Dr. Lacey because he won’t have to deal with the pressure that comes with being a doctor and will have the chance to relax and enjoy old age. Omitting to act in a situation like this will eventually bring more readmissions due to the failure of patient treatment goal and even high mortality percent rate of the hospital. When trying to decide, based on most patients in comparison to staff, the right choice is to remove the authority position from the hospital. A doctor can be immediately replaceable, but OLD SCHOOL OR OUT OF TOUCH? 4 a life cannot be brought back. It’s morally correct to take this action and discontinue the privileges to cause harm by Dr. Lacey potentially. An approach like this needs to be assertive, in a one to one discussion and respect the rights of an employee. “Understanding and appreciating professional roles and responsibilities and communicating effectively emerged as the two perceived core competencies for patient-centered collaborative practice.” (Suter, E. Role understanding and effective communication as core competencies for collaborative practice, 2009). Code of conduct, laws, and regulations need to be applied when confronting this situation. This outcome will bring beneficence to most of our incoming patients. This will be bringing confidence to patients regarding their stay at Crosby Community Hospital, as well as security to other medical staff including nurses that won’t need to be supervising Dr. Lacey for mistakes. When talking to Dr. Lacey about his decision, Davidson should not make Dr. Lacey feel incompetent. He should listen to him and try to understand his reasons for sticking with the traditional methods. Afterward, he will talk to him about the advancements that have been done in the field and why there is a need to change with the changing times. He will then introduce the idea of retirement. He should appeal to his emotions and make him feel that the retirement was his idea. The matter is a sensitive one, and there is a need to protect Dr. Lacey’s feelings from hurt. In conclusion, in the health care field, ethics is the most basic and important subject. Health care professionals, encounter situations daily in which ethical judgment must be made and actions must be taken. But with the four main principles of autonomy, beneficence, nonmaleficence, and justice, patients will be honored by their rights, and we can ensure a positive outcome for our patients. OLD SCHOOL OR OUT OF TOUCH? 5 References Clark, Rachel. (2015). PLOS. Are There Age-Related Differences in the Ability to Learn Configural Responses. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0137260. Vermont Ethics Network. (2011). Health care ethics: Overview of the basics. Retrieved from http://www.vtethicsnetwork.org/ethics. Suter, Esther. (2009). Journal of Interprofessional Care. Role understanding and Effective communication as core competencies for collaborative practice. Retrieved from https://www.tandfonline.com/doi/abs. Trevino, L. K., Nelson, K. A. (2007). Business ethics: Straight talk about how to do it right.
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health assessment

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health assessment

Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000-word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:

  1. Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
  2. Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
  3. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
  4. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

 

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Biography correction

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Biography correction

Please correct and fix for me my Biography with an update and correction words. Thanks

My name is Lorena Hernandez, I’m a Registered Nurse with an Associate degree in Science of Nursing. I’ve been 3 years in Florida National University, it was a good experience for me because I made a great effort to obtain good results. It was 3 years of dedication every single day. I’m currently working in a Hospital as a Registered Nurse . I love my job because I feel realized helping patients who need me. I would love to continue my education with a Bachelor’s degree because one of my biggest dreams is to become a Nurse Practitioner. In my free time I love to do community hours in an agency for patients with Disabilities. I like Adventures movies as well books. I lived in Cuba for 16 years of my life. I came to the United States and I could learn new experiences to growth as a better person. I decided to attend to Grand Canyon University because is licensed by the Arizona State Board for Private Postsecondary Education. Grand Canyon University is both regionally and nationally accredited. Also, is an Online Degree Program with online courses that offer the flexibility I need to get ahead, providing a quality education to help thrive in today’s complex business world. Obtaining My Bachelor’s degree, I’ll be able to continue my education working on the Master’s degree to become a Nurse Practitioner.

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Tags: nursing Biography please help correct words

Clinical Manifestation Discussion Question

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Clinical Manifestation Discussion Question

The case scenario provided will be used to answer the discussion questions that follow. Please Posts of less than 75 words will rarely be marked substantive. Share your thoughts and ideas and do not be stingy with your words.

Case Scenario

Ms. G., a 23-year-old diabetic, is admitted to the hospital with a cellulitis of her left lower leg. She has been applying heating pads to the leg for the last 48 hours, but the leg has become more painful and she has developed chilling.

Subjective Data

  • Complains of pain and heaviness in her leg.
  • States she cannot bear weight on her leg and has been in bed for 3 days.
  • Lives alone and has not had anyone to help her with meals.

Objective Data

  • Round, yellow-red, 2 cm diameter, 1 cm deep, open wound above medial malleolus with moderate amount of thick yellow drainage
  • Left leg red from knee to ankle
  • Calf measurement on left 3 in > than right
  • Temperature: 38.9 degrees C
  • Height: 160 cm; Weight: 83.7 kg

Laboratory Results

  • WBC 18.3 x 10¹² / L; 80% neutrophils, 12% bands
  • Wound culture: Staphylococcus aureus

Critical Thinking Questions

  1. What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment? Provide rationale for your recommendations.
  2. Identify the muscle groups likely to be affected by Ms. G’s condition by referring to “ARC: Anatomy Resource Center.”
  3. What is the significance of the subjective and objective data provided with regard to follow-up diagnostic/laboratory testing, education, and future preventative care? Provide rationale for your answer.
  4. What factors are present in this situation that could delay wound healing, and what precautions are required to prevent delayed wound healing? Explain.

Case Scenario

Ms. G., a 23-year-old diabetic, is admitted to the hospital with a cellulitis of her left lower leg. She has been applying heating pads to the leg for the last 48 hours, but the leg has become more painful and she has developed chilling.

Subjective Data

  • Complains of pain and heaviness in her leg.
  • States she cannot bear weight on her leg and has been in bed for 3 days.
  • Lives alone and has not had anyone to help her with meals.

Objective Data

  • Round, yellow-red, 2 cm diameter, 1 cm deep, open wound above medial malleolus with moderate amount of thick yellow drainage
  • Left leg red from knee to ankle
  • Calf measurement on left 3 in > than right
  • Temperature: 38.9 degrees C
  • Height: 160 cm; Weight: 83.7 kg

Laboratory Results

  • WBC 18.3 x 10¹² / L; 80% neutrophils, 12% bands
  • Wound culture: Staphylococcus aureus

Critical Thinking Questions

  1. What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment? Provide rationale for your recommendations.
  2. Identify the muscle groups likely to be affected by Ms. G’s condition by referring to “ARC: Anatomy Resource Center.”
  3. What is the significance of the subjective and objective data provided with regard to follow-up diagnostic/laboratory testing, education, and future preventative care? Provide rationale for your answer.
  4. What factors are present in this situation that could delay wound healing, and what precautions are required to prevent delayed wound healing? Explain.

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Tags: nursing case scenario please help See details

Cultural Diversity and You

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Cultural Diversity and You

Hey Robert, I’m going to post the scoring guide at the end. Please, follow the scoring guide. I need at least “basic” I can’t have anything in “non-performance” please.

  • Write a 5–7-page essay describing, examining, and reflecting upon a personal cultural diversity encounter.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Connect a personal experience to sociological concepts of power.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Analyze data to make valid sociological inferences.
    • Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
      • Analyze how laws or policies are applied to a diversity issue.
    • Competency 5: Apply diversity strategies in professional, educational, and personal contexts.
      • Apply strategies for addressing a cultural diversity issue.
      • Discuss personal characteristics or experiences that might account for feelings or reactions involving a diversity issue.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.

  • Context

    Understanding cultural diversity from a sociological perspective first requires understanding the concepts and theoretical frameworks that guide sociological thinking. Cultural diversity encompasses a variety of social categories, including race, ethnicity, gender, sexual orientation, religion, social class, age, and physical or mental disability. Sociologists examine these categories at both the micro level (how they affect or are affected by individuals) and at the macro level (how they impact society as a whole).At the micro level, sociologists might explore, for example, how and why certain individuals may be prejudiced or racist while others are not. Yet prejudice and racism are not just individual problems, but are structural phenomena that are built into the way a society is organized. Understanding prejudice and racism requires not just focusing on individuals but also examining overall patterns of discrimination and racism within society. Sociologists study how those patterns have changed over time, as well as their causes and consequences for society as a whole and for individuals and families.

  • Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • What is the distinction between a dominant and a minority group?
    • What are the differences among prejudice and individual and institutional discrimination?
    • What are the key sociological theories used to describe relationships between dominant and majority groups, and how do these theories explain these relationships? For example, consider how conflict or functional theory approach race or ethnic relations or the theories of inequality proposed by Max Weber and Karl Marx.
    • What particular issues surrounding diversity are most important or prevalent in today’s society?

  • Resources

  • Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Le, C. N. (2007). The downside of diversity? Everyday Sociology. Retrieved from http://www.everydaysociologyblog.com/2007/09/the-d…
    • Prince Inniss, J. (2011). What explains social inequality? Everyday Sociology. Retrieved from http://www.everydaysociologyblog.com/2011/09/what-…
    • Frontline. (1985). A class divided. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/divi…

  • Assessment Instructions

    For this assessment, you will be combining a micro- and macro-level analysis of diversity. You will discuss your personal experiences or observations regarding a diversity-related issue and apply sociological concepts and theory to your analysis. You will also research the broader trends regarding the diversity-related issue you have chosen to discuss. Finally, you will discuss existing or proposed laws or policies that are applicable to your issue and reflect on personal strategies that could be used to address or prevent the problem you have identified. One major thing to keep in mind as you begin to explore the sociology of cultural diversity is how the social categories we belong to—our race, ethnicity, social class, the generation we belong to—affect how we perceive the world around us and our interactions with other people.

    DELIVERABLE

    Reflect on an instance when you or someone else were unfairly excluded, discriminated against, or otherwise neglected or treated inappropriately due to race, ethnicity, age, gender, social class, sexuality, disability, or other category related to diversity. Depending on the setting in which the incident occurred, consider whether any laws or policies were violated, either those established by an organization, such as a business or school, or state or federal antidiscrimination policies.Write an essay in which you complete each of the following:

    • Part 1 – Describe your experience:
      • Describe the event and the underlying diversity issues at play.
      • Describe your opinions, feelings, actions, and what you learned from the event.
    • Part 2 – Examine your experience:
      • Discuss experiences from your personal background that might account for your feelings or reactions.
        • Consider areas such as your ethnicity, history, upbringing, local mores, recent events, et cetera.
      • Connect your experience to at least three sociological concepts and/or issues. For example, if you are writing about what if feels like to be an outsider, you could connect your discussion to the concept of power or social structure, or the broader issue of relationships between dominant and minority groups.
        • Examples of other concepts you could include are: prejudice, discrimination, stereotypes, cultural pluralism, assimilation, structural mobility, social distance, and modern racism.
        • Examples of theories include functional or conflict theory, Marx’s and Weber’s theories of inequality, Park’s race relations cycle, Gordon’s theory of assimilation, human capital theory, scapegoat hypothesis, and the theory of authoritarian personality.
      • Incorporate research on the broader issue that your experience illustrates. For example, if the incident you describe involves discrimination in the workplace, research workplace discrimination and find data on the prevalence or nature of this problem. If the incident involves bullying at school, locate data on how extensive this issue is. Questions to consider include:
        • Is the type of incident you describe commonplace?
        • Where might this be most prevalent?
        • Among what groups is it most likely to occur?
        • What trends did you notice in your research? For example, does the kind of incident you experienced or observed seem to be an increasing problem, or is it declining over time?
      • Analyze how relevant laws or policies might be applied to this situation. These may be civil or criminal laws or, perhaps, policies established in the workplace or schools.
        • Consider whether any laws or policies were violated and how those laws or policies might be changed or better enforced to address the situation you describe.
    • Part 3 – Reflect on your experience:
      • Based on your reflections of the event and the research you have now done, share personal strategies that are useful for informing the interactions or relationships between the involved parties, as well as your own understanding or perspectives.

    ADDITIONAL REQUIREMENTS

    • Written communication: Written communication is free of errors that detract from the overall message.
    • Length: 5–7 pages, not including title and reference pages.
    • Format: Include a title page and reference page, and format the paper and your citations according to current APA style and formatting guidelines.
    • Sources: Cite at least two scholarly sources.
    • Font and font size: Times New Roman, 12-point.
    Cultural Diversity and You Scoring Guide
    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Connect a personal experience to sociological concepts of power. Does not connect a personal experience to sociological concepts of power. Connects a personal experience to sociological concepts of power that have little relevance to the experience. Connects a personal experience to sociological concepts of power. Connects a personal experience to sociological concepts of power, including mention of specific theories.
    Analyze data to make valid sociological inferences. Does not analyze data. Analyzes data but makes unsupportable sociological inferences. Analyzes data to make valid sociological inferences. Analyzes data to make valid sociological inferences and cites specific instances of data to support them.
    Analyze how laws or policies are applied to a diversity issue. Does not describe how laws or policies are applied to a diversity issue. Describes how laws or policies are applied to a diversity issue. Analyzes how laws or policies are applied to a diversity issue. Analyzes how laws or policies are applied to a diversity issue and cites support from scholarly sources.
    Apply strategies for addressing a cultural diversity issue. Does not list strategies for addressing a cultural diversity issue. Lists strategies for addressing a cultural diversity issue. Applies strategies for addressing a cultural diversity issue. Analyzes strategies for addressing a cultural diversity issue.
    Discuss personal characteristics or experiences that might account for feelings or reactions involving a diversity issue.

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    		 Does not list personal characteristics or experiences that might account for feelings or reactions involving a diversity issue. Lists personal characteristics or experiences that might account for feelings or reactions involving a diversity issue. Discusses personal characteristics or experiences that might account for feelings or reactions involving a diversity issue. Analyzes personal characteristics or experiences that might account for feelings or reactions involving a diversity issue.
    Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Does not write coherently to support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Writes to support an idea. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics.

Diversity and the Media

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Diversity and the Media

Hey Robert, I’m going to post the scoring guide at the end. Please, follow the scoring guide. I need at least “basic” I can’t have anything in “non-performance” please.

  • Write a 6–8-page essay analyzing a chosen diversity issue covered in the media.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:SHOW LESS
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Discuss sociological theories appropriate for promoting understanding of a diversity concept.
      • Discuss how a media piece may affect or might have been influenced by policy and/or power.
    • Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
      • Discuss how minority and dominant groups are portrayed in a media piece to understand influences on discrimination.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Analyze data that is appropriate for supporting or refuting the central tenets of media piece.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.

  • Context

    How are different social groups portrayed in the mass media in contemporary society? How far have we come in terms of reducing or eliminating stereotypical images and portrayals of minority groups? To answer these questions, we need to place them in the context of the economic, technological, and social changes that have shaped postindustrial U.S. society and affected relationships between diverse groups in our society. For example, watching TV sitcoms and dramas today we see not only much greater diversity in cast members but also minority group members playing leading roles, something that was much less common just a few decades ago.As we analyze how the various media forms portray cultural diversity, another thing to consider is the role of people with power in the media industry—those who make the decisions about what stories and images appear on a TV news program or magazine or newspaper article and how those programs or stories will be framed.

  • Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • Some sociologists who study the media argue that the media is a reflection of what is already happening in society, while others contend that the media manipulates its audience by portraying events or issues with a particular slant or goal in mind. What do you think? Does the media reflect what is already going on in society, or does it manipulate viewers to draw conclusions about what is going on? Perhaps a bit of both? Consider the implications in terms of how the media portrays diversity-related issues like racism and sexism.
    • Can our interaction with media—movies, TV shows, news and radio programs, and so on—have any influence on our understanding of race, ethnicity, social class, gender, age, religion, et cetera?
    • To what extent does the news media create and perpetuate stereotypes about particular groups of people?

  • Resources

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Deggans, E. (2014). Four lessons from the media’s conflicted coverage of race. Retrieved from http://www.npr.org/sections/codeswitch/2014/12/06/…
    • Critical Media Project. (n.d.). Class. Retrieved from http://www.criticalmediaproject.org/cml/topicbackg…
    • Smith. S. L., & Cook. C. A. (2008). Gender stereotypes: An analysis of popular films and TV. Retrieved from http://annenberg.usc.edu/pages/~/media/MDSCI/Gende…
    Bookstore Resources

    The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

    • Healey, J. F., & O’Brien, E. (2015). Race, ethnicity, gender, & class: The sociology of group conflict and change(7th ed.). Thousand Oaks, CA: Sage.
      • Chapters 3–5.

  • Assessment Instructions

    In this assessment, you will have the opportunity to take a deeper look at the connection between the media and the cultural diversity of U.S. society. You will discuss how a current program or article in current news media approaches diversity-related issues and explain how we can use the sociological perspective to better understand both the portrayal of diversity-related issues and the media’s broader role in U.S. society. Effectively evaluating the accuracy of the information provided in your chosen media piece will require some additional research and fact checking, something that sociologists do as well when they are weighing the validity of opposing arguments.

    DELIVERABLE

    Choose a news media piece from a reputable source that is focused on an issue related to race, ethnicity, gender, sexual orientation, religion, age, physical or mental disability, or social class. Examples of acceptable media include newspaper articles, editorials, and radio or television news segments. Write an essay in which you complete the following:

    • Briefly, in one or two paragraphs, summarize the main events or issues presented in the article and describe how they relate to cultural diversity studies.
    • Compare and contrast how minority and dominant groups are portrayed in your chosen media article or program.
      • Consider how your source material demonstrates this dominant/minority group differentiation. For example, is there differentiation along racial or ethnic lines, or other variables, such as gender or social class?
    • Discuss at least two sociological theories that are most appropriate to understanding the diversity issues in your chosen media piece. Include relevant examples from the article or program to illustrate your points. Examples of theories include:
      • Functionalist perspective.
      • Conflict perspective.
      • Labeling theory.
      • Marx’s and Weber’s theories of inequality.
      • Park’s race relations cycle.
      • Gordon’s theory of assimilation.
      • Human capital theory.
      • Scapegoat theory.
      • Authoritarian personality theory.
      • Exploitation theory.
      • Contact hypothesis.
      • Noel hypothesis.
      • Blauner hypothesis.
      • Culture of poverty theory.

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Social Activism and Data Analysis

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Social Activism and Data Analysis

Hey Robert, this one has 2 required internet sources that has to used along with 2 more scholarly resources. I am also going to post the scoring guide at the end. I need at least “basic” and nothing in “non-performance”.

  • Create a public information product of your choice that is based on data related to a diversity issue and is at least 1,500 words long.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Create a public information piece that conveys a central tenet regarding institutional inequality.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Analyze data to make valid sociological inferences.
    • Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
      • Describe factors contributing to racial and ethnic disparities within the criminal justice system.
      • Assess the impact that institutional discrimination within the justice system has had on minorities and minority communities.
      • Explain ways in which public policies are linked to racial and ethnic disparities within the criminal justice system.
      • Describe policy strategies for reducing institutional discrimination.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
    Context
  • Often, discrimination is discussed as a primarily individual phenomenon—one-on-one actions in which one person discriminates against another. But as you have learned through your studies and research, some discrimination occurs at the institutional level, despite laws and policies that have been created to reduce or eliminate structural racism.It is important to consider how different experiences for minority groups may reflect a dominant culture that practices systemic discrimination in terms of treatment or access to valued resources. In other words, if there are many individuals in a society who are not racist or discriminatory, can the same also be said of the institutions in U.S. society as a whole? Often, institutional discrimination involves the intersection of race or ethnicity with other variables, like social class and gender. For example, patterns of residential segregation may be connected to both race and ethnicity, as well as socioeconomic status.

  • Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • What are some examples of institutional discrimination in U.S. society? To what extent are these examples the result of historical patterns of relationships between whites and minorities or among upper, middle, or lower classes?
    • Why do discussions of discrimination often focus on individual acts of discrimination rather than systemic discrimination built into institutions like the education or health care systems?
    • In the justice system, what factors explain why certain racial or ethnic groups are more likely to be stopped, searched, or arrested by the police? What is the connection between policing strategies and incarceration rates?

  • Resources

    REQUIRED RESOURCES

    The following resources are required to complete the assessment.

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Inter-University Consortium for Political and Social Research. (n.d.). Quick tables. Retrieved from http://www.icpsr.umich.edu/quicktables/quickconfig…
    • Federal Bureau of Investigation. (n.d.). Persons arrested. Retrieved from https://www.fbi.gov/about-us/cjis/ucr/crime-in-the…

    SHOW LESS

    SUGGESTED RESOURCES

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Childress, S. (2014). Why states are changing course on juvenile crime. Retrieved from http://www.pbs.org/wgbh/pages/frontline/criminal-j…
    • The Associated Press-NORC Center for Public Affairs Research. (2014). Crime and law enforcement in America: Racial and ethnic differences in attitudes toward the criminal justice system. Retrieved from http://www.apnorc.org/projects/Pages/HTML%20Report…
    • U.S. Department of Justice. (2015). Investigation of the Ferguson Police Department. Retrieved from http://www.justice.gov/sites/default/files/opa/pre…

  • Assessment Instructions

    This assessment asks you to demonstrate a deep understanding of institutional discrimination through both research and data analysis.For the purposes of this assessment, you will assume that you are a consultant working for a bipartisan think tank studying institutional discrimination within the justice system. In particular, you have been asked to research and analyze issues related to minority incarceration for drug use. You will concentrate on one of the key arguments related to the issue of institutional discrimination—namely, that U.S. criminal justice policies and practices in place as a result of the “War on Drugs” since the 1980s have disproportionately affected racial and ethnic minorities.It is your job to create a public information piece that highlights your findings regarding racial and ethnic inequities within the justice system. You will need to support your conclusions with data and research, rather than relying on opinion.The first step to prepare for this assessment is to research the topic of institutional discrimination in the criminal justice system, locating reliable, scholarly sources. Some suggested sources can be found in the Resources for this assessment.

    DATA REVIEW AND ANALYSIS INSTRUCTIONS

    The following data sources should be used as a basis for this assessment. Links to these can be found in the Required Resources for this assessment.

    • National Survey on Drug Use and Health (NSDUH) data. Review the Quick Tables page to access this data from the Inter-University Consortium for Political and Social Research.
      • When you select one of the quick tables, such as one for heroin use, you can specify how the data is presented. To see statistics for heroin use based on race and ethnicity, for example, select the “Heroin Use” link. Then select the following options in the dropdown lists:
        • Measure of Heroin Use: Select “Ever Used Heroin” first. Then select the other options to create additional graphs and charts as you would like.
        • Respondent Characteristics: Select “Race and Ethnicity.”
        • Confidence Intervals: Use the default option, “(None displayed).”
        • Chart Options: Choose any of the options for viewing the chart, depending on how you would like the data to appear.
      • Repeat this procedure for the other illegal drugs on the list, including marijuana (illegal in most states), crack, and cocaine. You can open each table in a new tab in your browser, which makes it easier to compare the data.
    • FBI’s Uniform Crime Reports data. Review the Person Arrested page for data on drug arrests by race and ethnicity.
      • You will see a list of table numbers on this page. Tables 43, 49, 55, 61, and 67 show data that include categories for race and ethnicity. Click on each table number to see the full tabular data. You will need to scroll down each table to look for the line labeled “Drug abuse violations.”
      • Note that Table 43 provides the overall national picture regarding drug abuse arrests, while the other tables provide specific regional data based on the classifications of cities, counties, suburbs, and nonmetropolitan areas.

    DELIVERABLE

    Using research and the provided data, support and communicate the position of a special interest group by creating a public information product. The final product should convey the central tenet that U.S. criminal justice policies and practices disproportionately affect racial and ethnic minorities. Choose from one of the following public information pieces:

    • Information booklet targeted to the general public.
    • Position paper or brief targeted at state or federal legislators.
    • Mock Web page (or pages) or blog.
    • Public service announcement (a script for a radio or television program).
    • PowerPoint presentation targeted to a specific audience, with a description of the audience and detailed speaker’s notes.
    • A script for a speech to be given at a national meeting of practitioners who work in the criminal justice system.

    Note: Be sure to reference—include the citations on a separate reference sheet—specific data from the tables, charts, and graphs from the sources listed above to illustrate your points. Make sure to identify the titles of those that you cite; for example, “Ever Used Heroin by Race” is the title of the table and graph produced when you followed the initial steps above.The final, professional-quality product should accomplish the following:

    • Convey the causes and consequences of the problem of institutional discrimination in the criminal justice system.
    • Use formatting and design principles that are appropriate for your chosen product.
    • Include graphics—such as photos, charts, graphs, and figures—to enhance the presentation when appropriate.
    • Be supported by data and scholarly research.
    • Describe differences in illegal drug use based on race and ethnicity, and explain the factors that account for discrepancies between who uses illegal drugs and who is most likely to be arrested for drug abuse violations.
      • Keep in mind that to be accurate in your assessment, you will need to not just look at raw data and percentages but also consider the data in relation to each racial or ethnic group’s percentage within the overall U.S. population.
    • Discuss the extent to which drug policies or law-enforcement strategies have contributed to racial and ethnic disparities in drug use arrest rates.
      • Consider any historical or contemporary influences that may have contributed the disparities you have identified.
    • Share your assessment of the impact these disparities, along with institutional discrimination within the justice system more broadly, have had on minorities and minority communities.
    • Present at least two potential solutions or strategies to combat the problems identified in your analysis.
      • These can be community-based, legislative (at the state or federal level), or law-enforcement strategies.

    ADDITIONAL REQUIREMENTS

    • Written communication: Written communication is free of errors that detract from the overall message.
    • Length: The completed public information piece should contain at least 1,500 words.
    • Format: Cite your sources in current APA style and format, including a reference list at the end of your document or presentation.
    • Sources: Cite the NSDUH and FBI Uniform Crime Reports data, and at least two additional scholarly sources. When you mention the NSDUH and FBI data, identify the titles of any specific charts you refer to.
    Social Activism and Data Analysis Scoring Guide
  • CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Create a public information piece that conveys a central tenet regarding institutional inequality. Does not create a public information piece. Creates a public information piece that does not convey a central tenet regarding institutional inequality or does so in a confusing or culturally inappropriate manner. Creates a public information piece that conveys a central tenet regarding institutional inequality. Creates a public information piece that effectively conveys a central tenet regarding institutional inequality and cites support from data and scholarly resources.
    Analyze data to make valid sociological inferences. Does not analyze data to make valid sociological inferences. Analyzes data but makes unsupportable sociological inferences. Analyze data to make valid sociological inferences. Analyze data to make valid sociological inferences and cites specific instances of data to support them.
    Describe factors contributing to racial and ethnic disparities within the criminal justice system. Does not list factors contributing to racial and ethnic disparities within the criminal justice system. Lists factors contributing to racial and ethnic disparities within the criminal justice system. Describes factors contributing to racial and ethnic disparities within the criminal justice system. Analyzes factors contributing to racial and ethnic disparities within the criminal justice system.
    Explain ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Does not list ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Lists ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Explains ways in which public policies are linked to racial and ethnic disparities within the criminal justice system. Analyzes ways in which public policies are linked to racial and ethnic disparities within the criminal justice system and describes these connections in detail using real world examples.
    Assess the impact that institutional discrimination within the justice system has had on minorities and minority communities. Does not describe the impact that institutional discrimination within the justice system has had on minorities and minority communities. Describes the impact that institutional discrimination within the justice system has had on minorities and minority communities. Assesses the impact that institutional discrimination within the justice system has had on minorities and minority communities. Assesses the impact that institutional discrimination within the justice system has had on minorities and minority communities using persuasive techniques and real world examples.
    Describe policy strategies for reducing institutional discrimination. Does not list policy strategies for reducing institutional discrimination. Lists policy strategies for reducing institutional discrimination. Describes policy strategies for reducing institutional discrimination. Analyzes policy strategies for reducing institutional discrimination, and gives specific examples of how to apply these strategies.
    Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Does not write coherently to support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Writes to support an idea. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics.

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