People Of Haitian And Iranian Heritage Culture In Healthcare Nursing

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People Of Haitian And Iranian Heritage Culture In Healthcare Nursing

Transcultural Health Care: A Culturally Competent Approach, 4th Edition Transcultural Health Care Haitian Americans Larry Purnell, PhD, RN, FAAN Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview ▪ Haiti shares the Island of Hispaniola with the Dominican Republic. ▪ Dominican Republic and Haiti have little in common culturally. ▪ Haiti is the poorest country in the Western hemisphere with a per capita income of less than $450. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Over 500,000 Haitians live in the United States, with more arriving after the Haitian earthquake in 2010. Their numbers may exceed 1.5 million. ▪ Most live in NYC, FL, Boston, Chicago, and CA ▪ Most come here for better economic opportunities and political freedom Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Haitians are a mix of Arawak Indian, Spanish, French, and African Black resulting in sharp class stratification and color consciousness ▪ 1791 ended slavery in Haiti

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Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ Languages are primarily Creole (for the poor) and French (wealthier) and English although many speak all three languages ▪ Black, mulatto, or white and colors in-between ▪ Most Blacks are poor and underprivileged Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview ▪ Early immigration to the United States was the wealthier groups for education, followed by general immigration after 1920 and the United States occupation of Haiti ▪ After 1964, Duvalier became president for life, mass exodus because of oppression politically and economically Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ 1980 immigration with the Mariel Boat Lift from Cuba brought first legal and then the Boat People from Haiti. ▪ Many had left Haiti to Cuba in previous generations and this group joined in coming to the United States. ▪ Resulted in Cuban-Haitian entrant: status pending Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ French model of education with liberal arts, philosophy, classics, and languages—Latin and Greek and de-emphasizes technical and vocational training and the social and physical sciences ▪ Educated Haitians are multilingual ▪ Only 15% to 20% receive an education—high illiteracy rates Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ French and Creole official languages ▪ 15% speak French, 100% speak Creole ▪ Oral communication patterns to pass on culture through proverbs and storytelling ▪ Smile timidly to hide lack of education and understanding ▪ Nod of the head does not mean “I understand” Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Most are private individuals who do not want friends or family to interpret for them ▪ Traditional Haitians do not usually maintain eye contact ▪ Touching is common ▪ Women may hold hands while walking in public Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Most are present oriented out of necessity, the past is cherished and the future is predetermined —many remain rather fatalistic ▪ Punctuality is not valued—flexible time is the norm Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ First and middle name are usually hyphenated ▪ Woman takes her husband’s name upon marriage ▪ Last names are usually French or Arabic in origin ▪ Formality in name is the norm Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles ▪ Matriarchal or shared decision-making is the norm—although there are variations ▪ Male is the primary breadwinner ▪ Concept of machismo prevails ▪ Not uncommon to have more than one mistress or for women male partners Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Children are valued and expected to be well behaved—otherwise physical punishment may be used ▪ Most feel US society is too permissive ▪ Boys are given more freedom and permissive behavior ▪ Girls cannot go out alone until age 17+ Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Nuclear, consanguine, and affinal relatives are the norm ▪ Family lineage is what denotes respect, not money ▪ Children expected to care for parents when selfcare is a concern Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Single parenting is well accepted ▪ Homosexuality is taboo—if known, total denial from both sides ▪ Mistress supports her children with little to no financial help Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck The nurse is providing insulin injection instructions to Mrs. Paul, a 44-year-old Haitian. When the nurse asks her if she understands the instructions, she nods. To assure understanding, the nurse should a. Ask her to repeat the instructions. b. Give her written instruction to ensure. c. Have her demonstrate an injection. d. Give the instructions to a family member. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: C The best way to assure understanding is for the patient to demonstrate the injection. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Health Conditions ▪ Cholera, parasitosis, and malaria without malaria control measures ▪ Hepatitis, tuberculosis, venereal disease have high rates ▪ Most test positive for TBC because of Bacille bilie de Calmette-Guerin vaccinations ▪ High rates of diabetes and hypertension Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ For many, food means survival ▪ Prefer eating at home and dislike fast food ▪ When hospitalized, many prefer to fast rather than eat hospital food ▪ Dislike yogurt, runny eggs, and cottage cheese ▪ Staples are rice and beans, plantains, salad Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Lists of foods are in the Haitian–American chapter ▪ Foods are classified as cold (fret) and hot (cho), acid and non-acid, and heavy and light ▪ Must balance fret and cho foods or illness occurs Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ ▪ ▪ ▪ ▪ Cough medicines are hot, laxatives are cold Avoid citrus, causes acne After ironing do not open refrigerator door Do not shower when you are hot Do not put warm feet directly on the cold floor Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Diet high in carbohydrates and fat ▪ Being overweight is seen as positive ▪ Major portion of meat protein is given to men Transcultural Health Care: A Culturally Competent Approach, 4th Edition Pregnancy ▪ Pregnancy is not an illness so why seek prenatal care ▪ Spicy foods will cause the fetus to be irritable ▪ Vegetables and red fruits build blood for the fetus ▪ Increased salivation—“use a spit cup” Transcultural Health Care: A Culturally Competent Approach, 4th Edition Pregnancy Continued ▪ Prefer natural childbirth, although changing somewhat in the United States ▪ Men usually not present during labor—female family members are preferred ▪ Dress warmly and stay in bed 2 to 3 days after birth and use an abdominal binder to close the bones so cold air does not enter and cause illness Transcultural Health Care: A Culturally Competent Approach, 4th Edition Postpartum ▪ Three baths postpartum, more difficult in the United States ▪ Avoid food believed to increase vaginal discharge—lima beans, okra, mushrooms ▪ Other foods are strength foods ▪ Breastfeeding is encouraged ▪ All infants receive lok to help meconium pass Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck Most Haitians practice the hot and cold dichotomy of foods. This is know in Haitian Creole as a. Yin and yang. b. Calor y frio. c. Fret and cho. d. Am and duong. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: C Fret and cho are the Haitian Creole words for hot and cold. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Prefer to die at home ▪ Death watch by family who brings religious pictures and have bedside prayer ▪ Male kinsman responsible for funeral arrangements, notifying all family members, and coordinating the service ▪ Preburial veye to celebrate deceased’s life Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Seven consecutive days of prayer in the home to help the passage of the soul into the next life ▪ Believe in resurrection so no cremation ▪ Autopsy may relieve fear of deceased becoming a zombie Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ ▪ ▪ ▪ Family is the center of life Catholicism is the primary religion of Haiti Religious practices combined with voodooism Loa, the gods or spirits, believed to receive powers from God can provide protection and wealth Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ Good health is balance between hot and cold, eat well, be plump, pray, be free of pain, eat and sleep right, and exercise ▪ Illness is seen as punishment and comes of two types—natural and supernatural ▪ Natural illnesses of two types—short duration caused by environmental factors Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Natural longer term illness due to disequilibria between hot and cold and bone displacement ▪ Supernatural illnesses are caused by angry spirits, which are placated by ceremonial feasts ▪ Gas is a major cause of illness and can be in any part of the body Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Certain foods can dispel gas ▪ Postpartum more susceptible to gas ▪ Traditional Haitians have a low pain (doule) threshold and is difficult to assess because of vague terms used to describe pain ▪ Injections are preferred to oral medications Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Condition is deemed very serious if oxygen is needed ▪ Special diet for physical weakness—vitamins, liver, pigeon meat, leafy green vegetables, and cow’s feet ▪ Sezisman, similar to susto or magical fright, is caused by unexpected bad news and fright Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Strong stigma with mental illness ▪ Self-treat and self-medicate or take friends medicine ▪ May bring medicines from Haiti ▪ Cultural bound illness—oppression Transcultural Health Care: A Culturally Competent Approach, 4th Edition Barriers ▪ Delay seeking care because of self-care ▪ No health insurance ▪ View that Western medicine does not understand voodooism ▪ Language difficulties ▪ Very reluctant to receive blood transfusions or engage in organ donation Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Use traditional and Western practices simultaneously ▪ Respectful of Western healthcare providers ▪ May have limited understanding of Western healthcare providers and their functions and capabilities Transcultural Health Care: A Culturally Competent Approach, 4th Edition Iranian Larry Purnell, PhD, RN, FAAN Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage ▪ Over 400,000 in the United States with about ½ living in California ▪ Currently about 76 million in Iran with 75% under the age of 30 ▪ Much diversity in Iran (Persia) among its inhabitants and also much diversity among Iranians in the United States Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ The reform institutions of current Iran are colored by religious traditions and ideology of Islam. ▪ Current industrialization of Iran has been from the outside, not from the inside and is due to the oil production industry. ▪ Political instability continues with clashes between conservatives and liberals. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ First wave of immigration between 1950 and 1970 were mostly students and professionals from the social elite and many stayed in the United States. ▪ Second wave between 1970 and 1978 were varied in their background, but most were still affluent and urban and came for education and to be with family. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ Not a major influence in the United States because they did not live in ethnic enclaves and assimilated into the United States culture easily ▪ The third wave of immigration began in 1979 at the time of the Islamic revolution and included voluntary and involuntary political exiles and others who come for economic and personal security Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ The hostage crisis between 1979 and 1981 increased ethnic tension of Iranians in the United States ▪ Many are unable to find work in the United States that is compatible with their education in Iran ▪ Most highly educated immigrant group in the United States Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ Farsi (Persian) is the national language of Iran but half speak another language with the educated group speaking three or more languages, including English ▪ Invasions by numerous other nations have caused a mistrust and suspicion of foreigners resulting in not sharing one’s feeling with strangers Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Tell stories rather than being blunt and to the point in conversations leading to politeness and sometimes disguised as modesty ▪ Hierarchical relationships dictate politeness and social communication resulting in a public self and a personal self Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Family affairs remain within the family ▪ Self-control is valued and therefore do not show anger or emotions ▪ Men can show affection for men and women for women in public, but not men and women ▪ Stand close in conversations, regardless of social status between conversants Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Maintain intense eye contact between intimates, but avoid eye contact with superiors and elders ▪ Expressive gesturing ▪ Balance in temporality ▪ Clock time is meaningless, even with appointments unless well acculturated Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Formality in addressing each other unless close friends ▪ More traditional men do not mention their wives’ names in public ▪ Man should wait for woman to extend her hand for a greeting Transcultural Health Care: A Culturally Competent Approach, 4th Edition Name Format ▪ Order of the name is the same as the Western method with the given name followed by the surname. ▪ Traditional women do not take their husband’s last name although some in the United States and elsewhere may upon immigration. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles ▪ Society is patriarchal and hierarchical ▪ Oldest son takes over if father is not present or unable to carry out decision-making ▪ Male children are more desirable than female children—true in other cultures as well Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Men deal with finance and matters outside the home. ▪ Women care for the home and children. ▪ Before 1960s social reform, women were legally expected to be obedient and submissive to their husbands. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Marry early and have children. New law says women cannot marry until age 14—was 12 and marriages may still be arranged, but less so in the United States ▪ Respect elders and never speak rudely to them ▪ Children rarely left with babysitters Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Traditional do not allow dating; women are expected to remain virgins until married, but not men ▪ Strong intergenerational ties and family life together or nearby ▪ May dress conservatively outside the home but less so while at home Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Divorce uncommon in Iran and carries a stigma—if divorce, it is the woman’s fault, never the man’s—varies in the United States ▪ Pregnancy before marriage can have devastating outcomes and is not talked about, it does not happen—it is just taken care of ▪ Gay and lesbianism highly stigmatized and is a capital crime punishable by death in Iran Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology ▪ Wide variations in skin color, hair color, and eye color and depends on heritage from previous domination by other countries and cultures ▪ Common illnesses in Iran include malaria, hypertension, meningitis, hookworms, and parasitosis Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ Great numbers with genetic disorders brought on by close sanguinity marriages resulting in blindness, epilepsy, anemias, hemophilias ▪ Glucose-6-phosphate dehydrogenase deficiency —fava bean allergies can cause hemolytic crisis Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ Food is a symbol of hospitality; serve the best food for guests who are expected to eat several servings. ▪ Polite to refuse snacks and beverages when first offered—accept it on the third offering ▪ Rarely eat fast food; fresh food is greatly preferred, and many hours are spent preparing meals Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Strict Muslims avoid pork and alcohol and meat must be prepared with ritual slaughter called halal. ▪ Food should be eaten with the right hand (clean hand) and food should be passed with the right hand or both hands. ▪ Traditional prefer family to bring food from home if hospitalized. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Balance food between garm (hot) and sard (cold) —if balance does not occur, one may become “chilled” or “overheated.” ▪ Women are more susceptible to these conditions than are men. ▪ Newer immigrants may have protein and vitamin deficiencies. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Family ▪ Menstruating women are not allowed to touch holy objects, have intercourse, exercise, or shower. ▪ Iran is changing from openly discouraging birth control to now cautiously and secretly encouraging birth control because of the population explosion. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Family Continued ▪ Cravings must be satisfied because the fetus needs the craved food ▪ Avoid fried foods or foods that cause gas ▪ Eat lots of fruits and vegetables ▪ Balance garm and sard foods ▪ Pregnant woman should not work after the sixth month Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Family Continued ▪ The father should not be present at birth in the traditional family ▪ 30- to 40-day postpartum period where other women are to care for the new mother ▪ Ritual bath after this period so religious obligations can continue ▪ Eat different foods if a boy baby versus girl baby ▪ Eat an herbal extract (taranjebin) to have a boy Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Okay to begin life support, but usually not okay to end life support ▪ Multiple family members come to bedside of the dying person and recite/read prayers ▪ Bed should be turned to face Mecca ▪ More traditional want to return to Iran to die Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Even though death is seen as a beginning, not an end, mourning and grief are displayed openly and even dramatically to encourage letting go ▪ After death, relatives and friends gather on days 3, 7, and 40 to pray and grieve with family and friends Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ All wear black for mourning and women should not wear makeup ▪ On the anniversary of the death, family and friends again gather to express grief and pay respect to their loved one Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Ritual body washing by another Muslim after death and dressed in a white shroud; body orifices stuffed with cotton and ritual prayers said during the cleansing ▪ If non-Muslim, touch the body only with gloves ▪ No embalming in Iran nor is cremation practiced Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ Specific Muslim practices include praying 5 times each day and need privacy and ritual washing before prayer ▪ During Ramadan, fasting from sunup to sundown unless pregnant or ill ▪ Family relationships and friendships are primary sources of strength Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality Continued ▪ Sadness is valued and a sad person is considered to be deep, thoughtful, and sensitive ▪ God’s Will and power over one’s fate fosters passivity and dependence Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck A 76 year old Iranian, Muslim male is in the process of dying after a long debilitating illness. The nurse would a. Have his Imam visit. b. Make sure no one touches him with bare hands. c. Turn him to face Mecca. d. Place him in a supine position. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: C At the time of death, the dying person should be positioned to face Mecca. This can be accomplished by moving the bed or at a minimum of turning the patient’s face towards Mecca. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ Combination of humoral medicine, Islam, and biomedical practices ▪ Humoral medicine—illness is caused from an imbalance in wet and dry and hot and cold forces ▪ Sacred men are able to heal ▪ Evil eye is alive and well Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Good health is a daily way of life ▪ Seek care immediately and shop around for the right treatment ▪ Use traditional herbs and over-the-counter medicine to relieve symptoms and seek care provider to determine the cure ▪ Able to purchase a wide variety of drugs over-thecounter in Iran and bring them to the United States Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Narahati—general term to express unpleasant emotional or physical illnesses and somatization is common and accepted and can be treated religiously or medically, depending on what the cause might be ▪ Ghalbam gerefteh—distress of the heart—is an expression of emotional turmoil or homesickness Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Various remedies for the evil eye and dependent on the age and family of the person afflicted ▪ Language can be a barrier to care for some ▪ Descriptions of conditions may be different from the US description ▪ Many do not have health insurance Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Concept of insurance may not be known to some ▪ Usually very expressive with pain and discomfort ▪ Mental illness is highly stigmatized and may hinder other family members from marriage ▪ Prefer drugs, the stronger the better, and prefer IV over IM, and IM over pills ▪ The more invasive, the better Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Organ donations and transplantations may be seen as a business transaction ▪ Folk or religious practitioner used for narahatis ▪ Most respected biomedical practitioner is a middle-aged male with a title and white hair ▪ Firm believers in high technology Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners Continued ▪ Nurses are usually afforded little respect— partially because of training ▪ Physicians are on top—all other healthcare providers take a lesser position ▪ If self-care is encouraged, it may be seen as non-caring Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck Mrs. Said is brought to the nurse practitioner by her daughter because she has naharati. The nurse recognizes this condition as a. Equivalent to congestive heart failure. b. Generalized distress. c. Generalized weakness of aging. d. Abdominal pain. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: B Naharati is generalized distress that can be brought on by stress, anxiety, homesickness, or other things that can cause emotional turmoil.
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Discussion: Changes in Sites of Care

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Discussion: Changes in Sites of Care

Discussion: Changes in Sites of Care

Since the culture and practices of care settings are inherently different, changes in sites of care are often difficult for geriatric patients. Efforts should be made to limit changes to only those necessary; however, sometimes a patient’s situation might require multiple changes in sites of care. When selecting sites of care, such as home, assisted living, rehabilitation facilities, and hospitals, many factors must be considered by patients, their families, and their health care providers. Health status, ability to perform self-care, financial limitations, and patient preferences are all factors that might influence a patient’s site placement. As an advanced practice nurse who recommends sites of care and facilitates changes, you must evaluate factors and consider sites that limit the impact of these changes on geriatric patients.

To prepare:

    • Review this week’s media presentation, as well as Chapters 3 and 8 of the Resnick text.
    • Reflect on your personal experiences, observations, and/or clinical practices from the last 5 years. Select a case from the last 5 years that involves an elderly patient who has been in two different sites of care such as home, assisted living, hospital, etc.

Note: When referring to your patient, make sure to use a pseudonym or other false form of identification. This is to ensure the privacy and protection of the patient.

  • Reflect on issues that occurred because of the change in the patient’s sites of care. Think about the impact of differences in the settings themselves, inherent cultures of the settings, and ethical practices of these sites on the patient.
  • Consider whether the patient had an advanced directive in place at the time of the change in sites of care. Reflect on whether any difficult treatment decisions had to be made as a result.
  • Think about the impact of financial issues on site placement and treatment decisions.

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BY DAY 3

Post a description of a case from your personal or clinical experiences in the last 5 years that involves an elderly patient who has been in at least two different sites of care. Explain the impact of differences in the settings themselves, inherent culture of the settings, and ethical practices of these sites on the patient. Then, explain whether the patient had an advanced directive in place at the time of the change in sites of care, and if so, whether any difficult treatment decisions had to be made as a result. Finally, explain the impact of financial issues on site placement and treatment decisions.

Read a selection of your colleagues’ responses. References please

information technology assignment

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information technology assignment

complete the Information Technology Self-Assessment Tool. When completed review and determine at least three new goals you would like to achieve. Submit your completed form with a brief description of your experience and comfort level with the use of technology not only in your Program but as a practicing nurse

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Culture of safety Discussion questions

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Culture of safety Discussion questions

emphasis is on awareness of client quality and safety and in particular what is a “culture of safety.”

Based on the review of the following websites at the Institute of Healthcare Improvement and Agency for Healthcare Research and Quality answer the following questions.

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  1. What values ensure a culture of safety?
  2. How can healthcare facilities establish a culture of safety?
  3. What is the nurse’s role in maintaining a culture of safety?

Framing an Issue From the Sociological Perspective

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Framing an Issue From the Sociological Perspective

Hey Robert you have to do this one for the other I’m going to post the questions go together. I’m also putting the scoring guide at the end of the question. You’re work is always awesome, but PLEASE follow the scoring the for “basic” or above. This lady is looking for anything to give a “nonperformance” on.

  • Create a 15–20-slide presentation or a 15–20-minute speech on either same-sex marriage or immigration policy.Note: You must complete this assessment before starting on Assessment 5.
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Discuss how sociological theory can be used to understand disparities in political power.
    • Competency 2: Identify historical and contemporary influences of discrimination in U.S. culture.
      • Describe the evolution of the social movements that have emerged as a result of a diversity issue.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Address questions that reflect public perception using supporting data or research.
    • Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
      • Analyze the evolution of antidiscrimination law to give context to current law or policy.
    • Competency 5: Apply diversity strategies in professional, educational, and personal contexts.
      • Discuss tactics employed by activists to promote a cause.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
    Context
  • Many of the current political, legal, and social debates in U.S. society center around diversity and its related issues. Two of those debates concern immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.Applying the sociological perspective to these debates is useful, because it requires researching these diverse perspectives and placing them in historical and contemporary contexts to gain a deeper understanding of the causes and consequences of the debate and current and proposed policy solutions. This also puts us in a position in which we can more accurately evaluate and critique the merits of comments made and policies suggested by politicians, leaders, and others with a stake in these debates.

  • 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.

    • How and why has U.S. immigration policy changed since the mid-20th century? What are the similarities and differences between current immigrant groups and patterns of immigration compared to historical trends?
    • What are the costs and benefits of immigration, whether legal or illegal, for the United States as a whole?
    • What are the key arguments of the stakeholders in the debate about the morality and legality of same-sex marriage rights?
    • How should disparities between state and federal policies regarding same-sex marriage be handled?

  • Resources

    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.

    • Taylor, P., Lopez, M. H., Martínez, J., & Velasco, G. (2014). IV. Language use among Latinos. Retrieved from http://www.pewhispanic.org/2012/04/04/iv-language-…
    • Davidson, A. (2015). Debunking the myth of the job-stealing immigrant. The New York Times Magazine. Retrieved from http://www.nytimes.com/2015/03/29/magazine/debunki…
    • PHYS.org. (2013). Sociologist examines same-sex marriage debate within LBGT movement. Retrieved from http://phys.org/news/2013-07-sociologist-same-sex-…

  • Assessment Instructions

    Note: You must complete this assessment before starting on Assessment 5.Your task in this assessment is to choose one of two debates—same-sex marriage or immigration policy—and create a presentation that would be delivered at a symposium on a college campus. You will need to place the debate in historical context, which will involve researching the history of policy as it pertains to your chosen topic and the social movements that developed as a result—for example, the gay rights movement. You will also be asked to address potential questions audience members might ask in this kind of situation.Your presentation should demonstrate your understanding of the debate you have chosen, as well as your ability to apply the sociological perspective to a complex and controversial social issue.

    DELIVERABLE

    Focusing on either same-sex marriage or immigration policy, create a PowerPoint presentation or written speech for the hypothetical audience you are addressing, which addresses each of the items below. Include graphics with supporting data in the form of charts, tables, or graphs when appropriate, and include any other information that supports your message. Be sure to include extensive speaker’s notes to provide detailed descriptions of each of the topics covered in the presentation, if you create a PowerPoint presentation.Complete the following:

    • Provide an overview and description of the central issue you have chosen to address.
    • Describe the evolution of the social movements that are a precursor for or have emerged as a result of your chosen issue.
      • Include a time line with key events to provide historical context.
      • Describe any milestones that have characterized the development of the social movement involving your issue.
    • Briefly analyze the following for your selected topic:
      • The evolution of federal legislation on the topic over the past 10 years.
      • The current political landscape, including key political debates related to your central issue.
    • Introduce the important political players in the national debate, and discuss how sociological theory can be used to understand why some players have more power than others in this debate.
    • Discuss how the continued uncertainty in political and legal environments affects stakeholders who are seeking to expand their rights or challenge existing policies.
      • Describe tactics used to further the cause.
    • The symposium coordinator has sent you the questions below in anticipation of your visit. Draft answers for each, typing your answers in the Notes box below the Questions slide you have created, if you are doing a PowerPoint presentation. If you are writing a speech, include the questions and answers at the end. Support your answers with research and data from scholarly sources. Choose the set of questions that is appropriate for your chosen topic.
      • Immigration:
        • “Ninety percent of illegal immigrants are on the public dole. Why are we giving welfare benefits to people who aren’t citizens?”
        • “Mexicans are taking away our jobs. What is the best way to stop them?”
      • Same-sex marriage:
        • “I heard 75 percent of people are against gay marriage. Who are they?”
        • “If we allow gays to marry, won’t it destroy our social fabric?”

    ADDITIONAL REQUIREMENTS

    • Written communication: Written communication is free of errors that detract from the overall message.
    • Length: If you chose to do a PowerPoint presentation, it should contain 15–20 slides. Slides should contain no more than a few bulleted points and/or a graphic. Rather than cramming slides with text, use the Notes box below each slide to explain and expand on your bulleted points in each slide. If a written speech is chosen, it should be 15–20 minutes long when read aloud.
    • Format: Include a title and reference slides or pages. Cite any sources used in current APA style and format.
    • Sources: Cite at least six credible scholarly sources to support your presentation.

    Framing an Issue From the Sociological Perspective Scoring Guide

    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Discuss how sociological theory can be used to understand disparities in political power. Does not list ways that sociological theory can be used to understand disparities in political power. Lists way that sociological theory can be used to understand disparities in political power. Discusses how sociological theory can be used to understand disparities in political power. Analyzes how sociological theory can be used to understand disparities in political power and cites scholarly sources for support.
    Describe the evolution of the social movements that have emerged as a result of a diversity issue. Does not describe the evolution of the social movements that have emerged as a result of a diversity issue. Describes the evolution of the social movements that have emerged as a result of a diversity issue but is vague on the rationale for their interconnectedness. Describes the evolution of the social movements that have emerged as a result of a diversity issue. Analyzes the evolution of the social movements that have emerged as a result of a diversity issue and cites support from scholarly resources.
    Address questions that reflect public perception using supporting data or research. Does not address questions that reflect public perception using supporting data or research. Addresses questions that reflect public perception using data or research that is inadequate or inappropriate. Addresses questions that reflect public perception using supporting data or research. Addresses questions that reflect public perception using supporting data or research and real-world examples in a persuasive way that illuminates facts surrounding the issues.
    Analyze the evolution of antidiscrimination law to give context to current law or policy. Does not discuss the evolution of antidiscrimination law to give context to current law or policy. Discusses the evolution of antidiscrimination law to give context to current law or policy. Analyzes the evolution of antidiscrimination law to give context to current law or policy. Analyzes the evolution of antidiscrimination law to give context to current law or policy and cites scholarly resources for support.
    Discuss tactics employed by activists to promote a cause. Does not list tactics employed by activists to promote a cause.

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    		 Lists tactics employed by activists to promote a cause. Discusses tactics employed by activists to promote a cause. Analyzes the effectiveness of tactics employed by activists to promote a cause.
    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.

Healthcare systems in three OECD member countries Discussion

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Healthcare systems in three OECD member countries Discussion

Description

 

In your Healey text, Principles of Healthcare Leadership, to read: Chapter 4, “Creativity and Innovation in Healthcare” page 63-80, Chapter 8, The Process of Change in Healthcare Organizations,” pages 143-163, Chapter, Leading People in Healthcare Organizations, pages 167-187

  • Use the Internet to conduct research on healthcare systems in three OECD member countries, other than the United States—each of which uses a unique system. As you conduct your research:
    • Look for similarities and differences between the structures, approaches, and concepts used in these three systems, and the structures, approaches, and concepts used in the United States.
    • Pay attention to the political, economic, and consumer driven forces impacting the different systems.
    • Consider whether any of the structures, approaches, or concepts used in these systems might improve the U.S. systemIdentifying Forces and Change Management ProcessesFor this discussion, choose a major example of change from your studies related to the segment of the healthcare system you currently work within or plan to pursue in your healthcare management career. Locate and refer to current related information from your subscribed sources (The wall street journal, Digital Health Today, The Medical Futurist, Plane Tree Health Library, from Unit 1 to complete your work.In your post:

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    • Describe the example and the forces related to this change (forces could be technological advances, disruptive innovation, health indicators, political, economic, or consumer driven).
    • Discuss how leaders might approach managing this change by using the four leadership skills required in the process of change (Healey, pages 161–162).
    • Share an insight you derived from the text readings by James Dallas (Forward, pages 8–9, and Chapter 1, “Set a Course for Change,” pages 16–29).
    • that might prove important to consider in the change process for this example.
    • Share information and insights related to your chosen example that you gained from your subscribed online resources from Unit 1. Healthcare systems in three OECD member countries Discussion

NUR2115 Rasmussen Bacterial Meningitis Infection Concept Map

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NUR2115 Rasmussen Bacterial Meningitis Infection Concept Map

Description

 

 

Complete a Concept Map using one of the following templates.

Concept Map Template 1
Concept Map Template 2

Requirements

Select an infectious disease process. Remember to use your resources, include a cover page, and do a reference page.

For this week’s assignment, create a scenario of a patient with your assigned infectious disease or inflammatory process. Submit a brief description of your scenario along with one paragraph on the pathophysiology and one paragraph on the nursing assessment of a patient with this disease. Complete the concept map using your patient scenario.

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Concept Map: Infection suggested topics-

Cholecysitis, – pyelonephritis, – bacterial meningitis, – cellulitis, – bacterial endocarditis, – pericarditis, – Lyme disease, – e.coli bacteremia, – epididymitis, – encephalitis, – fungal empyema thoracis – influenza A – influenza b- hospital-acquired c. difficile infection, -gastroenteritis, – epiglottitis, – HIV,- gas gangrene from a clostridium species – tetanus disease- Zika virus- measles- maternal syphilis- hepatitis B- hepatitis C- costochondritis – vasculitits- listeria monocytogenes from uncooked lunchmeat- tuberculosis- powassan virus (from a tick) NUR2115 Rasmussen Bacterial Meningitis Infection Concept Map

Concept Map

Criteria Points
Describe an Infectious Disease Process 1
Summarize a complete assessment of a patient with this disorder 4
Complete collaboration of care, management of client care and potential complications sections 2
Paper must be 250 words using correct grammar, sentence structure and punctuation. 2
Appropriate use of APA format; correct citing of sources in essay body and references. NUR2115 Rasmussen Bacterial Meningitis Infection Concept Map 1
Total

Liberty University Career Investigation Project Health Presentation

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Liberty University Career Investigation Project Health Presentation

Career Investigation Project Assignment Instructions

Overview

Career exploration can be a learning process.  One of the best ways to gain information is through first-hand experience and observation.  This assignment will provide the opportunity to interview and visit with a working health professional in your career of interest.  The reality of the work day is always different than what you can read about in a book.  Discover, through first-hand knowledge, if a career or type of specialty area in healthcare is a good fit for you.

Instructions

Career Investigation Project: Topic Selection Assignment

  • Choose 1 career of interest in the health field to investigate.
  • Find a working professional in the chosen field to “shadow” and interview in the early part of the term.
    • Schedule a date and time to meet with your chosen health professional.
    • Spend as much time as possible seeing what the professional does on a day-to- day basis. It is recommended that a few hours be spent with the professional interviewing and seeing the place of work as well as any routine business.
    • Dress professionally when visiting and be thankful to the professional for the time spent.
    • Use the questions below as a guide for interviewing your chosen health professional. Liberty University Career Investigation Project Health Presentation

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Career Investigation Project: Final Submission Assignment

  • After shadowing/interviewing your professional, design a 10–12 slide PowerPoint presentation documenting your experience and knowledge gained through this investigation.
  • PowerPoint slide content should follow the interview questions below in order.
    • Creativity in design and appropriate/relevant use of images is encouraged.
    • All sources used should be referenced on the last slide using current APA format.
    • PowerPoint slides should be in outlined / talking points form. Provide your narrative to explain talking points in the notes section below the slide.

 

Title slide must include: Your name, Liberty University, HLTH 105, name of career investigated

  1. Name of the career/profession and what is required to practice this profession in the USA. (1 slide)
  2. Who was the person with whom you shadowed/interviewed and on what day did you observe them? (1 slide)
  3. Where did they go to school or what training did they have? What are their degrees, certifications, etc.? (1 slide)
  4. Does this person have to complete continuing education? If so, what types of education must they receive, how many hours, etc.? (1 slide) Liberty University Career Investigation Project Health Presentation
  5. What were some of the daily functions of that person? What time of the day did they begin and end? Did this person interact with patients/clients—if so, on what level? Describe what took place while you were observing. (1–3 slides)
  6. How does the person you observed describe a normal day? Stress level, time management issues, daily work load, etc. (1–2 slides)
  7. What quality or characteristic does the person you interviewed think is necessary for someone working in that profession? (1 slide)
  8. What characteristics do you think are a MUST for someone wishing to enter this profession? (1 slide)
  9. What are 2 positives and 2 potential negatives about this profession? (1 slide)
  10. Provide an Internet resource to the class where they can learn more about this profession: provide the name of the organization producing the website with the web address. (1 slide) Liberty University Career Investigation Project Health Presentation

Your reference list will be the last slide in your presentation.

 

SNHU 107 SNHU Personal Mission Statement Worksheet

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SNHU 107 SNHU Personal Mission Statement Worksheet

Description

Overview

Establishing a personal mission statement and setting goals are important steps in achieving success. Learning how to identify and align goals with your personal and professional values will establish standards to work toward. In this assignment, you’ll draft a personal mission statement and identify short-term goals to use throughout your educational career.

Prompt

Draft your academic personal mission statement and short-term goals in the provided Module Four Activity Template. An exemplar for this activity has been provided for your reference as well. This personal mission statement and these goals should reflect your most important values, motivational needs, ideal career situation, what you value about that career, and why you’re pursuing that particular career path. SNHU 107 SNHU Personal Mission Statement Worksheet

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Specifically, you must address the following rubric criteria:

  • Draft your academic personal mission statement. Consider the following as you create these goals:
    • Write a sentence or two summarizing your purpose for pursuing higher education and your proposed graduation date.
    • Write a sentence or two summarizing the type of professional you wish to become in your career.
    • Write a sentence or two summarizing how you hope to enhance your community or profession with your degree.
  • Draft three SMART academic goals relating to your academic personal mission statement. These goals should be achievable in the next six months (short-term). Consider the following as you create your goals:
    • How will each goal help you achieve your mission?
    • How will you know you’ve been successful in meeting each goal?
    • When do you intend to complete each goal? SNHU 107 SNHU Personal Mission Statement Worksheet

Guidelines for Submission

Use the provided Module Four Activity template to draft your academic personal mission statement and goals, then submit for grading and feedback. Sources should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

SNHU 107 Module Four Activity Template

Complete all parts of this template by replacing the bracketed text with your responses and submit for grading and feedback.

 

1.       Draft an academic personal mission statement in the box below. Do the following in your draft:

  1. Write a sentence or two summarizing your purpose for pursuing higher education and your proposed graduation date.
  2. Write a sentence or two summarizing the type of professional you wish to become in your career.
  3. Write a sentence or two summarizing how you hope to enhance your community or profession with your degree. SNHU 107 SNHU Personal Mission Statement Worksheet

 

[Insert personal mission statement here.]

 

2.       Draft three SMART academic goals relating to your academic personal mission statement. These goals should be achievable in the next six months (short-term). Consider the following as you create your goals:

  1. How will each goal help you achieve your mission?
  2. How will you knowyou’ve been successful in meeting each goal?
  3. When do you intend to complete each goal?  SNHU 107 SNHU Personal Mission Statement Worksheet

 

 

SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet

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SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet

107 Module Six Activity Template

Complete all parts of this template by replacing the bracketed text with your responses and submit for grading and feedback. All personal mission statements, short-term goals, and feedback are examples.

Revise the personal mission statement based on instructor feedback.  SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet

Sample personal mission statement:

“My mission statement is to, without a doubt, do great in every class I take so I can get my bachelor’s degree. I want to work in business because it is rewarding. I hope to provide for my family and make the community better.”

Sample instructor feedback:

“You are off to a good start with your mission statement, but please remember that it needs to be focused on what specifically you are working toward and why it is a passion for you. For example, it is important that your first sentence clearly defines what your major is and your proposed graduation date. Knowing this information gives you a strong understanding of the length of time the goal will take to complete. Your second sentence should focus directly on the career field you want to work in and why. Please be a bit more specific when you say “business.” What specifically do you want to do in business and why? Finally, for your third sentence, make sure you focus specifically on how obtaining this degree and working within your desired career field will help provide for your family and make your community better. Please rework your mission statement to include these details.”

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[Service to the community is my mission and passion as it is leeway to make a difference in the community; that is why I have majored in criminal justice to get completed in 2025. I want to work in the section that prevents crime in my community. I hope to open a private firm that will facilitate bringing criminals who have terrorized the community to justice. Obtaining a criminal justice degree and working with the section that prevents crime will help provide for my family through the wages earned, and it will make my community better by reducing crime.]

  1. Revise the first short-term goal based on instructor feedback. SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet

Sample goal:

“I want to get straight “A’s.”

Sample instructor feedback:

“This is a good start, but please remember the SMART goal-setting process (specific, measurable, attainable, realistic, and time-bound). Writing your goals following these guidelines will ensure that you provide enough specific details so that you know exactly what it takes, every day, to accomplish them. Please make sure that you write your goals following this format.”

[I want to improve my overall GPA to facilitate an internship with the best criminal justice firms. I will earn B+ and above in every course end-of-year examinations and arrange additional tuition with my tutors every week to help me focus on my weak spots. At the end of my four-year course, I want to graduate with first-class honors. ]

  1. Revise the second short-term goal based on instructor feedback.

Sample goal:

“My second short term goal is to ask for help with schoolwork when I’m struggling.”

Sample instructor feedback:

“This is another good start with a short-term goal, but again, please make sure you follow the SMART goal-setting process. Remember to explain the overall purpose of this and why it is important for you to accomplish this as you work toward your mission statement. For example, are you saying you want to ask for help when times get tough? What kind of help would you get? How would you know that you needed help? It is important for you to detail the understanding of asking for help and why it is important to your success.”

[My second short-term goal is to seek academic help from my peers and tutors for courses and assignments that prove challenging. At the end of every week, I will consult on failed tests and assignments through scheduled recess sessions. The academic help and active participation in extra work will make it possible to improve my overall GPA and increase my grades to meet the set target.]

 

  1. Revise the third short-term goal based on instructor feedback:

Sample goal:

“I would like to use the SNHU Writing Center to help me improve my writing skills.”

Sample instructor feedback:

“I’m glad that you want to use the Writing Center to help you specifically improve your writing skills. Knowing this now can help you focus on the right resources at the right time. Please make sure you follow the SMART goal-setting process, specifically regarding how you will know when you are successful in improving your writing skills and when you hope to have this goal accomplished.”

 

[I would employ additional help from the SNHU Writing Center to improve my writing skills by using resources available and the frequent testing of my writing skills at the end of each session. I will know that my efforts to improve my writing skills have been successful at the end of the term by improving vocabulary and grades in my writing classes.]

 

Identify some benefits of embracing and incorporating feedback in your writing.

 

[The benefits of embracing and incorporating feedback in my writing include; improved goal setting that meets the SMART strategy, specifying aspects of my writing into precise and clear statements, it helps me recognize my strengths and weaknesses, and gives me an objective evaluation of my writing.] SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet

107 Module Six Activity Template

Complete all parts of this template by replacing the bracketed text with your responses and submit for grading and feedback. All personal mission statements, short-term goals, and feedback are examples.

Revise the personal mission statement based on instructor feedback.

Sample personal mission statement:

“My mission statement is to, without a doubt, do great in every class I take so I can get my bachelor’s degree. I want to work in business because it is rewarding. I hope to provide for my family and make the community better.”

Sample instructor feedback:

“You are off to a good start with your mission statement, but please remember that it needs to be focused on what specifically you are working toward and why it is a passion for you. For example, it is important that your first sentence clearly defines what your major is and your proposed graduation date. Knowing this information gives you a strong understanding of the length of time the goal will take to complete. Your second sentence should focus directly on the career field you want to work in and why. Please be a bit more specific when you say “business.” What specifically do you want to do in business and why? Finally, for your third sentence, make sure you focus specifically on how obtaining this degree and working within your desired career field will help provide for your family and make your community better. Please rework your mission statement to include these details.”

[Service to the community is my mission and passion as it is leeway to make a difference in the community; that is why I have majored in criminal justice to get completed in 2025. I want to work in the section that prevents crime in my community. I hope to open a private firm that will facilitate bringing criminals who have terrorized the community to justice. Obtaining a criminal justice degree and working with the section that prevents crime will help provide for my family through the wages earned, and it will make my community better by reducing crime.]

  1. Revise the first short-term goal based on instructor feedback.

Sample goal:

“I want to get straight “A’s.”

Sample instructor feedback:

“This is a good start, but please remember the SMART goal-setting process (specific, measurable, attainable, realistic, and time-bound). Writing your goals following these guidelines will ensure that you provide enough specific details so that you know exactly what it takes, every day, to accomplish them. Please make sure that you write your goals following this format.” SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet

[I want to improve my overall GPA to facilitate an internship with the best criminal justice firms. I will earn B+ and above in every course end-of-year examinations and arrange additional tuition with my tutors every week to help me focus on my weak spots. At the end of my four-year course, I want to graduate with first-class honors. ]

  1. Revise the second short-term goal based on instructor feedback.

Sample goal:

“My second short term goal is to ask for help with schoolwork when I’m struggling.”

Sample instructor feedback:

“This is another good start with a short-term goal, but again, please make sure you follow the SMART goal-setting process. Remember to explain the overall purpose of this and why it is important for you to accomplish this as you work toward your mission statement. For example, are you saying you want to ask for help when times get tough? What kind of help would you get? How would you know that you needed help? It is important for you to detail the understanding of asking for help and why it is important to your success.”

[My second short-term goal is to seek academic help from my peers and tutors for courses and assignments that prove challenging. At the end of every week, I will consult on failed tests and assignments through scheduled recess sessions. The academic help and active participation in extra work will make it possible to improve my overall GPA and increase my grades to meet the set target.]

 

  1. Revise the third short-term goal based on instructor feedback:

Sample goal:

“I would like to use the SNHU Writing Center to help me improve my writing skills.”

Sample instructor feedback:

“I’m glad that you want to use the Writing Center to help you specifically improve your writing skills. Knowing this now can help you focus on the right resources at the right time. Please make sure you follow the SMART goal-setting process, specifically regarding how you will know when you are successful in improving your writing skills and when you hope to have this goal accomplished.”

 

[I would employ additional help from the SNHU Writing Center to improve my writing skills by using resources available and the frequent testing of my writing skills at the end of each session. I will know that my efforts to improve my writing skills have been successful at the end of the term by improving vocabulary and grades in my writing classes.] SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet

 

Identify some benefits of embracing and incorporating feedback in your writing.

 

[The benefits of embracing and incorporating feedback in my writing include; improved goal setting that meets the SMART strategy, specifying aspects of my writing into precise and clear statements, it helps me recognize my strengths and weaknesses, and gives me an objective evaluation of my writing.] SNHU 107 Southern New Hampshire University Academic Success Plan Worksheet