Course: Nurs 2950 Nursing Leadership 1Title of Assignment: Health Care Policy Journal-leadership experience/visit (25 points)Due: Check calendar Page length-4-5 pages Purpose of Learning Activity: Apply leadership skills to enhance quality nursing care and improve health outcomes along with utilize best available evidence to guide decision making- incorporate theory and research into practice.PSLO Addressed: PSLO #1, 6Competency Addressed: PSLO #1,6; Comp 1F, 6G, 6H, 6I, 6K; CO # 1, 2Objectives: The student will:Discuss a health care policy that has been implemented within the health care setting you visited. ONLY discuss one policy. (This is different from your scholarly paper). Cannot do hand hygiene.Identify the roles and responsibilities of regulatory agencies and their effect on patient care quality. Which professional organizational web site did you utilize to research the health care policy? Examples include CMS, Joint Commission, etc. Please use this source to back up the policy. Collect outcomes data on the policy implemented to provide evidence for quality improvement in your clinical setting. Data is measurable outcomes. Discuss the implications of the healthcare policy on issues of access, affordability, and social justice in healthcare delivery. Discuss your awareness of quality improvement, the health care policy implemented, and fiscal responsibility for improving quality of healthcare delivery. Identify personal, professional, and environmental risks that impact personal and professional choices and behaviors related to the policy. Use an ethical framework to evaluate the impact of the policy on health care for individuals, families and communities. Identify how the nursing process is involved in political processes and legislative efforts to influence healthcare policy.Support quality improvements, policies, quality initiatives and data with quality references. 3 references is a minimum. Major Components of PaperGood-shows good control over this aspect AcceptableNeeds Improvement Needs significant improvement or missing altogether Points 21 17140ContentMeets all content criteria: 1. Health care policy2. Regulatory3.. Outcomes data4. Implications5..Awareness6..Risks7..Ethical8. Nursing Process Meets most content criteria: 1. Health care policy2. Regulatory 3. Outcomes data4.. Implications5..Awareness6..Risks7..Ethical8. Nursing ProcessMeets some content criteria: 1. Health care policy2. Regulatory3. Outcomes data4. Implications5. Awareness6. Risks7. Ethical 8. Nursing ProcessMeets No content criteria: 1. Health care policy2. Regulatory 3. Outcomes data4. Implications5..Awareness6..Risks7..Ethical8. Nursing ProcessPoints21.50Use of Evidence-based Sources(Includes professional organization) Exceeds required number of relevant, credible, and scholarly evidence based references. Those selected vary in type and include seminal sources on the topic. References included are beyond course materials.Cites required number of relevant, credible, and scholarly evidence-based references representing varied types of sources. References included are beyond course materials.Cites minimum number of required scholarly, evidence-based references. References included are limited to course materials.Provides information not from credible, scholarly sources. Points1.5.250Mechanics of Writing (spelling, grammar)Integrates creative approach that enhances the presentation and is appropriate to the audience. Entire text flows smoothly with clear transitions. Entire document is well organized. Sentence structure varies appropriately. No errors in grammar and/or punctuation.Entire text flows smoothly with clear transitions. Entire document is well organized. Sentence structure varies appropriately. No errors in grammar and/or punctuation.Writes in complete sentences. Most paragraphs contain one central idea. Evidence that the paper has been proofread before submission. Occasional errors in grammar and/or punctuation.Writes in incomplete, run-on or fragmented sentences. Paragraphs are poorly constructed. Paper could have benefitted from more careful proofreading and editing. Multiple errors of grammar and/or punctuation.Points 1.5.250APADocument complies with APA format and guidelines with very rare error.Correctly applies APA document formatting. Literature citations are in correct APA format. May be occasional error in APA style.Correctly applies APA document formatting guidelines. Literature citations are in correct APA format. May have some errors in citations. Multiple errors in APA document formatting. Literature citations do not use correct APA format.
chemotherapy precaution: healthcare policy journal and leadership experience/visit
Family Nursing Care Analysis Paper
Share this: Facebook Twitter Reddit LinkedIn WhatsApp Family Nursing Care Analysis Paper Family Assessment and Analysis The participating family client for this assignment is L.M. from the M family, which consists of Mrs. L.M., Mr. L.D.M., and their son M. M. The M family currently reside in a modest home in a small town outside of Pittsburgh. L. M. and L.D.M. just celebrated their 24th wedding anniversary. This is the first marriage for L.D.M. and the second marriage for L.M. L.M. has two children from her previous marriage and L.M. and L.D.M. have two children together. The oldest daughter is married and had two sons who were both diagnosed with a severe genetic disorder. The youngest son passed away in 2016, and the oldest son is severely disabled. The middle son is married with a son and a daughter. The youngest daughter lives on her own. Their youngest child M. M. recently graduated high school this past June and still lives at home. L.M. grew up in the suburbs of Pittsburgh. Her mother and father were married for 55 years. Her mother passed in 2007 and her father passed in 2017. Her older sister passed away in early 2018 due to cancer. She is a middle child with an older sister and a younger brother and sister. Since her father and sister’s passing, her relationship with her younger brother and sister has been strained. She has a high school diploma and obtained her cosmetology license after graduation. She currently manages a Senior Activities Center full-time and works part-time as a caregiver. L.M. is very dedicated to her work and it often consumes most of her time. She has many ties in the community and is very involved in it. As a manager of the Senior Activities Center, she volunteers after work with community activities. She also coordinates many of the community activities for the small town that they live in. L.D.M. and M.M. will also volunteer at these activities if their schedule allows. L.D.M. grew up in the suburbs of Pittsburgh also. His parents are still currently living in the home he grew up in with his older brother. He is very close with his parents, but his older brother is estranged. He completed high school and some college. He recently received his real estate license. L.D.M. used to work for the steel mill until he had a stroke in late 2013. He was unable to return to the steel mill following the stroke, so he has worked odd jobs over the past few years. He currently works side jobs fixing homes, drives for Lyft and Uber, and is starting his career in the real estate market. M. M. recently graduated high school. He is currently attending a trade school through the school district, where he is learning contractor skills. He attends classes in the morning at the high school to complete courses towards college, trade school in the afternoons, and works part time at UPS. He was recently promoted to shift manager at work. All three family members are in seemingly good health. L.M. is a smoker but does not have any comorbidities. She eats a healthy diet and researches healthy medicinal alternatives to maintain her health. L.D.M. has hypertension that is currently controlled with medications. He is compliant with his medications and doctor’s appointments. He eats a healthy diet, including protein shakes, to keep his weight under control. Even though he has had a stroke, he does fairly well, but does have residual weakness on the right side of his body. This impairment has put some strain on the family financially. L.D.M. was unable to work for most of 2014. L.M. and L.D.M. are still trying to recover financially because L.D.M. has been unable to find a stable job that will accommodate his disability. Now that M.M. has been promoted at work, he is able to contribute and help his parents financially, which has eased some of the family strain. M.M. is a healthy 18-year-old and is physically fit. He was a swimmer in high school and still works as a life guard at the community pool in the summer. All members of the M family have busy schedules. They may not see each other every day but they are all off of work on Sundays. Having only one day of the week that isn’t full of responsibilities is hard on the family. This causes extreme stress to L.M. as she feels that no one helps her around the house and “no one seems to care that she has to do it all”. L.D.M. is very tired after working and feels that on his day off he should be able to relax and should not have to worry about the house. M.M. feels that he isn’t home enough to make a mess and that when he has free time, he should be able to spend it with his friends and other family members. Work, extended family, bills, and money are all stressors to the M family. The family recently went through a hard time as L.M.’s father passed away in November. He lived with the M. family for 10 years. L.M.’s oldest sister passed away five months later due to cancer. The passing of L.M.’s family members has caused fractured relationships with her younger brother and sister. This is a cause of stress to L.M. She wishes things “weren’t so broken”. L.M. hopes that if everyone puts forth effort in household duties that this will alleviate some stress and frustration that the M family experiences every day. The M family have all agreed that they need to share responsibility for the upkeep of the house and make an effort to spend quality family time together with each other. This will help them to talk about and resolve their frustrations. Listed below in Figure 1 is the genogram for the M family. Figure 2 is the ecomap illustrating the family’s various relationships with the outside environment. Figure 1: Genogram Figure 2: Ecomap Ext. Family Family Friends L.M. L.D.M Work M.M. Community School Money Chores In the Figure 2, the black lines represent a good relationship and red lines represent a strained relationship or stressor. As you can see L.M. has a good relationship with work, the community, friends, and family. L.M. has a strained relationship with extended family and money is a stressor. L.D.M. has a good relationship with friends, family, the community, and extended family. L.D.M.’s stressors are work, money, and chores. M.M. has a good relationship with family, extended family, friends, and the community. M.M.’s stressors are chores, money and school. Because the family has very busy work schedules, and M.M. also has a school schedule, it is hard for them to find time to spend quality time as a family and take care of the household duties. The M family all look to family and friends for support when they are stressed. They state that this is very helpful to them to be able to share their stressors with their friends and have a good time. L.D.M. often has “guy weekends” where he and a group of friends get together for a weekend. L.M. mostly talks to her friends on the phone, which she has done for years. M.M. works with his best friend and they go out after work often. The M family members all agree that they need to support each other to reduce the stressors in their life and they need to make an effort to spend quality time together. After assessing the M family, the family developmental stage that they are in is the families with adolescents (Kaakinen, Coehlo, Steele, Robinson, 2018). In this theory some family developmental tasks are increasing the adolescent’s role in the family by cooking, doing repairs around the home, and allowing them to establish their own identity (Kaakinen, Coehlo, Steele, Robinson, 2018). L.M. and L.D.M. are maintaining their household by working multiple jobs and long shifts. M.M. helps out as well when he can. The family assessment tool used with the M family was the Family Systems Stressor-Strength Inventory (FS3I) this assessment tool is used to help identify the stressors in families (Hanson, 2001). It also shows how much the family is affected by the stressors and how they are coping with them by maintaining healthy family functioning. This tool is broken down into three different sections; family systems stressors (general), family systems stressors (specific), and family systems strengths. Each section has multiple questions for the family to complete, with scores in each section from 0-5 or 1-5. To score the results the total score in each section is divided by the number of questions. The results from the assessment tool were, section one: L.M. 3.1, L.D.M. 3.0, M.M. 2.1, evaluator 3.0; section two: L.M. 3.2, L.D.M 3.2, M.M. 3.0, and evaluator 3.1; section three: L.M. 3.5, L.D.M. 3.6, M.M. 3.5, evaluator 3.5. The results of the assessment varied between family members. M.M. does not have the same feelings of responsibility as do L.M and L.D.M. This may be because M.M. has not had a chance to really find his independence yet. L.M. and L.D.M. had more similar results. They both share the same stressors of feeling unappreciated, insufficient couples time, and finances. All three agreed that they have a strong sense of family, encourage and support one another, and have a deep development of trust. L.M.’s high stressors were housekeeping standards, lack of shared responsibility, and holidays. L.D.M.’s high stressors were guilt for not accomplishing more, lack of shared responsibility, and unhappiness with his work situation. M.M.’s high stressors were self-image/self-esteem, lack of shared responsibility, and insufficient family time. The general results show that the M family deals with stressors daily, but they have many strengths and coping skills to overcome these stressors. The M family states that their major strengths as a family are commitment, resiliency, and communication. In addition to the FS3I, the Family Assessment and Intervention Model was used to guide the family care plan and interventions based on the results. This model shows families who are subjected to tension when they experience stress and it shows the reactions to the stressors and how far it penetrates the family unit (Kaakinen, Coehlo, Steele, Robinson, 2018). The Family Assessment and Intervention model addresses three areas: “1) health promotion, wellness activities, problem identification, and family factors at lines of defense and resistance; 2) family reaction and instability at lines of defense and resistance; and 3) restoration of family stability and family functioning at levels of prevention and intervention” (Kaakinen, Coehlo, Steele, Robinson, 2018 pg. 121). By using this assessment tools for the M family, the main stressors were finances, feeling unappreciated, and lack of shared responsibility. Their strengths are commitment, communication, and resiliency. The M family help each other out in stressful times. They have had to deal with a lot regarding deaths in the family and the stress of broken relationships. They have also had to deal with a loss of income because of L.D.M.’s stroke in 2013. Before the stroke occurred, they had recently bought a new house. They have worked very hard to keep it and maintain their lifestyle. In the past few months no new stressors have arisen in the M family. They believe they can “handle anything that is thrown their way”. They have developed unique coping skills which involves a lot of communication including laughter to get through their hard times, and they rely on their strengths to keep the family unit stabile. They are also aware that there are other ways to cope with the stressors that they are experiencing. Instead of L.M. getting angry and yelling at the others she believes there is a better way to handle it. Also, L.D.M. and M.M. realize that they could help out more and decrease the stress that L.M. is experiencing. Nursing Care Family nursing diagnosis #1: Readiness for enhanced family coping Goal of care: Reduction in arguments related to household responsibilities and increased communication between family members. Objectives Implementation Scientific Rationale Evaluation 1.Evaluate strengths, coping skills, and current support systems. -Have each family member list their strengths. – Have each family member communicate how they currently deal with stressful situations -Have each family member list their current support system. Providing these openings may help promote communication among family members and promote more effective coping skills (Gulanick
Pendulum Motion: How History and Philosophy Can Improve Physics Teaching and Learning Opinion Essay
custom writing service Pendulum Motion: How History and Philosophy Can Improve Physics Teaching and Learning Opinion Essay. The scientific revolution was a period in history that saw the development of intellectual thinking, a period referred to as the age of renaissance. This was accompanied by many scientific discoveries that sought to explain naturally occurring phenomena. Many intellectual thinkers at the time used experiments and methodology to provide a substantial basis for their assumptions and theories. One such great thinker was Galileo Galilei. He was a meticulous, celebrated scientist and mathematician who formulated many laws that formed the basis for modern-day physics. He went against the Aristotelian scientists who were mainly concerned with the ‘why’ questions while disregarding the ‘how’ questions. One iconic discovery that revolutionized the scientific community was the invention of the pendulum. Physics is defined as the study of the natural world using scientific measurements and experiments. The pendulum, as discussed below, provided the basis upon which Physics provided the much sought after answers to life’s questions. Providing equipment to students and directing them to make a pendulum is unfortunately not enough. In order, to engage students in Physics, teachers should be in a position to demonstrate the ‘how aspect’, just as Galileo did. For instance, educating students of how the pendulum was discovered and its application in many scientific theories could arouse the students’ interest in the subject. Teachers could apply history in describing the popular account of how Galileo discovered that the oscillations of the church’s chandelier corresponded with his heartbeat while in church. This led to the invention of the pulsilogium, a simple diagnostic instrument used to measure the heartbeat. This invention was also facilitated by the pendulum as a result of its oscillations. Therefore, to increase student participation, teachers can assist students in making a practical pulsilogium in order to illustrate the many functions of the pendulum. Teachers could also discuss the historical rift that existed between Galileo and Aristotelian philosophers. These philosophers, unlike Galileo, dealt with the application of physics in dealing with the world as it is and not the idealized mathematical world that Galileo dealt with. They followed Aristotle’s empiricism ‘if we cannot believe our eyes, what can we believe?’ The pendulum could also improve physics teaching and learning by indicating how its mechanics was applied in the validation of other scientific theories advanced by other philosophers. For instance, the studies of the pendulum by Galileo substantiated the following laws: Newton, the father of modern physics used pendulum knowledge to validate the laws of motion, particularly the law of attraction. This is because this law formed a basis for the determination of the gravitational constant, g, which revolutionized the scientific world. Richer, a marine scientist, used a marine pendulum clock that he used to discover the time lapse that occurred at the equator. Amidst major criticism from the church and the scientific community, it was discovered that the shape of the world was that of an oblate sphere. This theory was supported by Huygens in his centrifugal theory. As a result of the pendulum motion, the pendulum exceeded its scientific role in the transformation of the present day physics. It is due to pendulum motion that the world’s first accurate measurement of time was established. Teachers could apply this knowledge and explain to students how this discovery was made by incorporating relevant simplified calculations into their lesson plans. World views Physics is defined as the study of the natural state of matter using scientific experiments and measurements. Matter is, therefore, central to the study of Physics. Educationists could apply history and philosophy in this case to broaden the perspectives of students as well as improve their teaching ability. Teachers, on the other hand, could apply worldviews in Physics to illustrate how the shift from Aristotelian to the Atomic philosophy revolutionized Physics and the world in general. The age of renaissance saw the rise of many philosophers who sought to understand the natural state of the world. There was a fine distinction between philosophers who were aligned to the Aristotelian thinking and those who followed the Atomist line of thinking. The medieval age, however, leaned more towards the Aristotelian alignment with its influence cross-cutting in politics, religion, ethics and philosophy. There was a paradigm shift that occurred and led to the introduction of the ‘New Science’ that alternated the Aristotelian thinking whose philosophy was deeply embraced by the Roman Catholic Church. This led to the establishment of the new worldview, the Mechanical worldview that banished the application of the Aristotelian philosophy. The seventeenth century bore one of the greatest rivalries in the scientific community, that of the Aristotelian and the Atomist philosophers. This difference was founded on varied thoughts in the explanation of matter. However, both entities agreed on the fact that substance was constituted by form and matter, an agreed philosophical-theological world view. They differed on the arrangement of material and the forms animated by the form and matter. For the Aristotelian philosophical tradition, the properties or qualities of bodies were real, that is, the color, heat and odor belonged to bodies. On the other hand, the Atomic philosophy held the position that matter was an aggregate of invisible and indivisible atoms each of which was made of the same material and differing among themselves only in size and shape. It was the aggregate attributes of atoms that gave bodies their tangible properties. Over the years, there has been unsettling worldviews of science and religion, differing in many scientific and theological aspects. This dates back to the eighteenth century that saw the establishment of the new science that focused on atomism that contributed to the rise of metaphysics, which was at odds with religion and theology. However, overtime, these differences have been settled upon realization that science has no metaphysics. Instead, it deals with appearances as opposed to making reality claims. Conclusion Physics, as a science, has revolutionized the way we view things and is, therefore, vital for our intellectual insight and growth. Consequently, there is need to adopt history and philosophy in order to broaden the perspectives of students as well as that of teachers. This stems from the fact that science is normally taken on the face value and has no substance as its main focus is on laws and formulae. Introduction of history and philosophy enables students to better understand the science and the scientific methodology they are learning. This helps them appreciate the role of science in the formation of contemporary worldviews. Teachers, on the other hand, should not be inclined to creating worldviews, but rather they should encourage students to identify with these views in order to analyze and appraise their aspects. Pendulum Motion: How History and Philosophy Can Improve Physics Teaching and Learning Opinion Essay
FIU African Americans & Latinas More Vulnerable to Entanglement Discussion
FIU African Americans & Latinas More Vulnerable to Entanglement Discussion.
I’m working on a psychology discussion question and need a sample draft to help me understand better.
From Gang Member to Academia
One Man’s Journey From Gang Member to Academia (Links to an external site.)
What Does it Mean to Defund or Abolish the Police? The Daily Social Distancing Show
What Does It Mean to Defund or Abolish the Police? | The Daily Social Distancing Show (Links to an external site.)
Consider Chapters 12 and 13 (and reviewing Chapter 7) and the online videos to write your discussion post.
Identify factors that make African Americans and Latinas more vulnerable to entanglement in the criminal justice system in the United States. Explain and critique at least two approaches to address injustices in the criminal justice system.
FIU African Americans & Latinas More Vulnerable to Entanglement Discussion
Strayer University Deepwater Horizon Oil Spill Case Study
Strayer University Deepwater Horizon Oil Spill Case Study.
Read the following case study and respond to the question below.In April 2010, the BP Deepwater Horizon oil rig exploded, killing 11 workers and spewing four million barrels of light crude oil into the Gulf of Mexico. It was the largest oil spill in U.S. history and ranked among the top 10 world’s worst human-caused environmental disasters. Approximately 47,000 square miles, or one-fifth of the total area of the Gulf, was affected, as well as beaches and coastal marshes. Before it was finally contained three months later, the spill killed hundreds of sea turtles, sea birds, and marine mammals, in addition to countless fish. BP worked with the U.S. Coast Guard and other government agencies to contain the damage. BP ended active clean-up operation in November 2011 and is now focusing on restoring areas damaged by the spill. Effects of the spill on the ecosphere and animal life will not be known for years, although recovery has been faster than expected. Hundreds of people, including fishers, shrimpers, and workers in the tourism industry, were out of work as a result of the spill. BP set up a $20 billion fund to compensate victims of the spill. Disputes over compensation are still ongoing (Boss, 1, p. 452).The explosion causing the spill occurred on April 20, 2010. On April 30, the U.S. Justice Department banned new drilling in the Gulf of Mexico. U.S. President Barack Obama used the authority granted to the president by the 1953 Outer Continental Shelf Land Act, to withdraw all the Chukchi Sea and the majority of the Beaufort Sea in the Arctic from future oil and gas drilling. (Guardian, 2) The Trump administration has opened up the Atlantic, Pacific, and Arctic U.S. coastal areas to oil and gas drilling. Environmentalists argue that it would be difficult or almost impossible to contain an oil spill in the Arctic because of the area’s remoteness, the ice cover, and the lack of daylight during the winter months. Question: Should we be drilling for oil in the Arctic off-shore?SourcesJudith Boss. 2020. Analyzing Moral Issues (7th ed.). McGraw-Hill Higher Education. Deepwater Horizon: US Bans New Drilling in Gulf of Mexico. April 30, 2010. Guardian. https://www.theguardian.com/environment/2010/apr/3…InstructionsUse the Case Study Assignment Template [DOCX] to do the following:Describe the relevant facts of the case. Clarify concepts relevant to the case.Apply a moral standard to the case.Articulate a conclusion to the stated question.Include at least two references, such as the textbook and other readings, to support your arguments.
Strayer University Deepwater Horizon Oil Spill Case Study
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