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NECBF Information Mishandling Internet Use & Performance of Tasks Presentation

NECBF Information Mishandling Internet Use & Performance of Tasks Presentation.

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Final Project Proposal Data sECURITYFinal Project ProposalPropose and defend a topic for your final project. Write 500 words or more explaining why this topic is important for your peers to understand. Be focused and specific. Look into the general topic provided in the list below to find something new and interesting to write about. You should do a deep dive into a topic. Do not do a survey. Make use of academic references such as you can find in the Danforth LIbrary research databases Use at least five sources. Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list. Example: “words you copied” (citation) These quotes should be one full sentence not altered or paraphrased. Cite your sources. Write in essay format not in bulleted, numbered or other list format. Respond to two classmates’ posting in a paragraph of at least five sentences by asking questions, reflecting on your own experience, challenging assumptions, pointing out something new you learned, offering suggestions. Make your initial post by Thursday 11:59 pm EST. Respond to two of your classmates by Sunday 11:59 pm EST. It is important that you use your own words, that you cite your sources, that you comply with the instructions regarding length of your post and that you reply to two classmates in a substantive way (not ‘nice post’ or the like). Your goal is to help your colleagues write better. Do not use spinbot or other word replacement software. Please do not use attachments unless requestedFor this term’s residency project what I would like for you to do is to create a brief (up to 15 slides) PowerPoint slideshow discussing one of the issues listed below. Please be sure to read the brief article for online privacy issues to get a clear understanding of how each of these topics is defined. What I would like for you to do is to pick one of these topics and a current issue /example that exists for that topic. The purpose of your presentation will be to not only explain this topic but pros and cons of that topic.The article I would like for you to read is located at:https://www.opentracker.net/article/online-privacy-issues/undefinedOnline Privacy Issues – OpentrackerSo what is the information that we collect designed to do? The scenario that we are presenting above is a worst-case scenario. In the case of Opentracker, there is no personal contact information linking a particular person or email address to a clickstream.www.opentracker.net
NECBF Information Mishandling Internet Use & Performance of Tasks Presentation

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Nursing, like all other health care professions, is a practice discipline which requires continuous development of knowledge and skills in order to provide quality care to our clients. In order to do this, we need to develop certain skills to adjust to a continually evolving knowledge based practice. A great part of learning within healthcare professionals is done through clinical practice, which requires the need for a supervisor in practice, who is aware of the mentorship process and who will perform its facilitation. An effective mentor will provide future professionals with sufficient and effective knowledge and skills, making them suitable for safe practice. The aim of this essay is to provide a critical analysis of my assessment of my learner’s knowledge and competence and critically reflect how I supervised and performed as a mentor for this learner. I have included in this essay through appendices a weekly diary that we kept showing how we both identified and how we could accomplish the objectives that we have set. Neary (2000) states that a good learning environment for a student makes way for better learning opportunities. At the start of the module, I spoke to my supervisor about mentoring a member of staff and was given this learner. My supervisor is my line manager in which myself and the learner is a member. The workforce in the unit is divided into a flexible structured team and each team has a line manager (Band 6 or Band 7) and one to two junior line managers (band 6) then there are experienced staff nurses (Band 5), and staff nurses (band 5) of which my learner belongs. These flexible teams facilitate mentoring and allow learners to be mentored by the mentor and available senior staff. In order to these learners are being supported effectively by their mentors and progress are followed-up not only by the mentors but also other senior staff nurses who altogether provide feedback to the learner and to the line manager. Gopee (2008) identified that some of the factors that promote learning are the correct time to teach and adequate staffing levels. We make sure mentors work next to the learners and this is being done during patient allocation at the end of the general handover. However, this does not always happen and in this case the nurse-in-charge makes sure that the learner is working next to a senior staff in the same team. This does not only promote the team-work but also that feedback can be made to the mentor and the line manager. I conducted an initial interview with my learner to assess how she feels working in the unit and to identify her learning needs, and what she identifies as her strengths in terms of her knowledge and skills (Appendix A). Assessment of professional knowledge and competence is essential to identify subsequent learning needs and would imply being supportive to the learner (Gopee, 2008). Nicklin and Kenworthy (2000) define assessment as a measurement that directly relates to the quality and quantity of learning and is therefore, concerned with students’ progress and attainment. The assessment of my learner’s current knowledge and awareness of her areas of further learning was conducted to suggest progress and identify those areas that needed to be improved. I have allowed the learner to conduct a self-assessment which will enable her to own the learning and to control the way she meets her needs (Gopee, 2008). A learning contract (Appendix B) and plan of action (Appendix C) has been agreed between me and my learner. This is part of the knowledge and skills framework competency book that she is required to do. The use of the learning contracts was advocated by Knowles et al (1998) in the context of adult learners needing to exercise some self-direction in their learning. These learning objectives gives the learner some control over their learning, stimulates their motivation to learn and to engage with the learning experience (Gopee, 2008) and therefore, gives them the self confidence and sense of empowerment. The benefits of the learning contracts have been reported by Ghazi and Henshaw (1998), who found that learning contracts help the learner’s performance in assessments. There are, however, mixed views among authors about whether learning contracts are legally binding. Neary (2000a) argues that they are not but Mazhindu (1990) suggests that they are legally binding. It is useful to note that NMC (2005a) has stressed their stance on good record keeping, and written records can be used as evidence of actions taken or omitted. It is for this purpose that I have kept a written diary (Appendix D) was made in agreement with the learner. During the first week working together I have noticed that my learner can define some of the terms that are included in our goals and have not demonstrated in-depth knowledge of the subject area. (Appendix D). When she was given feedback about this, she does not take it very well and became frustrated. She expressed that her self confidence had dropped, and that she does not feel motivated to study and learn. Students can be too self critical (Gopee, 2000) which may worsen their poor self image and may have a detrimental effect in their self confidence. In our unit nurses are being empowered to make a sound judgment and good decision-making in delivering care to the patient. To do this you need to acquire knowledge and skills by demonstrating and articulating an aspect of care that is in question. However, the learner has not shown this and has not demonstrated the level of competence that is expected of her. On reflection, I think that motivation is the key in which my learner would learn especially with her being frustrated with her progress and her plummeting self confidence (Appendix A). Having recognized this, I feel that I needed to build rapport and build a good working relationship with her. According to Brown (2002) he defines rapport as ‘a state of deep spiritual, emotional or mental connection between people’, including understanding and empathy. The requirement for effective working relationships are recognized by the NMC (2006a). Rogers and Freiberg (1994) state that, a working relationship can be built by ensuring that the individual are being accepted as who they are, that is, for their individual strengths and weaknesses, and mutual respect. One should show genuineness as a person, honesty and also should show empathic understanding- being able and willing to view situations from the other person’s perspective which is exactly what I am trying to do. I have encouraged her to read the resource file in the teaching area and have photocopied an article from a journal relevant to this topic. I have assumed the role as a supporter (Darling, 1984). I have advised her that she should not be too hard on herself and not get frustrated easily because I could support her and teach her if she does not know. I have explained that everybody has experienced what she is experiencing at the start, and that she should not feel bad about it and should not stop her from learning. This is the role of mentor as energizer (Darling, 1984) as I have inspired interest and motivation. I asked her what she thinks could help her to prevent her from forgetting what she has read and learned and pointed out that taking notes makes her retain information that could help her remember things. I have encouraged her to do this, whenever we discuss things in the clinical area. In doing so, I have assumed the role of a problem-solver in which I was helping her to find ways of resolving and preventing a problem (Darling, 1984). This is also supported by one of the principles of learning (Knowles et al. 1998) which states that when given responsibility for their own learning, the students are highly motivated and likely to learn and retain more. Equally, Carl Rogers (1983) advocated that the use of empathic understanding, genuineness, and being non-judgemental promotes or facilitates student-centered learning. I feel I have achieved this by creating a good learning environment, empowering my learner to become responsible, to develop self-awareness and to let her think of alternative ways of learning. Overall what I was trying to do is to discover my learner’s learning style and creating a good learning environment for her. Everyone learns throughout their lives, and they learn new knowledge and skills for a lot of reasons, some of which are for self improvement and to acquire comprehensive relevant knowledge because they take pride in their craft (Gopee, 2008). My learner is keen to learn because of the need for more responsibility as she wants to be an experienced staff nurse, and also she wanted to do the intensive care course. However, she needs to be deemed competent first before she would be able to do this. Competence is a term that has several definitions, as identified by Bradshaw (1997). Being competent as Benner (2001) sees it, is being at the midway point in the stages of skill acquisition. This is the point where the learner is seen as able to perform the skill unsupervised, but further learning is required to become proficient or expert. Benner (2001) further suggests that competence is an interpretively defined area of skilled performance identified and described by its intent, function and meanings. The NMC (2005b) identifies competence as relating to the student demonstrating their capability in certain skill areas to a required standard at a particular point in time, and that competencies are component skills that contribute to be competent and to achieve the standards of proficiency for registration. The NMC (2004c) sees a competent nurse as one who consistently demonstrates the fitness for practice. Policy and research documents, therefore, indicate that the terms competence and competent apply to the person, that is, the professional’s overall knowledge, skills and attitudes, and their fitness to practice (Gopee, 2008). My learner’s lack of competence was evident on the third week of us working together. In the second week, she was able to identify the normal blood gas values (Appendix E) but on the third week she was not able to demonstrate understanding of the significance of the blood gases in relation to the condition of the patient and subsequently was not able to interpret blood gas results accurately (Appendix F). This is concerning as treatment and interventions are dependent on the practitioner’s expertise in interpreting these results and not knowing these poses a great danger for the patient as they could receive the wrong treatment. One thing that I found while I was working with my learner is that she needs motivation to learn. How individual learn has been researched and defined over a number of years. Curzon (2001) defines learning as the ‘apparent modification of a person’s behaviour through his activities and experiences, so that his knowledge, skills and attitudes, including modes of adjustment, towards his environment are changed, more or less permanently’. In healthcare professions, learning is a lifelong process of skill and knowledge acquisition and updating them through planned participation in focused reading and structured programmes of study. My learner has her own learning style and finds even constructive criticisms hard to accept which her former mentor identified, and I do agree, that it makes her stop learning and become disappointed and frustrated with herself which. Consequently, bruises her ego and self confidence (Appendix I). How I develop the right approach on my mentoring has posed a great challenge for me, especially on how I would express my statements when giving feedback and asking questions. I have to develop a plan and systematic approach so my learner could learn more effectively. What I suggested to her as in week two (Appendix E), is that of reflection. In order to retain information, she can draw from her past experiences and knowledge, so she would be able to put it into practice. It was apparent that she already has the knowledge and skills as she has done them on her workbook in the past and has looked after patients like this before. The rationale for reflective practice in healthcare is that it is a means of constructing or generating knowledge from particular incidents (Kolb, 1984). This is being supported by Ausubel et al.’s (1978) assimilation theory one of the cognitive theories of learning, which is based on the view that most meaningful cognitive learning takes place as a result of interaction between the knowledge the individual already processes, and new information that the individual encounters. The factor that most influence learning is what the learner already knows, which forms the basis of transfer of learning. This also increases retention of knowledge and information (Gopee, 2008). My learner felt motivated to learn when I praised her and gave her good feedback with the things she has done well. This was evident when she said that she felt valued and part of the team. Behaviorist learning theorists believe that learning occurs through response to particular stimuli resulting in classical conditioning. Classical conditioning refers to change in behaviour through stimulus- response, whereby desirable responses to particular stimuli that is, newly learned behaviours are rewarded (Gopee, 2008). Behaviorist learning theory could be applied to my learner as she learns more when she was positively reinforced both by the feeling of a sense of achievement and by me as a mentor acknowledging or recognizing her newly developed competence. The third (Appendix F) and fourth week (Appendix G) were the most difficult times for my learner as she struggled to acquire competence and skill to interpret blood gas results and relate this to the condition of the patient and had trouble understanding the principle behind the ventilator modes. According to Curzon (2001), a skill signifies having expertise in an activity which has been developed as the result of training and/or experience, enabling the individual to perform the particular task with effectiveness and flexibility. Although my learner has acquired the necessary skills and knowledge and had completed her competencies on these aspects, it took her a longer time than expected. How I facilitate her learning has proven to be a challenge for me. I have assumed the role of a learning facilitator. I have utilised the principles of teaching a skill or competency based from Curzon (2001), that skill acquisition lessons require supervised, reinforced, and carefully spaced practice by learners. Thus, it is only by my learner’s experiencing and repeating the essential task and skill that she has discovered the cues of being competent on this field. I have assessed her regularly making sure that she has transferred her newly acquired skill to related situations with other patients. I have utilised teaching aids such as practice blood gases analysis, which is located in a resource folder. Having done this, my learner has acquired not only competence but self confidence as in time; she was able to interpret blood gas results with ease. By allowing her to manipulate settings in the ventilator, she was able to understand the rationale or the principles behind ventilator modes. The unit provides a good environment for learning as it gives the opportunity to new staff and to the pre-registration students orientation period before they start work in the ward. These orientation programme and induction packs are carefully organized by the teaching sister. My learner has had this orientation already, and it is, in fact, included in her competency book. One characteristic of a good learning environment is that which allows both the learner and the mentor to discuss their hopes and expectations with each other whilst in the placement (Gopee, 2008). I have at the beginning of the formative meeting with my learner asked her what she hopes to achieve whilst I am mentoring her, and that she said that she hopes that I will be able to sign her off her competencies, she wanted to get promoted, and she hopes to be prepared to do the intensive care course (Appendix A). In my part however, I have told her that because she has been in the unit for a considerable period I expect her to go in depth with the topics that we need to discuss, and that she also has the responsibility for her own learning. This is evident in the learning contract that we have both agreed to do (Appendix B). Fretwell (1980) identified the key components of the ideal learning environment as anti-hierarchy, teamwork, negotiation, communication and availability of trained nurses for responding to students’ questions. In my experience, our unit has all of these features as the unit culture has become flexible in dealing with learners through time. I have said this because learners, although they have a named mentor or belong to a team, can ask any senior staff about any problem that they will encounter whilst in the placement. This has fostered a sense of teamwork and indeed our unit has survived with a great teamwork no matter how busy a shift becomes. Although there are others, as would happen to every unit, who would not bother to help, although there are but a few in the unit, most senior staff nurses in the entire workforce would gladly extend their help. Conclusion: The mentor experience has taught me the importance of developing as a learning facilitator and has made me aware of the skills involved. I have learned as Morton-Cooper and Palmer (2000) suggest, facilitative and effective learning is based on trust, respect and valuing the abilities of others. Establishing rapport and creating a good working relationship with my learner was a big task, but I have resolved this by conveying feelings of empathy and really listening to her grievances. This made her felt valued and part of the team. Our expectations about each other were discussed and have proven to be useful. We have mutually agreed to follow the learning agreement, although we have slightly extended achieving these on the fifth week of my placement. Her motivation in learning has mostly been driven by boosting her ego and her self confidence, which inspired her to learn, and I have done this by utilising the learning principles and both the cognitive and behavioral theories of learning. It is amazing to know that if you tapped within the learner’s learning style and the utilisation of a good learning environment would result to a productive mentoring experience. I also have made use of the characteristics and roles of mentors in forging effective learning. Having all these in mind, I should work on improving my mentorship skills further, both by example and facilitation through attending mentorship updates and reading evidence based literature on mentorship. Becoming a good role model so I can support learners in acquiring new skills, adapting to new behaviour and attitudes. I have learned new ways of giving out descriptive, non judgemental and constructive feedback to the learner (Neary, 2000). Becoming a mentor is a new and challenging experience and has opened my mind to emphasize learner autonomy and encourage the learner to be more active in learning, promoting more freedom of choice, which will make the learning experience as empowering as possible. APPENDIX A Formative assessment I assessed her learning needs by asking what has she done so far with regards to the required study days that she has to attend as part of the requirements in her role as a staff nurse in accordance with the knowledge and skills framework. As she has already done all the study days I asked her about what she finds difficult in her practice that she feels she needed to work on. She has identified areas to learn such as ventilator modes, what they do and their application to take care of the patient. She also would like to learn about continuous renal replacement therapy works and how to use different modes of therapy for a specific patient. She also feels that she needs more knowledge on cardiac output monitoring such as a pulmonary artery catheter and the LIDCO. She has expressed that she needs to do her competency book signed off as she will need to complete them as one of the requirements for doing the intensive care course that she is planning to do soon. She is worried that she is not progressing as expected in terms of her completing the competencies because she thinks that as it is always busy in the unit, it is difficult if not impossible to get senior staff to sign her book off. I reassured her that we will endeavor to do this, whilst I am still mentoring her. Due to limited time-frame that I have to do with her whilst still on this course I feel that it is best to focus on specific areas such as the respiratory system as our patients are mostly ventilated, so then we can set goals and objectives on this area that is achievable ideally in four-week time. APPENDIX B LEARNING CONTRACT At the end of one week period the learner should be able to: Demonstrate an in depth knowledge and understanding of the anatomy and physiology of the respiratory system and interpret arterial blood analysis results with regards to the following: Outline the gross anatomy of the lungs. Outline the mechanism of breathing Describe the surfactant and its function. Define compliance, resistance and work of breathing. The relationship between ventilation and perfusion. Describe intrapulmonary shunting Define the following: Partial pressure of a gas in blood. Alveolar ventilation. Pulmonary ventilation. Dead space. Vital capacity. Functional residual capacity. Peak flow. APPENDIX B At the end of the two-week period: Describe the physiological – nervous and chemical control of respiration. Describe the transport of oxygen in the blood: Describe carbon dioxide transport in the body and why is it produced by the cell. Articulate normal arterial blood gas values. At the end of the three-week period: Demonstrate skills to obtain and interpret ABG: Sampling procedure Processing procedure Refer to Standard of Clinical Practice Interpretation Describe and outline the significance of abnormal blood gas results: Respiratory acidosis Respiratory alkalosis Metabolic acidosis Metabolic alkalosis APPENDIX B At the end of four-week period: Define mechanical ventilation modes and terms, state when they are used: SIMV VC PC PS CPAP PEEP Trigger sensitivity Airway pressure Tidal volumes (Vt) Minute volume (Ve) Define the following mechanical ventilation modes and terms, state when they are used: Inverse ratio ventilation Inspiratory pressure FiO2/SaO2 APPENDIX C Plan of action: We will try to take patient who is ventilated and ideally with respiratory problems, so she would be able to link theory into practice. We will try to work next to each other for support. Read the Respiratory Resource File in the teaching room. Utilize internet sites such as the RCN website, and also access to KA24 or Athens account to access for medical journals and articles. Borrow books from the City University Library or from the intensive care unit library. Meeting every week to evaluate progress and identify areas of improvement. Revisit and review the workbook and the test that she has done on her respiratory study day and metabolic study day. Read the Intensive Care Unit Standards and Policies Folder APPENDIX D WEEK ONE Day 1 The learner picked a patient with respiratory failure who has now developed ventilator acquired pneumonia wit high oxygen requirements. On questioning she is able to outline the gross anatomy of the respiratory system and she has showed me the illustration that she did for the respiratory study day about the anatomy of the respiratory system. She was able to define surfactant, where it is produced and what its role in ventilation and breathing. However she was not able to demonstrate in depth knowledge about resistance and compliance and how it affects breathing and how it improves ventilation and perfusion although she was able to define these terms. She finds it difficult to articulate both the definition and physiology of intrapulmonary shunting. She was able to define the terms partial pressure of gases, vital capacity, and functional residual capacity. She has limited knowledge of alveolar and pulmonary ventilation, and dead space. I have advised her to read the respiratory resource file and find out this information. I also have photocopied an article from a journal. She has as well during her break browse through the internet to look for those terms she finds difficult to understand. We have agreed that we will try and revisit these terms on the next day. Day 2 For the purpose of continuity of care we picked the same patient. Still, she wasn’t able to go through in depth discussion of alveolar and pulmonary shunting and how it applies to the patient. She was able to define dead space as a general term and was not able to differentiate between anatomical dead space and alveolar dead space. On questioning she said she has already read about these terms but she can not remember them as she is already tired. I suggested that she needs to write down and take notes in a piece of paper to help her remind herself what she has learned and read. Evaluation: The learner finds it hard to remember what she learned both in theory and in the clinical setting. She gets easily frustrated and disappointed with herself when these things were emphasized. She feels that her self confidence has plummeted and does not feel motivated to learn. I have considered this and reflected to change my approach when asking questions and when supporting her. Although she has achieved these goals at a much later date, she has needed a lot of encouragement and support. APPENDIX E WEEK TWO The learner chose to pick a patient with COPD who is still sedated and ventilated. We are working next to each other and on the first day I have lent her my book for her to read on the next topic that she needs to discuss. She has said that she could not find it in her book and through the internet. She finds it difficult to even do some research at home because of personal reasons at times. I have reiterated that she needs to get balance between work and family life. This information would have been discussed in their respiratory study day and that she needs to revisit the workbook that she has done. I have explained that she needs to reflect on the actual patient’s condition and she needs to relate the knowledge that she has learned into practice. In this way she might be able to remember what she has learned. I also have explained that she is right to ask my help if she thought that she could not find out any information about the topic. I have boost her confidence by always praising her on what she did good in the clinical setting and I was careful on giving feed back for the things that she needs to work on and improved. On the second day, on questioning she was able to discuss about the physiological and chemical control of respiration and describe the transport of carbon dioxide and how it was produced in the body. She was able to relate her knowledge to the actual patient scenario that she has to deal with. She also has a good knowledge of the normal arterial blood gas values. Evaluation: With good motivation and the right approach the learner felt that she is being valued as a staff nurse therefore it brings the best out of her. I also felt that I have provided her with a good learning environment by redirecting her to where she could find this information. I have emphatised with her situation that it is difficult to balance work and personal life especially dividing time between family and her job that she couldn’t find time to borrow books from the library. I have therefore lent her my book. APPENDIX F WEEK THREE: This is a continuation of part of week two about blood gases. She has shown great technique in how to take sample and how to do the whole procedure. However she was not aware that there is a policy for taking blood gases in the Standards and Policy folder. I have instructed her to read on this as policies keep changing through time and she needs to regularly update herself with these. She was not able to interpret the results of the blood gases and she gets confused with base excess and deficit in relation to the pH and pCO2. She also was not able to outline the significance of the results in relation to the patient status. I have advised her to revisit the workbook that she did in her metabolic and respiratory study day. We also have done a lot of practice on interpretation of blood gases that could be found in the folder in the teaching room. I taught her how to do this systematically but she finds it hard to comprehend. She can not remember the causes of abnormal blood gases and finds it difficult to relate to the patient status. I have explained these to her and we agreed that she would study and read about these more. Evaluation: It took four weeks for the learner to understand fully the significance of the abnormal blood gas results and how it relates to the patient. This is also after I have constantly and regularly go through with her on how to interpret blood gas results and did a lot of practice every after she did blood gas for her patient. She now feels confident in doing it on her own. APPENDIX G WEEK FOUR: It is now week four of our working together and the learner is more confident doing things on her own. This is a week that we will be discussing about ventilator modes and when it is used. On the first week I have already explained these modes to her as part of the introductory information and was not discussed in depth. On questioning she is able to define the terms airway pressure, tidal volume and minute volume, and PEEP but finds it hard to explain the modes of ventilation such as SIMV, VC, PS, and CPAP. She has absolutely no knowledge of inverse ratio and what it does for the patient. I have again emphasised that she should read the respiratory resource file in the teaching room and I have photocopied an article on different ventilator modes and also from the intensive care book. I also have reiterated that it is expected of her to have learned these by now as she has been in the unit for a while. She acknowledges this and explained that because in the past it is difficult to ask senior staff nurses as the unit is always busy that she was not able to learn how to relate these modes to the patient. Also she was not allowed to do anything in the ventilator and senior staff nurses are sometimes hesitant to explain why they would change ventilator settings. I have explained that from now on I will try to explain why and how a certain mode applies to a patient and relate it to the condition of the patient. I also have told her that her learning should start from within her, that is, she has that desire of learning, and that it is her responsibility to learn for the benefit and safety of the patient.< Share this: Facebook Twitter Reddit LinkedIn WhatsApp
Women’s health now. I’m working on a Nursing question and need guidance to help me study.

These are seperate assignemnt. I will be providing you with patient information for the comprehensive soap note
WK 9Part 2 :Discussion: Nonadherence to Lifestyle Changes During Pregnancy
After identifying potential health risks for pregnant patients, providers often recommend behavior changes in lifestyle choices such as drug use, alcohol consumption, dietary habits, and environmental exposures. Even with provider recommendations and patient education programs, some patients still struggle to adhere to recommended lifestyle changes during pregnancy, posing health risks for both the mother and child. In your role as the provider, you must be able to recognize signs of nonadherence to recommended lifestyle changes because not all patients will be forthcoming with the struggles they may be experiencing. Management plans are only successful if patients’ individual needs are recognized and met, so provider-patient collaboration is essential for mitigating nonadherence issues. For this Discussion, consider implications of nonadherence to recommended lifestyle changes and potential management strategies for pregnant patients.
To prepare:

Review the “During Pregnancy” article in this week’s Learning Resources. (https://www.acog.org/Clinical-Guidance-and-Publica…)
Think about the health promotion topic that you selected for the Week 8 Discussion (i.e., smoking, drinking, taking drugs, eating habits, and caring for pets).
With the topic you selected in mind, consider early signs and symptoms that might indicate a patient’s nonadherence to recommended lifestyle changes during pregnancy. Think about the impact of nonadherence on the fetus and the patient.
Reflect on treatment and management strategies for patients presenting with signs and symptoms of nonadherence to recommended lifestyle changes.

Post an explanation of signs and symptoms that might indicate a pregnant patient’s nonadherence to recommended lifestyle changes related to the topic you selected. Explain the impact of nonadherence to these lifestyle recommendations on the fetus and the patient. Then, explain treatment and management strategies for patients presenting with signs and symptoms resulting from their nonadherence.
Assignment 1: Application – Comprehensive Well-Woman Exam
When completing practicum requirements in clinical settings, you and your Preceptor might complete several patient assessments in the course of a day or even just a few hours. This schedule does not always allow for a thorough discussion or reflection on every patient you have seen. As a future advanced practice nurse, it is important that you take the time to reflect on a comprehensive patient assessment that includes everything from patient medical history to evaluations and follow-up care. For this Assignment, you begin to plan and write a comprehensive assessment that focuses on one female patient from your current practicum setting.
To prepare

Reflect on your Practicum Experience and select a female patient whom you have examined with the support and guidance of your Preceptor.
Think about the details of the patient’s background, medical history, physical exam, labs and diagnostics, diagnosis, treatment and management plan, as well as education strategies and follow-up care.

To complete
Write an 8- to 10-page comprehensive assessment that addresses the following:

Age, race and ethnicity, and partner status of the patient
Current health status, including chief concern or complaint of the patient
Contraception method (if any)
Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem)
Review of systems
Physical exam
Labs, tests, and other diagnostics
Differential diagnoses
Management plan, including diagnosis, treatment, patient education, and follow-up care
There should be an acute problem that leads to a main diagnosis followed by a minimum of 3 differentials. Each of these are to be supported with information that would rule in or rule out the diagnosis (in paragraph form). References should be included in the information used to support your thought process.
Also, a reflection piece is required. It should be detailed and insightful. References should be included as well when discussing what was learned . Share what you may do differently, why or why not? Are there any alternative therapies to consider? Anything you would change from the plan of care?
https://class.content.laureate.net/7193526f68d12e6…

Women’s health now

The Typical Practices Employed by Chinese Companies in Africa Analytical Essay. Introduction China is one of the fastest growing economies in the world. In the last three decades, China experienced a rapid growth in its gross domestic product (GDP). This growth was characterized by a rapid expansion of both domestic and foreign companies in China. The companies focused on serving all market segments in order to increase their revenues. This has led to the saturation of most industries in China. Consequently, most Chinese companies have had to look for alternative investment destinations. In this regard, Chinese firms have embarked on overseas investments through acquisitions and foreign direct investments (Mobius 2011). Africa is one of the destinations that have benefited from the Chinese companies’ growth plans. Even though the Chinese companies that are operating in Africa have contributed to economic growth, their operations have always been associated with malpractices such as poor pay. This paper sheds light on the practices that have been employed by the Chinese companies in Africa. The Practices of Chinese Companies in Africa Chinese companies have always been associated with labor malpractices in Africa. Such malpractices include poor pay, long shifts and physical harassment of employees. Workers in Chinese companies often complain of deplorable work environments and exposure to health hazards. These allegations are likely to be true since most of them are based on empirical research findings. However, the occurrence of these malpractices varies from country to country (PolgreenThe Typical Practices Employed by Chinese Companies in Africa Analytical Essay

Chapter 7 Week 6 Groups Process and Practice Weekly Journal Entry

Chapter 7 Week 6 Groups Process and Practice Weekly Journal Entry.

I’m working on a psychology multi-part question and need support to help me study.

Weekly Journal Entry (Week 6) oCourse Reflections (Week 6)§CCC: Chapter 7,§YALOM: Chapter 8,§MCKAY: Chapters 9, 10, and 12oELG Reflections (Week 6)§Your entry should also include commentary and exploration of the previous week’s ELG group, including your reactions, your role and functioning, reflections on your interpersonal style/behaviors, group dynamics and themes, critical incidents, and/or observations of group leaders’ style and interventions. It is recommended that you write this section as soon after the previous week’s live class meeting as possible.oDyadic Video Reflections (Week 6)§“Questions Clarification”
Chapter 7 Week 6 Groups Process and Practice Weekly Journal Entry

History discussion

best assignment help History discussion.

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Option A: Read these hymns that constitute the central scriptures of Zoroastrianism. The Avesta, sacred scripture, (Links to an external site.)contains the Gathas, which reveal a great deal about this monotheist religion. The Central beliefs (Links to an external site.)and practices of the Zoroastrian people are still important today. What are the central themes and concerns of this religion? How do they compare to the religious texts we have examined from other cultures? What might they tell us about Persian culture? Is there anything distinctly more modern about these texts than others we have read about either for a Discussion Assignment or in our text? You might enjoy watching the optional cc video I have included here for youOption B: Discuss the history of the Hebrew people and the development of the Jewish people from their polytheism to monotheism (Links to an external site.) and kingdom building (Links to an external site.)up through the return from the Babylonian Captivity. (Links to an external site.)What would you say was the greatest contribution made by Jewish people to Early World History?Option C: Discuss Cyrus the Great (Links to an external site.)and the Persian Empire (Links to an external site.)up through its conquest by Alexander the Great. What do you think earned Cyrus the name “the Great?” What about Darius the Great (Links to an external site.) ? What were his major accomplishments (Links to an external site.)?The discussion should be around 400 words and I need a reply to another persons discussion with another 400 words
History discussion

Truman State University Corporate Taxation Discussion

Truman State University Corporate Taxation Discussion.

Question 1 The tax disadvantages of the C corporation form of doing business include “double taxation.” What is meant by the term “double taxation” as used in this context? Question 2 How does the use of a net capital loss differ for individual and corporate taxpayers? Question 3 Discuss at least two reasons for making inter vivos (lifetime) gifts. Question 4 What are the various levels of stock ownership by corporate shareholders for the dividends-received deduction (DRD)? What is the DRD% for each level of ownership? Question 5 When computing corporate taxable income, what is the proper sequencing of deductions? Question 6 Briefly discuss the reasons for establishing a trust.
Truman State University Corporate Taxation Discussion

Death and Transiency in Thomas’s and Frost’s Poems Essay

Table of Contents Introduction Analysis Learning from the Poems Conclusion Reference List Introduction This paper delves into the topic of death and impermanence through a comparison of the poems “Do not Go Gentle into the Night” by Dylan Thomas and “Nothing Gold can Stay” by Robert Frost. It is the intention of this analysis to focus on the different perspectives of the poets when it comes to the concept of death. For instance, “Nothing Gold can Stay” focuses on the acceptance of a natural passing (i.e. the natural way of things) while “Do not Go Gentle into the Night” focuses on a form of resistance to it. Do note though that in both poems there is an inherent similarity wherein they broach the topic of inevitability, impermanence and natural death, however, it is in the way that the author’s view these aspects that truly showcases the differences between the two. Frost focuses more on the concept of letting things go with their natural flow. This is particularly exemplified when he stated that “Nothing Gold can Flow” the concepts of gold and flow in this particular instance refer to the natural cycle of nature wherein gold refers to the seeds of plants while flow refers to the process of their growth. The use of metaphors to emphasize particular points in relation to nature and an individual’s surroundings is a hallmark of the work of Frost and, as such, it is not surprising that he utilizes the same technique in this instance in order to show that in all things, time and death are inevitable. Thus, it is futile to resist the constant rush and instead it is better to accept things as they are and live in the manner that you so choose. On the other end of the spectrum, Thomas presents an entirely different perspective wherein instead of accepting things as they are, he posits the notion of resistance. This is understandable given the nature of this poem which focuses on the death of a loved one and the desire of the author for them to resist the inevitability of death. The use of personal experience as a “jumping off point” is a common theme in the work of Thomas and showcases his desire to bring more “personal emotion” so to speak into his written work (Heaney, 1993). This practice helps the poet to better connect to those reading his work by enabling him to utilize an experience they have gone through in order to create a mutual understanding. It is based on these two perspectives that this paper will conduct an analysis of both poems in order to help understand the intentions of the poets and how both poems are similar in origin (i.e. acknowledging inevitability) yet have intrinsically different outcomes. Analysis The main theme in the poem “Do not go gentle into that good night” by Dylan Thomas, is an argument to fight against the encroaching arms of death. While the word “fight” is never actually utilized despite its similarity to the meter of the words utilized within the poem such as rage, burn, and rave, the fact remains that these phrases are used in such a way that it portrays a type of fight against death itself. From a certain perspective, it can even be stated that the author has taken a metaphysical concept (i.e. death) and then subsequently transformed into something that is material. In order to understand the context that the author was attempting to focus on in the poem, it is important to examine the last stanza which states: “and you, my father, there on the sad height, Curse, bless me now with your fierce tears, I pray, Do not go gentle into that good night”. It is based on this particular phrase that the entire context of the poem becomes clear. From my perspective, it appears as if the author wrote the poem as an appeal to his father who is near death in that he wanted his father to continue to live and to fight. This is a plausible assertion given that most people who experience the slow death of their loved ones would desire that the person attempt to stave off their impending demise by “fighting” against death. This actually a common theme in various types of literature wherein during death scenes where a loved one is located nearby, some iteration of “fight against death and live” has been utilized. It is unknown though whether the author is focusing on his own personal experience, the experience of someone that he knows or is merely utilizing his own perception of trends in literature involving death. Regardless of the inspiration that was behind the formation of this poem, it can be stated that it does help to exemplify the feeling of despair and hopelessness as well as the desire to fight against the inevitable. First and foremost, what must be understood is that one of the underlying themes in all the works of Frost is a certain level of “interconnectivity” which implies the presence of a grand design of all things and an implied question as to whether or not a grand entity shapes our destiny or if we ourselves shape our future (Dickstein, 2010). It is due to this perspective of a grand design that influences nature that Frost has developed the concept of “going along with the flow” when it comes to the various “messages” embedded in some of his work (Dickstein, 2010). From this, it can be implied that all of us may be part of some greater design with coincidences appearing that may not be coincidences at all but rather are part of a plan for our lives. Thus, to resist is futile resulting in more pain and anguish than what is necessary (Jensen, 2009). It is due to his particular perspective that the works of both authors truly diverge and showcase their different opinions on what it means to handle the concept of inevitability (Logan, 2010). It is due to this, that Frost at times questions whether we have any free will at all and in fact are nothing more than moving parts in some great machine, being moved at the whim of some all powerful entity (Logan, 2010). Thus, the concept of inevitability for Frost is something that one cannot truly go against for everything has already been planned beforehand with the outcomes already decided. This is exemplified in the “process of birth, growth and death” that can be seen in the poem “Nothing Gold can Stay”. Further analysis of “Do not go gentle into that good night” shows that the author phrases his arguments to fight death by mentioning various types of praiseworthy behavior by “wise men”, “good men”, “grave men” and wild men“. This is one of the symbolisms of the poem wherein the author attempts to parallel the traits of such individuals and attributes them to his father in order to convince him to live on. Either that or these aspects are meant to symbolize the various types of men that death captures equally. It is from this perspective that you can see that the author places a considerable amount of emphasis of the equality of all things when faced with death. Death from the author’s perspective is inevitable, however, that does not mean that people should immediately succumb to it without putting up some sort of fight (Landers, 2014). The concept of equality before death is also another literary theme that is often utilized in a vast amount of literary works, however, rarely is it combined with the concept of fighting against it. This particular poem thus combines something that is inevitable with concept of going against the inevitable. Normally, this would make little sense when taking into consideration the fact that you cannot stop the inevitable. Yet, when looking at the poem from a broader perspective, it can be assumed that it can act as a form of commentary on the present state of grief and the human condition wherein despite the fact that we know we are going to die eventually, we still continue to fight to live just one more day in order to achieve something noteworthy. This is seen in the use of the phrase “Do not go gentle into that good night” and “Rage, rage against the dying of the light” after each description of each type of man as if to imply that men of such character and distinction would not allow themselves to die so easily. This is a particularly interesting motif that the author is using since it shows that he is not ready to let his father go just yet. This may be due to unresolved issues, the love of a son for his father or an assortment of other factors that are not evident within the poem itself. Get your 100% original paper on any topic done in as little as 3 hours Learn More The phrase “then leaf subsides to lead, so Eden sank to grief” is a particular interesting element in “Nothing Gold can Stay” since taking this particular phrase and combining it with references to other symbols such as “gold”, “flow” and “nature”, these seemingly inconsequential aspects can actually be combined and interpreted as being symbolic of God’s all encompassing love. In that there is no person that God does not love and, as such, even if death should come we should not be afraid for God is with us. Aside from the main theme of death as being inevitabile, I believe that this secondary interpretation is another theme of the poem and the message that the author is trying to impart to readers. It must also be noted that unlike other poems which speak of the coming of death this poem does not have the same haunting feel of regret or dismay rather when reading it what becomes apparent is a feeling of acceptance of the coming of death that the author imparts in each stanza and phrase and, as such, shows how his belief in the love of God keeps the fear of death away. Other interesting symbols utilized throughout “Do not go gentle into that good night” are references to day and night as well as lightning and meteors. This is particularly interesting to take note of since such methods of symbolism imply that the author acknowledges that all life must end yet before it does it must do so in a spectacular fashion. For example, a day does not transition into night without a bright sunset; lightning is a brief yet brilliant flash of light while a meteor is a blazing trail of fire that lights of the night sky (Rosenberg

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