Tag: Clinical-Nursing

The Three As of Symbols

Both verbal and nonverbal communication share their foundation in symbols. Symbols represent something else, they stand in place of an object or idea. For example, the word “chair” stands for a chair, but you can’t sit in the word. You can only sit in the actual object, while the word simply represents that object. Another example is the word “tree,” which merely represents the living thing, you cannot climb a word, only what the word represents.

The same principle applies to nonverbal communication, which we will study later. For the purposes of our lesson on symbols, take the American flag. The flag is an artifact, a channel of nonverbal communication you’ll learn about later. The flag is also a symbol. The flag itself is not America, or patriotism, or freedom, it merely represents those ideas. This is why, in 
Johnson v. Texas
, the supreme court decided that it is constitutional to burn the flag. Burning the flag is a form of speech protected by the first amendment, but more importantly for us, the flag only represents our country. Therefore, burning it is not treasonous, because you can’t destroy a country by defacing a symbol.

 

What does all of this have to do with As you might ask? There are three principles that apply to symbols, and they can all be arranged as the three A’s of symbols:

Arbitrary
: As you’ll read in the text, words are arbitrary symbols, so the English word “tree” and the Spanish word “arbol” look and sound different while they represent the same thing. This is because there is no “tree-ness” in either word. They mean tree because a group of people agrees that they mean it.

Ambiguous
: All symbols have multiple potential meanings, and those meanings are sometimes not clear. As you’ll learn from your text, words have multiple meanings, both connotative and denotative.

Abstract
: The idea that you can’t live in the American flag any more than you can sit in the word chair or climb the word tree. Symbols are standing in place of something else, so they have meaning only in our minds. This also means that words can’t do anything or make anything. We use them to construct messages, but the whole process is based on a set of symbols that don’t really “exist,” so meaning is in the people who use them, not the words themselves. The Three As of Symbols

“BILL OF RIGHTS ” DISCUSSION POST

Discussion Activity
 10
:
 
“BILL OF RIGHTS 
“
(20 POINTS)

Round Table Discussion on the influence of the Founding documents (Declaration of Independence, and the U.S. Constitution, including the Bill of Rights) on the development of the International Bill of Rights with a focus on modern slavery (human trafficking). 

Review the slavery and slave trade provisions of the International Bill of Rights 
(made up of the Universal Declaration of Rights (UDHR) and the Civil and Political Rights (1966) and Economic, Social, and Cultural Rights (1966) treaties) 
and the U.S. Department of State’s annual Human Trafficking Report
 and focus on the federal government’s efforts (U.S. President and U.S. Congress) to address modern slavery (human trafficking).

Office to Monitor and Combat Trafficking of Persons

 2024 Trafficking in Persons Report – United States Department of State
 
 and Select Country

 
Universal Declaration of Human Rights 

Covenant on Civil and Political Rights (ICCPR) 

International Covenant on Economic, Social and Cultural Rights (ICESCR)

UN Protocol to Prevent, Suppress and Punish Trafficking in Persons

Once you have reviewed the resources listed above, in the Discussion Forum–“The Monocle,” you will write a two (2) or three (3) paragraph essay summarizing what the United States’ Government is doing to address this problem and provide some specific examples.
  Also, share your thoughts whether you think Congress and the President are doing enough to combat this problem in our country.  You may also provide some recommendations to help solve this complex problem.  
Please make sure to include a reference(s).

LET’S HELP WITH YOUR CLASS WORK 

HUMAN-WRITTEN

AND

PLAGIARISM-FREE –
ORDER HERE
 

“BILL OF RIGHTS ” DISCUSSION POST

COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

INTERPERSONAL COMMUNICATION

The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

Introduction

Listening is more than hearing, it’s an energetic and intentional process that builds the way we connect, direct, and engage with the world around us. The Listening Styles Profile-Revised (LSP-R) defines the behaviors of listening as four styles: relational, analytical, task-centered, and critical. Understanding how each style influences individual communication has the potential to enhance our empathy, sharpen our minds, and enhance our engagement in civic and leadership contexts. In this essay, I reflect on my LSP-R scores, analyze my listening experience of Shomari Payne’s TEDx talk . The Inheritance of Poverty, inspect obstacles which interfered with my engagement, and graph paraphrasing exercises to confirm understanding. Combined, these reflections identify my strengths and weaknesses as an active and reflective listener.

Listening Styles and My LSP-R Results

The LSP-R scores indicated clear evidence of my tendencies toward listening. I scored 42/42 on relational, analytical, and critical listening, while my task-oriented score was 22/42, the lowest among the four.

LET’S HELP WITH YOUR CLASS WORK 

HUMAN-WRITTEN

AND

PLAGIARISM-FREE –
ORDER HERE
 

Relational Listening – 42/42

Relational listening is about emotional connection and empathy. This score solidified that I truly empathize with people on an emotional level. While I was sitting through Payne’s TEDx presentation, I was not just hearing his words, I was feeling him on an emotional level. It speaks very much to my passion for servant leadership and advocacy for the marginalized.

Analytical Listening – 42/42

Analytical listeners place a premium on exact reasoning and consider several viewpoints before drawing conclusions. I tend to utilize this style in listening to political systems, making policy interpretation, or drafting strategic civic forums. My score indicates how much I appreciate clarity and accuracy in intricate conversations.

Task-Oriented Listening – 22/42

Task-oriented listening is effectiveness and goal achievement oriented. Scoring lowest on this was surprising in light of my strategic approach, but it indicated that in listening, I am more concerned with depth than speed. My mind naturally gravitates towards knowing and understanding in depth more than acting in haste.

Critical Listening – 42/42

Critical listening is assessing credibility and logic. A perfect score of 42 in this area shows my tendency to critique concepts and look at complicated  stories particularly regarding systemic problems such as inequality and poverty.

Reflection

My findings show that I am emotionally intelligent and intellectually resilient in my engagement. The lower task-oriented score was a reminder that listening is not just about answering quickly, it’s about actually getting context and human beings. This balance is key to inclusive leadership and reflective conversation.

Listening Styles in Action: Analyzing the TEDx Talk

Of the four styles, I was most attracted to relational and  critical listening, both of which align with my highest scores on the LSP-R. COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

 

Relational Listening

Payne’s own reflections regarding generational poverty and his own emotional vulnerability drew me to him. I found myself relating fully to his message, reflecting on civic empowerment and pondering how his story could be translated into youth participation and forums. By doing so, it allowed me to listen empathetically and carefully.

Critical Listening

I also made a deliberate evaluation of the sense and structure of Payne’s communication. His poverty metaphor of being passed “like a family heirloom” encouraged me to analyze institutional barriers and apply his story to broader political education methods. Such a tone helped me read sense as well as his words.

 

Alignment with My Scores

Yes, my LSP-R results paralleled exactly what I experienced. My high relational and critical results were exactly present as I listened, and my lower task-oriented result was present in how I let the message develop instead of requesting instantaneous takeaways.

Listening Breakthrough: Controlling Fast Thinking

One of the main obstacles I encountered during the talk was fast thinking, the psychological inclination to think faster than the pace of the speaker.

Occasionally, Payne’s zealous narration caused my mind to leap ahead, connecting his experience to policy, civic ideas, and workshop design before he had finished making his point. While these thoughts were helpful, they briefly pulled me away from deep listening.

 

In order to stay anchored, I paused the video, took notes, and rewound sections. This allowed me to be in the moment and gave me greater insight into how to manage cognitive speed when listening intensely.

Paraphrasing Messages: Factual and Personal Reflection

As outlined in section 8.4.3 of the textbook, paraphrasing occurs in two forms:

Factual paraphrasing- summarizes the speaker’s core content.

Personal paraphrasing- expresses the speaker’s underlying thoughts, emotions, or desires.

Factual Paraphrase:

“So you’re saying poverty isn’t just about money, it’s a generational cycle influenced by broken systems and lack of opportunity.”

This paraphrase captures Payne’s underlying message about systemic poverty.

Personal Paraphrase:

“It appears that you sense a deep sense of responsibility not just to transcend your history, but to also honor your family’s strength and help other individuals to transcend the same obstacles.”

This paraphrase captures the emotional richness and mission of Payne’s experience and message.

 

Both of these paraphrases reflect how I received his message, not just intellectually, but empathetically affirming my commitment to listen with understanding and empathy.

Conclusion

Listening is a multifaceted skill that is shaped by emotion, intellect, and purpose. Through my LSP-R test and analysis of Dcd Info Graphics founder Shomari Payne’s TEDx talk, I’ve observed I communicate most deeply through relational and critical listening. These styles support my work in civic leadership and community-building, where empathy and discernment are key. Despite barriers like rapid thought, I’ve strengthened my awareness and developed practical strategies to remain present. Ultimately, listening is a powerful tool for systemic change, personal growth, and social understanding, and I’m committed to cultivating it every day. COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

 

 

Instructions

Assignment 2 Listening

For this assignment, you will reference the 
video you chose to review
 from the options provided and the 
Listening Styles Profile (LSP-R)
 assessment you completed last week. If you did not complete the LSP-R assignment, or you did not watch one of the 
videos
 on the “Exercise Your Listening” page, go back to the last topic and complete these two activities, they are linked above.

The assignment will focus on listening styles (task-oriented, relational, analytical, critical); your LSP-R assessment, listening barriers, and paraphrasing.

Writing Assignment Instructions:

In the first part of your paper, define the four listening styles using your textbook, and discuss your LSP-R scores for each of the listening styles. Each listening style should be a separate paragraph. In your discussion, provide your scores for each of the listening styles. Which styles did you score higher in? Which styles did you score lower in? What surprised you about your results on the LSP-R? Based on this data, what do you conclude about your listening?

In the next part of your paper, identify at least two listening styles you engaged with when watching the video. Provide supporting details as to why those styles were the ones you identified with most. Also, did your scores on the LSP-R agree with your experience watching the video? Why or why not? Be sure to include supporting details and specific examples to support your findings.

The listening chapter identifies several barriers we encounter when it comes to listening (information overload, personal concerns, noise, rapid thought). In the third section of your paper, identify at least one barrier you experienced when listening to the video. Be sure to include supporting details and specific examples to support your findings. COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

The listening chapter informs us about paraphrasing messages we believe the speaker sent. In the last part of your paper, think about the overall messages in the video that you listened to. In section 8.4.3, your textbook identifies two types of paraphrase. The first is a paraphrase of factual information, or summarizing the content of what the speaker was talking about. The second, and more difficult type of paraphrase, is a paraphrase of personal information where you paraphrase the underlying message about the speaker’s thoughts, feelings and wants.  In this paragraph of your paper, define each type of paraphrase and provide an example of each, as you would say it back to the speaker in a conversation. Provide one of each type of paraphrase about what the speaker said in the video. (Note: Remember, you are paraphrasing…NOT “parrot-phrasing” or repeating exactly what you just heard in the video! Use your own words.) Show in your paraphrasing that you can accurately restate key ideas or emotions in your own words to confirm understanding and show engagement with the speaker’s perspective.

Additional Details:

Your paper should be typed, 3-5 pages long, and double spaced.

The paper should also be proofread, and mistakes in grammar, spelling, sentence structure, formatting and other areas of paper mechanics should be kept to a minimum.

Include a complete introduction to the paper that includes a thesis statement introducing the main ideas of the paper. Organize the body of the paper into main ideas that fit with your thesis statement. Include a conclusion to the paper that reviews and summarizes the paper.

In each section, your instructor will also evaluate your inclusion of additional, academic evidence to support the minimum requirements.  Evidence may include additional information from the textbook, personal experiences analyzed regarding the concept, or specific examples from the LSP-R activity.

Include proper in-text citations in either APA or MLA format; be certain that you include the textbook definitions of the concepts you use and that you cite these definitions correctly. Sources that you Google or other external sources will not be accepted, we expect you to use your required course textbook, Interplay, 16th Edition. A works cited or reference page should be included at the end of your paper.

Please refer to the Grading Rubric to understand what your instructor expects: COM 2206 Assignment 2 | Listening – The Power of Listening: A Self-Reflection Through LSP-R and TEDx Engagement

COM 2206 Assignment 3 Conflict Management – interpersonal communication

Assignment 3 | Conflict Management

Instructions

Assignment 3: Conflict Management

Chapters 12 & 13 Video and written submission

This assignment involves two parts: a written analysis of how an interpersonal conflict was handled, how it could have been managed more effectively, and a video submission presenting an apology  This must be a 1-3 minute video submission as well as the 1.5-3 page written portion detailed in section one.  Please complete the entire written portion and analyze the conflict management before you record the apology. Submissions that do not include a video will not be accepted. Videos may not exceed four minutes.

Think of this assignment as your final exam, you are answering an essay question and submitting a demonstration.  You will use ideas and skills you have learned in all 13 chapters this semester.

Part One: Written submission

First, think about an interpersonal conflict that you have been involved in or witnessed that did not go well; it resulted in relational dissatisfaction. Remember that the conflict you select must meet all parts of the definition of interpersonal conflict. If you cannot think of a situation in your own life, consider using a situation from a movie.

 

LET’S HELP WITH YOUR CLASS WORK 

HUMAN-WRITTEN

AND

PLAGIARISM-FREE –
ORDER HERE
 

Examples work best if both parties, you and the other person, or both of the people in the conflict you witnessed, could have managed the conflict better. Choose a situation where no one used collaboration to begin with, and a situation where collaboration would be possible. For example, a break up is not going to work for this example, as the parties are no longer interdependent and collaboration is not possible.  However, an argument about the caterer for a wedding is a good choice.  Many times, this paper is infinitely easier or more difficult based on the choice of the example.

In the written submission:

Identify and explain how the scenario meets the features of the definition of interpersonal conflict (see Section 12.1) and identify the incompatible goals and scarce resources between the two parties in the conflict.

Identify and explain the conflict management style (see section 12.2) used by each person in the situation.

Identify and explain which defensive climate behaviors (see section 13.3) you see demonstrated by each person in situation. Identify at least two.

COM 2206 Assignment 3 Conflict Management – interpersonal communication

Then, analyze the following and discuss how the conflict could have been managed better:

Show the use of collaboration (see section 12.1), and identify in your analysis how each party could demonstrate collaboration. Make sure to define collaboration as part of your analysis.

Demonstrate the first three steps of the seven step, win-win problem solving method (see section 12.4). In the analysis, explain how you could define your needs and what you might say to explain your needs to the other person.  Explain how you will more effectively listen to their needs. Make sure to explain what each step is and how you are using it.

Show the use of the opposite, supportive behaviors (see section 13.3) than the ones demonstrated in the initial situation. For example, if you saw the use of evaluation, explain how description could be used. Identify the supportive behaviors each party could have used and what they could say or do to demonstrate that supportive behavior. Make sure to define the supportive behaviors as part of your analysis.

Also analyze and explain how the two of you could transform the conflict management to maintain a healthy, supportive relationship in the future. This allows you to demonstrate your understanding of Chapters 12 and 13. You may also reference ideas from the perception, listening, verbal communication, nonverbal communication, emotions, culture, or other chapters this semester. Remember to use in-text citation when you refer to ideas you read about in the textbook.

This submission should be 1.5-3 pages, double spaced. This is not a formal essay, it does not need an introduction or a conclusion. However, your ideas should be organized as complete sentences in complete paragraphs, following traditional English writing conventions. In-text citation of the textbook (external sources are not accepted, use the definitions and concepts in your textbook) and a Works Cited entry are required, and may be APA or MLA in format.

Part Two: Accompanying video submission

Next, create your own 1-3 minute video where you apologize to the other person for handling the conflict poorly. If you are not using a personal example, adopt the point of view of one of the people in the conflict.

This should be a sincere apology (as described in Chapter 10), delivered as if you were sending the video to that person, and you should use appropriate nonverbal communication in the video. Consider empathy, how would you feel if you were them? How would you want someone to apologize to you? Show that you understand empathy and that you can practice it in communication in your video. Remember that an apology should include:

an acknowledgement of responsibility, using I language

an offer or repair, explaining how you will manage the conflict more effectively

an expression of regret that is sincere and demonstrates empathy

In the video, show:

Show that you understand nonverbal delivery and that you can use various nonverbal channels appropriately. (See Chapter 7)

Show that you understand how empathy influences communication behavior, and that you can understand how the other person’s point of view is different from yours. (See Chapters 3 and 4)

We recommend using the video submission tool in eLearn to make your video. Instructions for video submission are below. We also recommend using Zoom to record your video if you prefer to keep the video in the cloud. We do not recommend the use of a camera to record a video, and you may use your smartphone if you can convert the file to an .mp4 format.

Submit the completed video to the eLearn assignment along with your written submission.

To post a video:

You may upload your video file or record a video directly into this Assignment tool.

Choose Upload if you have recorded your video outside of eLearn. Navigate to the folder containing your MP4 file.

Choose the “Record” button and select the “Video” option to record your video within the Assignment tool.

This assignment is worth 
200 points 
and will be graded according to the attached rubric.

COM 2206 Assignment 3 Conflict Management – interpersonal communication

Due on Aug 2, 2025 5:00 PM

Available until Aug 2, 2025 5:05 PM. 
Submission restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment 3: Conflict Management

Print

Criteria

Level 1

Level 2

Level 3

Level 4

Level 5

Criterion Score

Definition of Conflict

0.00 points

The submission does not address the definition of conflict.

 

0.01–13.33 points

The definition of conflict is not explained, only listed.

13.34–14.67 points

The  definition of conflict is identified and explained.

 

14.68–17.33 points

Each feature of the definition of conflict is identified and explained AND are correctly applied to the example. The student provides some evidence to support the analysis.

17.34–20.00 points

Each feature of the definition of conflict is identified and explained AND correctly applied to the example. The student provides excellent evidence and analysis to support the evaluation.

Score of Definition of Conflict,

/ 20

Conflict Management Strategy and Collaboration

0.0 points

The paper does not address the conflict management strategies.

0.1–19.5 points

The conflict management strategy used initially is not explained, only listed. Collaboration is present but not addressed.

19.6–22.5 points

The conflict management strategies initially used are identified and explained. Collaboration is correctly applied and explained.

22.6–25.5 points

The conflict management strategies initially employed are identified, explained AND correctly applied to the example. Collaboration is correctly applied, defined, and some analysis is present.

25.6–30.0 points

The conflict management strategies used initially are identified, explained AND correctly applied to the example. Collaboration is applied clearly and competently, is defined, and excellent analysis is provided.

Score of Conflict Management Strategy and Collaboration,

/ 30

Win-Win Problem Solving

0.00 points

The student does not address win-win problem solving.

0.01–13.33 points

Win-win problem solving is demonstrated in some way.

13.34–14.67 points

Some part of the first three steps in the Win-Win Problem solving method are demonstrated adequately and addressed in the analysis.

14.68–17.33 points

The first three steps of Win-Win Problem solving are demonstrated and addressed in the analysis, with evidence.

17.34–20.00 points

The first three steps of Win-Win Problem solving are competently demonstrated and addressed in the analysis, with excellent evidence.

Score of Win-Win Problem Solving,

/ 20

Supportive Climate Behaviors

0.0 points

The student does not identify any alternative supportive or defensive behaviors.

COM 2206 Assignment 3 Conflict Management – interpersonal communication

0.1–19.5 points

The student identifies the initial defensive behavior and an alternative supportive behavior but does not define or explain the behavior and/or does not evaluate the behaviors.

19.6–22.5 points

The student identifies the initial defensive behavior and an alternative supportive behavior and includes an explanation of the behaviors BUT does not evaluate the behavior and provide evidence to support his or her reasons for selecting the defensive and supportive behaviors.

22.6–25.5 points

The student identifies the initial defensive behavior and the corresponding alternative supportive behavior and includes a clear definition of each behavior.  The student provides evidence to support his or her reasons for selecting each behavior and addresses why the supportive behavior is likely to reduce defensiveness.

25.6–30.0 points

The student identifies the initial defensive behavior and the corresponding alternative supportive behavior and includes a clear definition of each behavior.  The student provides excellent evidence and compelling analysis to support his or her reasons for selecting the defensive and supportive behavior and clearly and completely explains why the supportive behavior is likely to reduce defensiveness.

Score of Supportive Climate Behaviors,

/ 30

Video Apology

0.00 points

No apology is included.

 

0.01–13.33 points

An apology is included. It does not demonstrate appropriate nonverbal communication and/or empathy.

13.34–14.67 points

An apology is included.  Adequate nonverbal communication is used and some empathy is expressed.

 

14.68–17.33 points

A sincere apology is included; nonverbal communication and empathy are correctly applied.

17.34–20.00 points

A sincere and compelling apology is presented. Nonverbal communication is appropriate and empathy is clearly expressed.

Score of Video Apology,

/ 20

Diverse Opinions and Conflict Management

0 points

The submission to demonstrate any diverse opinions and/or language consistent with demonstrating an understanding of diverse opinions.

1–13 points

Demonstrates difficulty with recognizing and/or respecting diverse opinions.

14–15 points

Recognizes diverse opinions and uses language and tone to demonstrate respect and/or understanding of multiple viewpoints but may lack sufficient evidence.

16–17 points

Recognizes diverse opinions and uses language and tone to demonstrate respect and understanding of conflicting opinions and multiple viewpoints with some supporting evidence.

18–20 points

Recognizes diverse opinions and uses language and tone to consistently demonstrate respect for, and facilitate understanding of, conflicting opinions and multiple viewpoints with excellent supporting evidence.

Score of Diverse Opinions and Conflict Management,

/ 20

Message Composition

0 points

The submission is either not complete or lacks clarity and logical sequence.

1–13 points

Composition of the message (theme, logic, and a sequence of points with transitions) is unclear, not included in their entirety or is only intermittently observable.

14–15 points

Composition of the message (central theme, main ideas, and a logical sequence of points with transitions) is observable throughout.

16–17 points

Composition of the message (clear central theme, clearly identifiable main ideas, and a logical sequence of points with smooth transitions) is adequate and consistently observable throughout.

18–20 points

Composition of the message (clear central theme, clearly identifiable main ideas, and a logical sequence of points with smooth transitions) is superior and observable throughout.

Score of Message Composition,

/ 20

Message Delivery

0 points

The submission does not meet the minimum standards of effectively communicating the central message or was not completed.

1–13 points

The message delivery incorporates grammatically incorrect, inarticulate language that ineffectively communicates the central message.

14–15 points

The message delivery incorporates minimal errors in grammar and includes language that is understandable and is able to communicate the central message.

16–17 points

The message delivery incorporates grammatically correct and consistently thoughtful language that is understandable and effectively communicates the central message.

18–20 points

The message delivery incorporates grammatically correct, articulate, imaginative language that is easily understandable and effectively communicates the central message in a compelling manner.

Score of Message Delivery,

/ 20

Citation

0 points

The submission includes no citation of any sort.

1–13 points

There is some attempt at citation, BUT: a significant number of concepts are not cited; OR there is no in-text/oral citation; OR paraphrases are not cited.

14–15 points

Some attempt at citation is included for most concepts used in the submission that are originally explained in a printed source AND most of these ideas are cited, whether they are paraphrased or directly quoted AND in-text/oral citation is used but it is not in a recognizable style and/or a Works Cited may not be included.

16–17 points

In-text citation is included for most concepts used in the submission that are originally explained in a printed source AND these ideas are cited, whether they are paraphrased or directly quoted, AND the citation uses the style correctly, though there are some format errors AND a Works Cited is included, though there are some format errors.

18–20 points

In-text citation is included for all concepts used in the submission that are originally explained in a printed source AND all of these ideas are cited using correct  citation, whether they are paraphrased or directly quoted AND the citation is in correctly formatted  style AND a correctly formatted Works Cited is included.

Score of Citation,

/ 20

Total

Score of Assignment 3: Conflict Management,

/ 200

Overall Score

Level 5

180 points minimum

Level 4

160 points minimum

Level 3

140 points minimum

Level 2

120 points minimum

Level 1

0 points minimum COM 2206 Assignment 3 Conflict Management – interpersonal communication

Listening Styles

We talk about different styles of listening for two important reasons. The first reason is that recognizing the different styles that exist allows us to hone our skills in different directions, to practice adaptability. The second reason is that understanding the different styles of listening will help us recognize when these styles are required. Therefore, we are able to recognize what style of listening is demanded and which skills to use in a particular situation. We are working on becoming more effective listeners

Listening

Over many years of scholarship, many listening scholars have contributed to our understanding of various “styles” or “types” and, while the exact names change, we have been pretty consistent in determining a set of skills that make us better listeners.

Beyond the mindful nature of listening, and the awareness that listening is an active process, we can examine the styles currently used in the LSP-R to see that certain skills are necessary. One is focus, that we can collect and remember information. Another is observation, noticing inconsistencies and errors. We also need to have patience, to hear all that the speaker has to say and give it due consideration before forming judgments. Finally, and some would say most importantly in interpersonal communication, we need to have compassion and a deep understanding of the other.

Those skills show up as four styles, Task-Oriented listening, Critical listening, Analytical listening, and Relational listening. All of these skills are critical if we want to be better listeners. The LSP-R is not about determining what style is best, it is about critically assessing which skills you already have, and which ones you are developing.

Task Oriented Listening

The skills you use here are all about getting something done, which means you are working on the process of listening with a focus on remembering what you heard. See the textbook and LSP-R activity to learn more about this style.

 

LET’S HELP WITH YOUR CLASS WORK 

HUMAN-WRITTEN

AND

PLAGIARISM-FREE –
ORDER HERE
 

Critical Listening

The goal of critical listening is to evaluate what the speaker is saying. Critical listening is more active since it involves some sort of problem-solving or decision-making. A large part of task-oriented listening deals with getting information – critical listening is about attending to that information and making a judgment. When the word ‘critical’ is used to describe listening, it does not necessarily mean that you believe that the information you are listening to is somehow incorrect or flawed. Critical listening means you are listening and asking yourself questions such as, ‘What is the speaker trying to say?’ or ‘What is the main argument being presented?’ See the textbook and LSP-R activity to learn more about this style.

Analytical Listening

Easily one of the more difficult styles, analytical listening focuses on gathering all of what the speaker has to say, considering it from multiple perspectives, and considering the entire message. Here, we are focused on withholding judgment. For most people, this is the skill that is most difficult to achieve. We have been trained to make quick decisions, and this style demands that we do not decide anything, just that we listen to all of the facts and gather the entire meaning of the message. See the textbook and LSP-R activity to learn more about this style.

Relational Listening

The primary skill in Relational listening is empathy. Empathic listening involves attempting to understand the feelings and emotions of the speaker – to put yourself into the speaker’s shoes and share their thoughts. Empathy is a way of deeply connecting with another person. Empathy is not the same as sympathy, empathy requires that a listener understand another person’s point of view. We will learn more about empathy as a skill in the third module of the course. To learn more about relational listening, see the textbook and LSP-R activity.

 

In this short video, Simon Sinek helps us understand how listening interpersonally works from a relational perspective. [5:12]

Sinek, S. [Simon Sinek]. (2021, Oct 27). 
The Art of Listening 
[Video]. YouTube. https://youtu.be/qpnNsSyDw-g?si=IIW-pvfTstcuEcYb

Change Initiative: Implementation, Evaluation, and Sustainability

Issues in Veteran’s Affairs Hospital in the Management of Sepsis

Notable challenges faced in the emergency department at the Veteran’s Affairs Hospital (VAH) is the management of sepsis which leads to suboptimal patient outcomes. Notable issues on this include delayed recognition and treatment, inadequate communication among staff, and a lack of consistence in adherence to evidence-based protocols by the staff. As a result of this, the rate of sepsis mortality has been consistently higher than national benchmarks. According to Tirandi et al. (2023), this situation often leads to patients experiencing prolonged lengths of stay in hospital and increased risk of complications. Given this, a change initiative that focuses on the implementation of a sepsis protocol and improving staff education and communication is required as it would potentially lead to timely and effective care.

External and Internal Driving Forces, Contributing Issues, and the People Affected

There are major driving forces to this issue with the external ones including the Centers for Medicare and Medicaid Services (CMS). According to Pakyz et al. (2021), the CMS emphasizes on sepsis care and reimbursement policies. Another external driving force is the Joint Commission’s sepsis performance measures which has its recommendations for appropriate sepsis care for healthcare organizations. Notable internal driving forces include the quest to improve the levels of patient satisfaction and reducing patient readmission rates. Notably, the lack of standardized sepsis protocols, inadequate staff training, and poor communication among care teams are some of the main contributing factors. Research has shown that the people most affected by this issue are veteran patients who are at a comparatively high risk of delayed or inadequate sepsis treatment Change Initiative: Implementation, Evaluation, and Sustainability. The authors also moted that the emergency department staff are also impacted as they face challenges in providing optimal care due to these issues.

HUMAN-WRITTEN

AND

PLAGIARISM-FREE –
ORDER HERE
 

Stakeholders Involved and How They Will Be Affected

There are several stakeholders involved in this sepsis protocol change initiative with the major ones being the emergency department staff, patients, patient families, hospital administrators, and quality improvement teams (Tirandi et al., 2023). Successful implementation of this initiative will impact these stakeholders in a variety of ways. For example, while the staff will be expected to adapt to the newly implemented protocols and training. Patients and families will profit from timely and effective care and ultimately improved health outcomes. Pakyz et al. (2021) have however cautioned that the increases roles and responsibilities of nurses in the emergency department could lead to stress in the initial days but overtime their confidence and competence in sepsis care would grow. Administrators will also be impacted in that they will be responsible for supporting the entire initiative and allocating resources. Quality improvement teams, on their part, will be required to constantly monitor and evaluate the success of the initiative.

My Role and Responsibility as a Change Leader, and Applied Leadership Theories

In my position as a change leader, it will be my role to facilitate and guide the implementation of the sepsis protocol change initiative. I will do this by effectively communicating the need for change. Other responsibilities I will be tasked with is building coalitions among internal and external stakeholders as well as empowering staff to adopt new practices. More importantly, I will apply the theory of transformational leadership theory whereby I will emphasize on inspiring and motivating staff to embrace the proposed change (Baker, 2019) A second theory that will be applied is situational leadership through which I will adapt my leadership approach to meet the needs of individuals and the current situation. Principles of effective change leadership for example active listening and transparent decision-making will be applied to facilitate for the development of a culture of continuous improvement.

Change Agents Required

The success of this proposed implementation will rely on the use of change agents. Drawing from this, the notable ones in the current organization include physician and nurse champions (Katowa-Mukwato et al., 2021). Physician champions will be tasked with providing the overall lead for the project whereby they will promote the adoption of the protocol. In their capacity, they will be expected to offer necessary guidance during its implementation. Nurse champions will, on their part, tasked with offering training and mentorship to their colleagues. Baker (2019) commented that these healthcare professionals are also tasked with providing feedback on the effectiveness of such initiatives. Quality improvement specialists are the third group whose responsibility will be the analysis of data through which they will be able to identify areas that need improvement. Educators are the next change agents and will be involved in the development and delivery of training sessions. Frontline staff for example nurses and respiratory therapists will take the responsibility of providing valuable insights and feedback as justified by the fact that they will have a direct stake in the change.

Change Model to Help Develop Strategies: PDSA

PDSA
Relevance to the Organization

Research by Katowa-Mukwato et al. (2021) revealed that the PDSA model is relevant for healthcare organizations implementing change projects. Reflecting on this, the use of this model in our organization will be appropriate as it offers an iterative approach to change by focusing on testing, evaluating, and refining solutions. With this in mind, it will be helpful in the implementation of the new sepsis protocol in a structured and data-driven manner.

Strategic Aspects Using Your Model

Plan – In this first step of the model, the current sepsis problem will be defined, goals to address the issue established and a plan for the new sepsis protocol established. To effectively achieve this, a multidisciplinary team will be involved and this will include clinicians, administrators, and quality improvement specialists. Action required here is for a thorough assessment to be conducted which will be resourceful in identifying key stakeholders followed by a detailed plan Change Initiative: Implementation, Evaluation, and Sustainability.

Do – this is the second step whereby the new sepsis protocol will be implemented on a small scale. The stakeholders involved at this level are the frontline staff, patients, and families. The action that will take place here is staff education, conducting of dry runs, and testing the new protocol in a controlled environment.

Act – In this step, the generated results will be evaluated with areas that require improvement identified. Needless to say, this will form the basis for refining the protocol. Professionals involved in this third step are data analysts, quality improvement specialists, and stakeholders. The actions will involve the collection and analysis of data, conducting of feedback sessions, and iteration of the protocol based on findings seeking continuous improvement.

Study – this is the last step of the model and involves the evaluation of the effectiveness of the new protocol and sharing of collected results. Primarily, the individuals involved will be made up of patients, and families and the specific actions involving a comparison of outcomes, conducting surveys, and sharing results with stakeholders to reinforce the change.

Potential Barriers to Change

Expected barriers to change are resistance to new protocols, lack of resources, and staff turnover. These can be overcome by providing ongoing training and support, engaging staff in the change process, and promoting communication. To remedy emerging or unforeseen circumstances a flexible and adaptive plan would be established and this would run alongside regular reviews and adjustments to this approach (Almutary et al., 2020). The success of the change initiative will require several evaluation methods with the primary one being tracking metrics such as sepsis mortality rates, adherence to new protocols, patient satisfaction scores, and staff confidence and competence in sepsis care. Other metrics that will be assessed are time-to-treatment and quality improvement metrics such as the reduction in hospital-acquired sepsis cases (Pakyz et al., 2021). These quantitative measures will be supplemented by the use of regular surveys, focus groups, and interviews which will be aimed at assessing the impact of the change initiative on staff and patient outcomes. Lasting change from this implementation will be guaranteed by measures to support and promote continuous change. Drawing from this, new practices will be institutionalized through policy updates, and offering of ongoing training and coaching. Change Initiative: Implementation, Evaluation, and Sustainability Constantly celebrating success and conducting regular reviews of processes will be equally helpful. Fostering a culture of accountability and transparency will also be valuable as it will encourage staff participation in decision-making and improvement initiatives. The change plan developed through this project aligns with the organizational mission to prioritize patient safety and quality care and addresses stakeholder concerns by improving communication, reducing medical errors, and enhancing patient satisfaction.

References

Almutary, A., Althunayyan, S., Alenazi, K., Alqahtani, A., Alotaibi, B., Ahmed, M., … & Almazroua, F. (2020). National Early Warning Score (NEWS) as prognostic triage tool for septic patients. 
Infection and Drug Resistance
, 3843-3851. https://doi.org/10.2147/IDR.S275390

Baker, J. C. (2019). 
Transformational leadership and workplace effectiveness
 (Doctoral dissertation, Northcentral University).

Katowa-Mukwato, P., Mwiinga-Kalusopa, V., Chitundu, K., Kanyanta, M., Chanda, D., Mwelwa, M. M., … & Carrier, J. (2021). Implementing Evidence Based Practice nursing using the PDSA model: Process, lessons and implications. 
International Journal of Africa Nursing Sciences
, 
14
, 100261. https://doi.org/10.1016/j.ijans.2020.100261

Pakyz, A. L., Orndahl, C. M., Johns, A., Harless, D. W., Morgan, D. J., Bearman, G., … & Stevens, M. P. (2021). Impact of the Centers for Medicare and Medicaid Services sepsis core measure on antibiotic use. 
Clinical Infectious Diseases
, 
72
(4), 556-565. https://doi.org/10.1093/cid/ciaa456

Tirandi, A., Arboscello, E., Ministrini, S., Liberale, L., Bonaventura, A., Vecchié, A., … & Carbone, F. (2023). Early sclerostin assessment in frail elderly patients with sepsis: insights on short-and long-term mortality prediction. 
Internal and Emergency Medicine
, 1-11. https://doi.org/10.1007/s11739-023-03223-w Change Initiative: Implementation, Evaluation, and Sustainability

 

Assessment Description- Change Initiative: Implementation, Evaluation, and Sustainability

You will utilize your change model for this assignment. Review the feedback submitted by your instructor on your previous change model assignment. Make any changes or modifications necessary for the submission of this assignment.

Evaluate the performance of your organization or department. Identify an area that would significantly benefit from initiating a change. Write a paper (1,500-1,750 words) in which you describe the particular area you propose to address through a change initiative within the Veteran’s Affairs Hospital VAH in Amarillo TX in the emergency department such as a sepsis protocol. Include the following for your company:

Discuss the issues in this area and the current outcomes as a result of the issues.

Describe the external and/or internal driving forces, contributing issues, and the people affected.

Evaluate the stakeholders involved and discuss how they will be affected by your change initiative.

Clarify your role and responsibility as a change leader. Discuss the leadership theory (or theories) you will use to guide the change process.

Discuss the change agents you need to recruit in order to successfully implement your change. Describe the roles of these change agents.

Utilize your change model to develop strategies: (a) Explain the relevance of this model to your organization; and (b) Present the strategic aspects using your model. Be sure to clearly define the purpose of each aspect, the people involved, and the actions that need to be taken.

Identify, or predict, the potential barriers to change. Discuss possible ways to overcome these obstacles, including methods for dealing with emerging or unforeseen circumstances that could impede implementation.

Describe the evaluation methods you will use to determine the level of success of your change initiative. Discuss what metrics or measureable determinates you will use.

Propose strategies to anchor change or support continuous change.

Establish how your change plan supports the organizational mission/goal, genuinely addresses stakeholder concerns, and will serve as an equitable contribution for the community or society overall.

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

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MSL, MBA, MSL in Leadership with an Emphasis in Homeland Security and Emergency Management 1.5

Demonstrate flexibility and adaptability in response to changing or unknown circumstances.

MSL, MSL in Leadership and Homeland Security and Emergency Mgmnt 3.5; MBA and MSN Leadership in Health Care Systems 6.2; MBA and MSL 6.5

Develop strategy for implementing and managing change within an organization. Change Initiative: Implementation, Evaluation, and Sustainability

Pathophysiological processes Type 2 Diabetes Essay – NR283 Pathophysiology RUA: Pathophysiological Processes Paper Guidelines

Pathophysiological processes Type 2 Diabetes

Introduction

Diabetes mellitus Type 2 is a chronic metabolic disorder characterized by insulin resistance and inadequate insulin production, resulting in elevated blood glucose levels. Globally, it poses a significant health challenge, with an increasing prevalence attributed to lifestyle changes, obesity, and genetic factors. In the United States, Type 2 diabetes affects millions, making it a leading public health concern (Tinajero et al., 2021). The rise in sedentary lifestyles and unhealthy dietary habits contributes to the escalating numbers. Addressing the epidemiology of Type 2 diabetes is crucial for understanding its impact on public health and developing effective preventive strategies. The purpose of this paper is to set the stage for comprehending the subsequent discussion by highlighting the widespread impact of Type 2 diabetes on individuals and society, emphasizing the need for effective preventive measures and interventions.

Aetiology

The aetiology of Type 2 diabetes involves a complex interplay of genetic, environmental, and lifestyle factors. Common causes include insulin resistance, where cells fail to respond adequately to insulin, and insufficient insulin production by the pancreas. Obesity is a major risk factor, particularly abdominal adiposity. Age significantly impacts disease development, with older individuals at higher risk due to age-related metabolic changes (Galicia et al., 2020). Prevalence is influenced by gender, with a slightly higher incidence in men. Environmental factors such as sedentary behaviour and a high-calorie diet contribute, while genetic susceptibility plays a role, evident in familial clustering. Lifestyle choices, including physical inactivity and poor diet, escalate the risk.

Pathophysiological Processes

Type 2 diabetes manifests through intricate pathophysiological processes at the cellular, tissue, and organ levels. Insulin resistance arises as cells exhibit reduced responsiveness to insulin, impairing glucose uptake. Concurrently, pancreatic beta cells struggle to produce sufficient insulin, exacerbating hyperglycaemia. Chronic elevated blood glucose levels lead to cellular damage, particularly in blood vessels, nerves, and vital organs. The body attempts to adapt through compensatory mechanisms, such as increased insulin secretion (Zhang et al., 2020). However, these adaptations eventually prove insufficient, contributing to the progression of the disease. Manifestations include polyuria, polydipsia, and polyphagia, reflecting the metabolic imbalances and cellular stress.

LET’S HELP WITH YOUR CLASS WORK 

HUMAN-WRITTEN

AND

PLAGIARISM-FREE –
ORDER HERE

Clinical Manifestation and Complications

Clinical manifestations of Type 2 diabetes encompass a spectrum of physical signs and symptoms crucial for diagnosis. Common signs include elevated blood glucose levels, glycosuria, and increased thirst (polydipsia). Symptoms such as frequent urination (polyuria), excessive hunger (polyphagia), and unexplained weight loss often accompany the disease. Diagnostic criteria also involve measuring fasting glucose levels and oral glucose tolerance. Untreated Type 2 diabetes can lead to severe complications. Macrovascular complications involve large blood vessels and include cardiovascular diseases, increasing the risk of heart attacks and strokes (Viigimaa et al., 2020). Microvascular complications affect smaller vessels, leading to diabetic retinopathy (vision impairment) and nephropathy Pathophysiological processes Type 2 Diabetes Essay – NR283 Pathophysiology RUA: Pathophysiological Processes Paper Guidelines.

Neuropathy can result in peripheral neuropathy and increased susceptibility to infections, especially in the lower extremities. Left untreated, these complications pose significant risks to patients. Cardiovascular complications can be life-threatening, while diabetic retinopathy and nephropathy may progress to irreversible damage, including blindness and kidney failure (Faselis et al.,2020). Neuropathy can lead to foot ulcers and amputations. Patient education on early symptom recognition, regular monitoring, and timely medical intervention are essential to mitigate the impact of Type 2 diabetes and prevent the progression of complications, ensuring a better quality of life for affected individuals.

Diagnostics

Common laboratory and diagnostic tests for Type 2 diabetes include fasting plasma glucose, oral glucose tolerance tests, and haemoglobin A1c levels. Elevated fasting glucose and impaired glucose tolerance indicate insulin resistance and impaired glucose metabolism. Haemoglobin A1c reflects average blood glucose levels over time (Kaur et al., 2020). These tests are crucial for diagnosing and monitoring the disease. Elevated results signify poor blood sugar control, increasing the risk of complications. Regular monitoring enables healthcare providers to adjust treatment plans promptly, optimizing glycaemic control and reducing the risk of long-term complications.

Interview

I interviewed a 45-year-old friend who has been living with Type 2 diabetes for the past eight years. They experience clinical manifestations such as increased thirst, fatigue, and occasional episodes of hyperglycaemia. Complications include peripheral neuropathy and early signs of diabetic retinopathy. Alongside diabetes, they have hypertension, which influences their overall health. Daily life involves meticulous medication management, dietary restrictions, and regular medical appointments. Despite challenges, they maintain a positive outlook, emphasizing the importance of family support and adopting a proactive approach to managing their health. This firsthand account provided valuable insights offering a holistic view of how Type 2 diabetes affects not just the physical health but also the emotional and social well-being of those living with the condition.

References

Faselis, C., Katsimardou, A., Imprialos, K., Deligkaris, P., Kallistratos, M., & Dimitriadis, K. (2020). Microvascular complications of type 2 diabetes mellitus. Current vascular pharmacology, 18(2), 117–124. https://doi.org/10.2174/1570161117666190502103733

Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martín, C. (2020). Pathophysiology of type 2 diabetes mellitus. International journal of molecular sciences, 21(17), 6275.
https://doi.org/10.3390/ijms21176275

Kaur, G., Lakshmi, P. V. M., Rastogi, A., Bhansali, A., Jain, S., Teerawattananon, Y., Bano, H., & Prinja, S. (2020). Diagnostic accuracy of tests for type 2 diabetes and prediabetes: A systematic review and meta-analysis. PloS One, 15(11), e0242415. https://doi.org/10.1371/journal.pone.0242415

Viigimaa, M., Sachinidis, A., Toumpourleka, M., Koutsampasopoulos, K., Alliksoo, S., & Titma, T. (2020). Macrovascular complications of type 2 diabetes mellitus. Current vascular pharmacology, 18(2), 110–116. https://doi.org/10.2174/1570161117666190405165151

Tinajero, M. G., & Malik, V. S. (2021). An update on the epidemiology of type 2 diabetes: a global perspective. Endocrinology and Metabolism Clinics of North America, 50(3), 337–355.
https://doi.org/10.1016/j.ecl.2021.05.013

Zhang, Y., Pan, X. F., Chen, J., Xia, L., Cao, A., Zhang, Y., Wang, J., Li, H., Yang, K., Guo, K., He, M., & Pan, A. (2020). Combined lifestyle factors and risk of incident type 2 diabetes and prognosis among individuals with type 2 diabetes: A systematic review and meta-analysis of prospective cohort studies. Diabetologia, 63(1), 21–33.
https://doi.org/10.1007/s00125-019-04985-9
  Pathophysiological processes Type 2 Diabetes Essay – NR283 Pathophysiology RUA: Pathophysiological Processes Paper Guidelines

Purpose

This project is an in-depth investigation of a health condition. It will allow for the expansion of knowledge and the ability to generalize larger concepts to a variety of health conditions.

Course outcomes:  
This assignment enables the student to meet the following course outcomes.

Explain the pathophysiologic processes of select health (PO 1)

Predict clinical manifestations and complications of select disease (PO 1, 8)

Correlate lifestyle, environmental, and other influences with changes in levels of (PO 1, 7)

Pathophysiological processes Type 2 Diabetes Essay – NR283 Pathophysiology RUA: Pathophysiological Processes Paper Guidelines

 

Due date:
Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible:
100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

Select a disease process that interests

Obtain approval of the selected disease process from the course

Faculty will share how to submit your topic choice for

Write a 2-3-page paper (excluding title and reference pages).

Include the following sections about the selected disease process (detailed criteria listed below and in the Grading Rubric).

Introduction of disease – 10 points/10%

One paragraph (approximately 200 words)

Includes disease description

Includes epidemiology of disease

Etiology and risk factors – 20 points/20%

Common causes of the disease or condition

Risk factors for the disease or condition

Impact of age

Prevalence based on gender,

Influence of environment

Genetic basis of disease

Lifestyle influences

All information supported by current literature

Pathophysiological processes – 20 points/20%

Describes changes occurring at the cellular, tissue, and/or organ level that contribute to the disease process.

Describes adaptation of the cells and body in response to the

Relates disease processes to manifested signs and

Clinical manifestations and complications – 20 points/20%

Describes the physical signs and symptoms that are important in considering the presence of the

Identifies signs that contribute to diagnosis of the condition

Identifies symptoms that contribute to diagnosis of the

Identifies complications of the

Discusses the implications to the patient when complications are left

Diagnostics – 10 points/10%

Includes list of common laboratory and diagnostic tests used to determine the presence of the

 

Discusses the significance of test findings in relation to the disease

Interview – 10 points/10%

Once the student has become familiar with the disorder, it is their responsibility to locate an individual living with the disease process to interview (interviewee). It is recommended that you find an individual first, then complete research and writing on the topic prior to performing the interview.

The interviewee must be at least 18 years old and able to answer questions by themselves

The interviewee must currently have the chronic disease/disorder. If an interviewee has been diagnosed with a disease/disorder but has NO manifestations or complications related to the disorder they DO NOT qualify for the assignment.

Acute infections/diseases DO NOT qualify (pneumonia, urinary tract infection, flu, colds).

Pathophysiological processes Type 2 Diabetes Essay – NR283 Pathophysiology RUA: Pathophysiological Processes Paper Guidelines

The interviewee cannot be a patient from the clinical setting or a patient from your work environment (hospitals, doctor’s office, LTC facility, home health, etc.)

The interviewee may be a relative, friend, colleague, or stranger.

Please use the individual’s own words in relation to their experience with the disease/disorder.

NOTE:
This assignment is for educational purposes only. Students are NOT to provide any medical/nursing advice or education to interviewees.  Refer interviewee questions to their physician.

Interview Questions

What is the age of the individual being interviewed? What is the relationship of the individual to you? How long have they had the disorder?

What clinical manifestations of the disorder does the individual experience? How does it compare to what you discovered in your resources?

What complications of the disorder does the individual experience? How does this compare to what you discovered in your resources?

What other medical conditions/disorders has the individual been diagnosed with? Do their other medical conditions have any effect on the chosen disorder?

How does the disease affect the individual’s daily living/activities? (repeat hospitalizations, has to take a lot of meds, any activity restrictions, a lot of appointments?)

How does the disease/disorder affect the individual’s outlook on life? (Feel like a burden to family, do they have good family support, feel hopeless, optimistic, good coping mechanisms?)

What did you learn from interviewing the individual?

APA Style and Organization – 10 points/10%

References are submitted with assignment.

Uses current APA format and is free of errors.

Grammar and mechanics are free of errors.

Paper is 2-3 pages, excluding title and reference pages.

At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.

 

For writing assistance, visit the Writing Center.

 

Please note
that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned.

 

 

G
rading
R
ubric

Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of Performance

Section Not Present

Introduction of Disease

(10 points/10%)

10 points

9 points

8 points

4 points

0 points

Required criteria

1.   One (approximately 200 words) paragraph

2.   Includes disease description

3.   Includes epidemiology of disease

Includes 3 requirements for section.

Includes 2 requirements for section.

Includes no less than 1 requirement for section.

Present, yet includes no required criteria.

No requirements for this section presented.

Etiology and Risk Factors

(20 points/20%)

20 points

18 points

16 points

7 points

0 points

Required criteria

1.   Common causes of the disease or condition

2.   Risk factors for the disease or condition

3.   Impact of age

4.   Prevalence based on gender

5.   Influence of environment

6.   Genetic basis of disease

7.   Lifestyle influences

8.   All information supported by current literature

Includes 8 requirements for section.

Includes 7 requirements for section.

Includes 6 requirements for section.

Includes 5 or fewer requirements for section.

No requirements for this section presented.

Pathophysiological Processes

(20 points/20%)

20 points

18 points

16 points

7 points

0 points

Required criteria

1.   Describes changes occurring at the cellular, tissue, and/or organ level that contribute to the disease process.

2.   Describes adaptation of the cells and body in response to the disease.

3.   Relates disease processes to manifested signs and symptoms.

Pathophysiological processes Type 2 Diabetes Essay – NR283 Pathophysiology RUA: Pathophysiological Processes Paper Guidelines

 

 

 

 

Includes 3 requirements for section.

Includes 2 requirements for section.

Includes no less than 1 requirements for section.

Section present yet includes no required criteria.

No requirements for this section presented.

 

 

Clinical Manifestations & Complications

(20 points/20%)

20 points

18 points

16 points

7 points

0 points

Required criteria

1.   Describes the physical signs and symptoms that are important in considering the presence of the disease.

2.   Identifies signs that contribute to diagnosis of the condition

3.   Identifies symptoms that contribute to diagnosis of the condition.

4.   Identifies complications of the disease.

5.   Discusses the implications to the patient when complications are left untreated.

Includes 5 requirements for section.

Includes 4 requirements for section.

Includes 3 requirements for section.

Includes 1-2 requirements for section.

No requirements for this section presented.

Diagnostics

(10 points/10%)

10 points

4 points

0 points

Required criteria

1.   Includes list of common laboratory and diagnostic tests used to determine the presence of the disease.

2.   Discusses the significance of test findings in relation to the disease process.

Includes 2 requirements for section.

Includes 1 requirement for section.

No requirements for this section presented.

Individual Interview

(10 points/10%)

10 points

9 points

8 points

4 points

0 points

Required criteria

1.      What is the age of the individual being interviewed? What is the relationship of the individual to you?  How long have they had the disorder?

2.      What clinical manifestations of the disorder does the individual experience?  How does it compare to what you discovered in your resources?

3.      What complications of the disorder does the individual experience?  How does this compare to what you discovered in your resources?

4.      What other medical conditions/disorders has the individual been diagnosed with? Do their other medical conditions have any effect on the chosen disorder?

5.      How does the disease affect the individual’s daily living/activities? (repeat hospitalizations, must take a lot of meds, any activity restrictions, a lot of appointments?)

6.      How does the disease/disorder affect the individual’s outlook on life?  (Feel like a burden to family, do they have good family support, feel hopeless, optimistic, good coping mechanisms?)

7.      What did you learn from interviewing the individual?

Includes answers to 7 question sets.

Includes answers to 6 question sets.

Includes answers to 5 question sets.

Includes answers to 1-4 question sets.

No question sets answered or section not present.

APA Style and Organization

(10 points/10%)

10 points

9 points

8 points

4 points

0 points

Required criteria

1.   References are submitted with assignment.

2.   Uses current APA format and is free of errors.

3.   Grammar and mechanics are free of errors.

4.   Paper is 2-3 pages, excluding title and reference pages

5.   At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided

Includes 5 requirements for section.

Includes 4 requirements for section.

Includes 3 requirements for section.

Includes 1-2 requirements for section.

No requirements for this section presented.

Total Points Possible = 100 points Pathophysiological processes Type 2 Diabetes Essay – NR283 Pathophysiology RUA: Pathophysiological Processes Paper Guidelines

NR222 Health and Wellness Required Uniform Assignment: Health Promotion Paper Guidelines

The purpose of this analytical paper is to develop a health promotion project aimed at tackling the opioid crisis among Hispanic population in California. Recent statistics indicate a significant rise in opioid-related deaths among Latinos (mainly of Mexican-origin) at a rate of 5.4% per 100,000 Latino residents in 2019 (Valdez et al., 2022).  Equally, the steady rise in opioid-related ED visits among Hispanic adults is a clear indication that the Latino population experiences the detrimental health effects associated with the recent rise in opioid overdoses. The recognition of drug overdose deaths as a national public health emergency elucidates the greater need for implementation of comprehensive health promotion interventions aimed at supporting evidence-based treatments for substance use disorders and consequently, reducing the effects of drug overdoses, including overdose deaths (ASPE, 2021).

Relation to Target Population

According to the National Institute on Drug Abuse (2020), the opioid crisis has become evident across U.S. geographic areas, with fatal drug overdose rates ranging from 4 to 42 per 100,000 residents. Among Latinos, the number of opioid-related deaths have almost doubled from 2001-2021, with a distinct rise in synthetic opioid-related mortalities. Some of the leading drugs behind the overdose deaths among Latinos included Fentanyl (40.2%), heroin (31.2%) and cocaine (26.8%). Valdez et al. (2022) noted that although Texas and California have over time reported some of the lowest Hispanic drug overdose mortality rates among all racial/ethnic groups in the United States, the two states still had the highest prevalence of Hispanic overdoses, covering over one quarter of all Hispanic deaths in the country, 2014-2017.

With one of the largest Hispanic population in the United States, California no doubt offer a distinctive opportunity to comprehend the extent, severity and nature of drug overdoses for Latino sub-groups residing in different areas across the state. In 2019, fentanyl and heroin-related deaths rose among Latinos in California by 2.2 and 1.3 times their 2018 rates, respectively (California Health Care Foundation, 2018). Averaging 2.0 deaths per 100,000 and rising to 4.1 deaths per 100,000 in 2019, deaths particularly linked to prescription opioids among Latinos in rural, isolated and poor northern California counties presents a serious public health problem that warrants a closer examination (Valdez et al., 2022).  Considering the heterogeneous nature of the Latino population in California, implementation of a tailored health promotion project may help in the adoption of preventive interventions aimed at reducing the high rates of opioid-related deaths NR222 Health and Wellness Required Uniform Assignment: Health Promotion Paper Guidelines.

Healthy People 2030 put more emphasis on the prevention of drug overdose morbidities and mortalities through alleviating alcohol and drug misuse and assisting people with substance use disorders to receive the much-needed treatment. Whilst the national health target is to decrease drug overdose deaths to 20.7 deaths per 100,000 residents, the existence of health disparities have greatly undermined the capacity of vulnerable subgroups to attain health literacy and to gain access to high-quality care services aimed at improving their health and wellbeing (Office of Disease Prevention and Health Promotion, 2023). In California, fatal opioid-related overdose stood at 6,000 deaths in 2021- a mortality rate of 9.3 per 100,000, which is lower than the national average. However, evidence indicates that some areas of California experience some of the highest death rates, indicating the greater need for treatment of the opioid overdose crisis as a serious public health emergency (Kiang et al., 2022).

LET’S HELP WITH YOUR CLASS WORK 

HUMAN-WRITTEN

AND

PLAGIARISM-FREE –
ORDER HERE

Considering that every overdose is preventable, the adoption of a customized health promotion project can form a strong basis on which to pursue the goal of zero overdose deaths in the state of California. Some of the promising interventions to health reduce drug overdose among Hispanic adults in California include: working closely with health plans for prescriber outreach; marketing of Medication-Assisted Treatment (MAT) telehealth to the general public; adding MAT in health facilities, emergency departments, jails,  drug addiction treatment programs, maternity practices; working with OTPs, county drug and alcohol departments for enhanced coordination of services; actively engaging local opioid safety coalition; and expanding MAT services through implementation of the Medi-Cal waiver (National Academies of Sciences, Engineering, and Medicine, 2017).

Summary of Articles

Jalali et al. (2020) identified the growing prevalence of opioid use and misuse as a key contributing factor behind the growing number of overdose deaths over the past two and half decades. The research established that opioid use disorder has continued to contribute to growing levels of morbidity and mortality due to the harms of opioids on the health and wellbeing of individuals, families and communities. In light of the socio-ecological framework of the opioid crisis, Jalali et al. (2020) established that a plethora of individual, interpersonal, communal and societal factors assumed a fundamental role in exacerbating the risk of opioid use and misuse among all ethnic/racial groups including Latinos. In a population-based study, Kiang et al. (2022) found out that the structurally marginalized populations (particularly African American and Latinos reported higher rates of fatal drug overdoses during the COVID-19 crisis in California. Considering the immense geographic gradient of the drug overdose deaths experienced in the state of California, the implementation of local, customized public health projects and interventions can form a meaningful starting point for cutting down the persistent inequities in overdose morbidity and deaths as experienced among Hispanic young adults (Valdez et al., 2022).

In this health promotion project, the information presented in the reviewed article shall form a strong basis on which to determine the primary risk factors for opioid use and misuse among the target population. In this project, more attention is placed on acknowledging each of the four main levels (the individual, interpersonal, communal and societal) to create and implement multi-dimensional and effective health promotion interventions aimed at mitigating the opioid crisis in California.

Health Promotion Discussion

One of the most viable health promotion strategies to educate the public about the topic is engagement in life skills training. Jalali et al. (2020) insisted that the teaching of alcohol and drug prevention skills and competencies to high school and college students may prove instrumental in enabling them to gain access to a wide range of information on tobacco, alcohol, marijuana and other illicit drugs and on ways of tackling the risk and protective factors behind substance use and abuse NR222 Health and Wellness Required Uniform Assignment: Health Promotion Paper Guidelines. Equally, the implementation of community-based drug prevention programs targeting high-risk Hispanic young adults can help to identify and tackle some of the consequences of drug overdose including aggression, drug addiction as well as academic failure, and other maladaptive behaviors. Valdez et al. (2022) explained that the adoption of targeted overdose prevention programs aimed at assisting young Hispanic adults to gain access to evidence-based treatment, overcome the harms associated with drug overdoses and receive the much needed recovery support. In addition, any effective health promotion strategy  must be guided by the cross-cutting principles of enhancing multi-stakeholder collaboration and coordination; enhancing equity; employing best available scientific evidence to guide actions; bolstering stakeholder engagement; identifying gaps/needs and exploiting opportunities;  reducing the consequences of drug overdoses; and investing in community empowerment programs (Kiang et al., 2022).

References

ASPE, (2021).
U.S. Department Of Health And Human Services Overdose Prevention Strategy
.
https://aspe.hhs.gov/sites/default/files/documents/101936da95b69acb8446a4bad9179cc0/overdose-prevention-strategy.pdf

California Health Care Foundation, (2018).
Ending the Opioid Epidemic in California
.
https://www.chcf.org/wp-content/uploads/2018/02/PDF-CHCFOpioidSafety.pdf

Jalali, M.S., Botticelli, M., Hwang, R.C. et al. (2020). The opioid crisis: a contextual, social-ecological framework.
Health Research Policy System
, 18, 87 (2020).
https://doi.org/10.1186/s12961-020-00596-8

Kiang, M.V., Acosta, R.J., Mathay, E.C., & Humphreys, K., (2022).Sociodemographic and geographic disparities in excess fatal drug overdoses during the COVID-19 pandemic in California: A population-based study.
The Lancet Regional Health- Americas.
doi: 10.
www.1016/j.lana.2022.100237

National Academies of Sciences, Engineering, and Medicine, (2017).
Pain Management and the Opioid Epidemic: Balancing Societal and Individual Benefits and Risks of Prescription Opioid Use.
Washington (DC): National Academies Press (US); 2017 Jul 13. 5, Evidence on Strategies for Addressing the Opioid Epidemic. https://www.ncbi.nlm.nih.gov/books/NBK458653/

Office of Disease Prevention and Health Promotion, (2023).
Reduce drug overdose deaths — SU-03.
https://health.gov/healthypeople/objectives-and-data/browse-objectives/drug-and-alcohol-use/reduce-drug-overdose-deaths-su-03

Valdez, A., Cepeda, A., Frankeberger, J., & Nowotny, K.M. (2022).The opioid epidemic among the Latino population in California.
Drug and Alcohol Dependence Reports
, 2, 100029.
https://doi.org/10.1016/j.dadr.2022.100029
  NR222 Health and Wellness Required Uniform Assignment: Health Promotion Paper Guidelines

Purpose

This assignment allows the learner to apply knowledge gained about health promotion concepts and strategies, enhance written communication skills, and demonstrate a beginning understanding of cultural competency.

Course
outcomes:
 
This assignment enables the student to meet the following course outcomes:

Discuss the professional nurse’s role in health promotion activities. (PO 1 and 2)

Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO 1, 2, and 8)

Identify health promotion strategies throughout the life span. (PO 1, 2, and 4)

Due

date:
Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total
points possible:
100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

Identify a health problem or need for health promotion for a particular stage in the life span of a population from a specific culture in your area.

Choose one of the Leading Health Indicator (LHI) priorities from Healthy People.
https://health.gov/healthypeople/objectives-and-data/leading-health-indicators

Research a topic related to health and wellness associated with one of the Healthy People topic areas.

Submit your topic to the instructor for approval at least 2 weeks prior to the final assignment due date, but earlier if desired. All topics must be approved.

You will develop an educational health promotion project addressing the population/culture in your area.

Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to submitting your paper to your faculty. Consult with your faculty about the acceptable Similarity Index for this paper.

For writing assistance, visit the Writing Center page
https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC
.

Include the following sections
(detailed criteria listed below and in the Grading Rubric).

Introduction and Conclusion- 15 points/15%

Introduction establishes the purpose of the paper and describes why topic is important to health promotion in the target population in your area.

Introduction stimulates the reader’s interest.

Conclusion includes the main ideas from the body of the paper.

Conclusion includes the major support points from the body of the paper.

Relate Topic to Target Population- 25 points/25%

Describes the topic and target cultural population.

Includes statistics to support significance of the topic.

Explains how the project relates to the selected Healthy People topic area.

Applies health promotion concepts.

Summary of Articles- 25 points/25%

A minimum of three (3) scholarly articles, from the last 5 years, are used as sources.

Articles meet criteria of being from scholarly journals and include health promotion and wellness content.

At least one article is related to the chosen cultural group.

Summaries all key points and findings from the articles.

Includes statistics to support significance of the topic.

Discusses how information from the articles is used in the Health Promotion Project, including specific examples.

Health Promotion Discussion – 25 points/25%

Describes approaches to educate the target population about the topic.

The approaches are appropriate for the cultural target population.

Identifies specific ways to promote lifestyle changes within the target population.

Applies health promotion strategies.

APA Style and Organization – 10 points/10%

TurnItIn is used prior to submitting paper for grading.

Revisions are made based on TurnItIn originality report.

References are submitted with assignment.

Use current APA format and is free of errors.

Grammar and mechanics are free of errors.

Paper is 3-4 pages, excluding title and reference pages.

Information is organized around required components and flows in a logical sequence.

 

Grading Rubric

Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

Assignment Section and

Required Criteria

(Points possible/% of total points available)

Highest Level of Performance

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of Performance

Section not present in paper

Introduction and Conclusion

(15 points/15%)

15 points

13 points

12 points

8 points

0 points

Required criteria

1.   Introduction establishes the purpose of the paper and describes why topic is important to health promotion in the target population in your area.

2.   Introduction stimulates the reader’s interest.

3.   Conclusion includes the main ideas from the body of the paper.

4.   Conclusion includes the major support points from the body of the paper.

Includes no fewer than 4 requirements for section.

Includes no fewer than 3 requirements for section.

Includes no fewer than 2 requirements for section.

Includes 1 or fewer requirements for section.

No requirements for this section presented.

Relate Topic to Target Population

(25 points/25%)

25 points

20 points

15 points

10 points

0 points

Required criteria

1.   Describes the topic and target cultural population.

2.   Includes statistics to support significance of the topic.

3.   Explains how the project relates to the selected Healthy People topic area.

4.   Applies health promotion concepts.

Includes no fewer than 4 requirements for section.

Includes no fewer than 3 requirements for section.

Includes no less than 2 requirements for section.

Includes 1 or fewer requirements for section.

 

No requirements for this section presented.

Summary of Articles

(25 points/25%)

25 points

23 points

21 points

10 points

0 points

Required criteria

1.   A minimum of three (3) scholarly articles, from the last 5 years, are used as sources.

2.   Articles meet criteria of being from scholarly journals and include health promotion and wellness content.

3.   At least one article is related to the chosen cultural group.

4.   Summaries all key points and findings from the articles.

5.   Includes statistics to support significance of the topic.

6.   Discusses how information from the articles is used in the Health Promotion Project, including specific examples.

Includes no fewer than 6 requirements for section.

Includes no fewer than 5 requirements for section.

Includes no fewer than 4 requirements for section.

 

Includes 1-3 requirements for section.

 

No requirements for this section presented.

 

Health Promotion Discussion

(25 points/25%)

25 points

23 points

21 points

10 points

0 points

Required criteria

1.   Describes approaches to educate the target population about the topic.

2.   The approaches are appropriate for the cultural target population.

3.   Identifies specific ways to promote lifestyle changes within the target population.

4.   Applies health promotion strategies.

Includes no fewer than 4 requirements for section.

 

Includes no fewer than 3 requirements for section.

 

Includes no fewer than 2 requirements for section.

Includes 1 or fewer requirement for section.

 

No requirements for this section presented.

 

APA Style and Organization

(10 points/10%)

10 points

9 points

8 points

4 points

0 points

Required criteria

1.   TurnItIn is used prior to submitting paper for grading.

2.   Revisions are made based on TurnItIn originality report.

3.   References are submitted with assignment.

4.   Uses current APA format and is free of errors.

5.   Grammar and mechanics are free of errors.

6.   Paper is 3-4 pages, excluding title and reference pages.

7.   Information is organized around required components and flows in a logical sequence.

Includes no fewer than 7 requirements for section.

 

Includes no fewer than 6 requirements for section.

Includes no fewer than 5 requirements for section.

Includes 1-4 requirements for section.

No requirements for this section presented.

 

Total Points Possible = 100 points

NR449 Evidence-Based Practice Matrix Table RUA: Analyzing Published Research – Impact of Telehealth on Mental Health

Impact of Telehealth on Mental Health

Evidence Matrix Table

 

Article

 

References

Purpose

Hypothesis

Study Question(s)

Variables

Independent(I)

Dependent(D)

Study Design

Sample

Size &

Selection

Data Collection

Methods

 

Major Finding(s)

1

(SAMPLE ARTICLE)

Smith, L. (2013).

What should I eat? A focus for those living with diabetes.
Journal of Nursing Education, 1
(4) 111-112.

How do educational support groups effect dietary modifications in patients with diabetes?

D-Dietary modifications

I-Education

Qualitative

N- 18

Convenience sample-selected from local support group in Pittsburgh, PA

Focus Groups

Support and education improved compliance with dietary modifications.

1

Mseke, E. P., Jessup, B., & Barnett, T. (2023). A systematic review of the preferences of rural and remote youth for mental health service access: Telehealth versus face-to-face consultation. The Australian journal of rural health, 31(3), 346–360. https://doi.org/10.1111/ajr.12961

 What are the key factors influencing telehealth adoption among clinicians?

How do patient demographics impact telehealth utilization and satisfaction?

What barriers hinder effective telehealth implementation in diverse healthcare settings?

 

 D- Telehealth clinical effectiveness.

I- Modalities, disciplines, outcomes, and care-settings assessed in meta-analyses

 

 Quantitative

Meta-analyses

Qualitative

 N- 225 records identified from database search.N- 4 studies were included in the review. Studies analysed in this article were done mostly in Canada.

Serach criteria using PRISMA was utilized. Two authors were involved in MMT evaluation of the studies analysed.

Youths prefer one-on-one physical meetings with healthcare providers, regardless of where they live.Some youths cite lack of privacy for Telehealth services.

2

 Snoswell, C. L., Chelberg, G., De Guzman, K. R., Haydon, H. H., Thomas, E. E., Caffery, L. J., & Smith, A. C. (2023). The clinical effectiveness of telehealth: A systematic review of meta-analyses from 2010 to 2019. Journal of telemedicine and telecare, 29(9), 669–684. https://doi.org/10.1177/1357633X211022907

 How clinically effective is telehealth across various medical disciplines?

What telehealth modalities show positive outcomes in specific clinical areas?

How does telehealth effectiveness compare to conventional healthcare services?

 D- Medical disciplines

I- Clinical outcomes.

 Quantitative

Meta-analysis of systemic reviews.

 N = 4252 records identified and screened for eligibility. 38 studies were included in the study having met the required criteria. Studies selected were done across the world.

Data for the study from different sources was extracted by one author and proof chekes by another author. PRISMA criterion was employed.

 

Telehealth is interventions, across various medical disciplines, are as effective as or even more effective than traditional in-person care. The review emphasizes the need for broader clinical effectiveness studies across diverse health services.

3

 

 

 

 

 

 

 

4

 

 

 

 

 

 

 

5

 

 

 

 

 

 

 

.NR449 Evidence-Based Practice Matrix Table RUA: Analyzing Published Research – Impact of Telehealth on Mental Health

 

Discussion of the Problem

The problem focuses for the group’s work centers on investigating the comparative effectiveness of telehealth consultations versus traditional in-person consultations in enhancing mental health satisfaction among adults diagnosed with mental illness. The problem is significant due to its impact on mental health outcomes. Limited access to mental health care can lead to delayed interventions, exacerbating conditions (Bucci et al.,2019). The demand for effective mental health care is rising, underscoring the need for optimized delivery methods. Regarding the purpose of the paper, it aims to fill the knowledge gap by analyzing short-term outcomes of telehealth and in-person consultations. It seeks to guide mental health practitioners, policymakers, and stakeholders in improving services to meet the evolving needs of adults diagnosed with mental illness.

Description of Findings from the Articles

In Article 1 by Mseke et al (2023), the dependent variables include adolescent preferences, experiences, and perceptions of telepsychiatry. Independent variables involve the mode of psychiatric assessment, comparing face-to-face and video conferencing. Article 2 by Snoswell et al (2023) features diverse dependent variables across medical disciplines, assessing clinical effectiveness outcomes in telehealth interventions. Independent variables include the specific telehealth modalities and the comparison with usual care in various healthcare disciplines. In Article 1, the dependent variables include adolescent preferences, experiences, and perceptions of telepsychiatry. Independent variables involve the mode of psychiatric assessment, comparing face-to-face and video conferencing.

Article 2 features diverse dependent variables across medical disciplines, assessing clinical effectiveness outcomes in telehealth interventions. Independent variables include the specific telehealth modalities and the comparison with usual care in various healthcare disciplines. The participant demographics in Article 1 involve adolescents who received mental health care services through telepsychiatry. The article explores the experiences of five adolescents, providing insights into their preferences, perceptions, and concerns related to telepsychiatry. Article 2 does not provide specific participant demographics. However, it involves a systematic review of 38 meta-analyses covering a broad range of medical disciplines, contributing to the understanding of telehealth effectiveness across different healthcare contexts. In article 1 the focus is on qualitative data, exploring adolescents’ experiences with telepsychiatry. Reliability and validity information for specific instruments is not provided. Article 2  synthesizes findings from various studies, and therefore, reliability and validity are attributed to the included meta-analyses’ methodologies and measures.

Evidence to Support Clinical Problem

The research findings in Article 2 contribute valuable insights into the efficacy of telemental health, supporting its overall effectiveness compared to in-person care. The research findings in Article 1 highlight adolescents’ generally positive experiences with telepsychiatry, emphasizing its convenience and acceptance. However, some expressed preferences for face-to-face interactions. Further evidence could explore nuanced aspects, like the impact on rapport building and nuances affecting preference variations. Article 2 provides extensive evidence supporting telehealth’s clinical effectiveness across various disciplines, including mental health. This supports telehealth’s viability but doesn’t delve deeply into challenges (Shigekawa et al., 2018). Additional research is needed to comprehensively understand the challenges in implementing telehealth in mental health settings, considering patient preferences, technological barriers, and potential limitations in therapeutic relationships.

Conclusion

The major findings from the reviewed articles support the potential clinical effectiveness of telehealth in mental health care. The systematic review on telehealth’s clinical effectiveness highlights its positive impact across diverse clinical domains. Another study delves into the preferences of rural youth, emphasizing the importance of understanding user perspectives. These findings contribute to addressing the comparative effectiveness question posed in the problem statement. The research strategy meticulously employed PubMed, PsycINFO, CINAHL, and Cochrane Library, aligning with the PICOT question’s components. As mental health care evolves with telehealth integration, the synthesis of evidence aims to guide practitioners and policymakers. It prompts contemplation on optimizing mental health services to meet the dynamic needs of the population NR449 Evidence-Based Practice Matrix Table RUA: Analyzing Published Research – Impact of Telehealth on Mental Health.

References

Bucci, S., Schwannauer, M., & Berry, N. (2019). The digital revolution and its impact on mental health care. Psychology and psychotherapy, 92(2), 277–297.
https://doi.org/10.1111/papt.12222

Mseke, E. P., Jessup, B., & Barnett, T. (2023). A systematic review of the preferences of rural and remote youth for mental health service access: Telehealth versus face-to-face consultation. The Australian journal of rural health, 31(3), 346–360. https://doi.org/10.1111/ajr.12961

Bulkes, N. Z., Davis, K., Kay, B., & Riemann, B. C. (2022). Comparing efficacy of telehealth to in-person mental health care in intensive-treatment-seeking adults. Journal of psychiatric research, 145, 347–352. https://doi.org/10.1016/j.jpsychires.2021.11.003

Shigekawa, E., Fix, M., Corbett, G., Roby, D. H., & Coffman, J. (2018). The Current State Of Telehealth Evidence: A Rapid Review. Health affairs (Project Hope), 37(12), 1975–1982. https://doi.org/10.1377/hlthaff.2018.05132Sugarman, D. E., & Busch, A. B. (2023). Telemental health for clinical assessment and treatment. bmj, 380.
https://doi.org/10.1136/bmj-2022-072398

Snoswell, C. L., Chelberg, G., De Guzman, K. R., Haydon, H. H., Thomas, E. E., Caffery, L. J., & Smith, A. C. (2023). The clinical effectiveness of telehealth: A systematic review of meta-analyses from 2010 to 2019. Journal of telemedicine and telecare, 29(9), 669–684. https://doi.org/10.1177/1357633X211022907

Sugarman, D. E., & Busch, A. B. (2023). Telemental health for clinical assessment and treatment. BMJ (Clinical research ed.), 380, e072398. https://doi.org/10.1136/bmj-2022-072398 NR449 Evidence-Based Practice Matrix Table RUA: Analyzing Published Research – Impact of Telehealth on Mental Health

Caring about feminism essay

What moral guidelines should we use when it comes to recently introduced healthcare technologies of any kind and social technologies of any kind?

Recently introduced healthcare technologies and social technologies offer doctors, patients, and clinical groups advantages but also bring up moral issues.  Informed consent, truthful information, and empowerment are moral guidelines that should be adhered to when using healthcare technologies. According to Brall et al. (2019), to make individual capable of utilizing the opportunities provided to them if they desire, truthful information about the risks and benefits of engaging in digital health tools need to be offered to the users.  Thus, users need to be empowered through open communication and the provision of education and technical training.

Participation of individuals in the use of healthcare technology must be voluntary and does not involve any form of incentive (Brall et al., 2019).  As indicated by Rachels and Rachels (2018). Autonomy is the ability of individuals to decide for themselves how to live their lives according to their values and desires. An individual’s autonomy might be violated through deceit, trickery, or manipulation.   Respect for autonomy is in line with ethics-based care which endeavors in maintaining relationships through contextualization and promotion of the well-being of givers and receivers of care in a network of social relations Caring about feminism essay.

The application of digital health tools should only occur when there is preservation patient dignity and autonomy (Mehta et al., 2019).   For example, when telemedicine is being utilized, the delivery of potentially bad information needs to be in accord with upholding the patient’s dignity and thus distant technologies (through the use of screens) should not be used to convey bad information that exposes the patient to a vulnerable situation. Rather, there is a preference for face-to-face communication to safeguard the dignity of patients in susceptible situations. Here, nevertheless, the choice of the channel of communication by the patient can tailor healthcare delivery to the needs of the patient.

Regarding truthful information, information consent additionally plays a crucial role.  Mehta et al. (2019), posit emphasizes that a patient can offer consent if they comprehend pertinent information concerning the gathering, disclosure, or utilization of health information and along with the outcomes off withholding or not withholding consent. For example, in patient portals (social technologies) the patient along with associated proxies is granted access to the portal through implied consent.  Except when initiated by a practitioner or provider, patient portals do not have repeated checks for assessing the validity of the individual accession to their health information. This obligates the practitioner to check that the individual requesting information from the portal has the right to access the information.

References

Brall, C., Schroder-Back, P., & Maeckelberghe, E. (2019). Ethical aspects of digital health from a justice point of view.
European Journal of Public Health, 29
(Suppl 3), 18-22.
https://doi.org/10.1093/eurpub/ckz167

Mehta, S., Jamieson, T., & Ackery. A. D. (2019). Helping clinicians and patients navigate electronic patient portals: ethical and legal principles.
Canadian Medical Association Journal, 191
(40), E1100-E1104. doi: 
10.1503/cmaj.190413

Rachels, S., & Rachels, J. 92018).
The Elements of Moral Philosophy
.
McGraw-Hill Education

Caring about feminism essay

In week three, we were looking at rights ethics with regards to Locke. As a reminder, Locke said we have inalienable rights to life, liberty, and property. It is immoral to violate them. Many think we have more rights than those listed by Locke. Some even think we have a right to health care. That means it is the duty of the state to provide each citizen with their medical needs.

Rights theory says to respect the entitlements we have. If a right is inalienable, it cannot truly be violated ethically even with our consent. We have basic needs. Rights are something beyond needs. They are what we should be authorized to have. We are due what we have a right to. That is not always the case with need. For example, we need food, but people often go hungry. A need refers to something we need physically to exist. A right is a moral entitlement to something. Asking if we have a right to food is a moral question. Needs are determined by the requirements of the body and of material existence. Rights are determined by moral reflection, inquiry, an argument We have a right to own property. We do not need it to live. We could imaginably be allowed to use another’s. We have a right to own a home. We can rent.

For the initial Caring about feminism essay post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:

Option 1: Assess the moral solutions arrived at through “care” (care-based ethics) and “rights” ethics to social issues of ethical import such as poverty, drug use, and/or lack of health care,

That is, note any ethical problems that arise related to those particular issues. Then, say how both care-based and rights theory of ethics would solve those problems.

Are those solutions correct? Why or why not?

What is your own approach there? Caring about feminism essay

Option 2: What moral guidelines should we use when it comes to recently introduced healthcare technologies of any kind (you will note and engage with your own examples) and social technologies of any kind (you will note and engage with your own examples)?

Involve care-based ethics in your answer

one source has to be from the book elements of moral philosophy Caring about feminism essay