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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **Healthcare Admin Change Ldrshp** Complete Part 1 of an in-depth analysis of the case study. Your 6-8 page analysis will focus on the problems facing the organization and the approach(es…

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    **Healthcare Admin Change Ldrshp**

    Complete Part 1 of an in-depth analysis of the case study. Your 6-8 page analysis will focus on the problems facing the organization and the approach(es) it used to position itself for the necessary changes.

    – a year ago

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    – a year ago **files (4)** – ## HeathPromotionpart1.docx – ## HealthProblemProposal.docx – ResearchDevlopment1.jpg – LieratureReview1.jpg **## HeathPromotionpart1.docx** **4 pages in length (excluding title page, references, and appendices)** **Follow APA format** **Cite a minimum of five research a…

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    Assignment Prompt & Instructions

    – a year ago

    **files (4)**

    – ## HeathPromotionpart1.docx

    – ## HealthProblemProposal.docx

    – ResearchDevlopment1.jpg
    – LieratureReview1.jpg

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## HealthProblemProposal.docx**

    2

    **Type 2 Diabetes Among Hispanic Populations**

    Sanny Vasallo

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **Type 2 Diabetes Among Hispanic Populations**

    Type 2 diabetes mellitus (T2DM) is a chronic and progressive condition in which the body becomes resistant to insulin or fails to produce enough insulin, resulting in elevated blood sugar levels (Galicia-Garcia et al., 2021). It is one of the world's biggest public health crises and is widespread in the US. The illness affects all demographics, although Hispanics are disproportionately affected. Hispanics, one of the fastest-growing ethnic groups in the US, are at increased risk of T2DM and related consequences. Genetic, behavioural, social, and environmental variables, such as inadequate healthcare access, food hardship, language hurdles, and cultural illness and wellness views, cause this discrepancy. Additionally, poor nutrition, physical inactivity, and high rates of obesity increase vulnerability. Addressing T2DM in Hispanic communities is essential to eliminating health disparities and increasing population health. Local, national, and global health promotion efforts are needed to reduce this disease's prevalence and consequences in at-risk areas.

    **Global Relevance of Type 2 Diabetes**

    Diabetes is a global epidemic that has grown in scale over recent decades. The International Diabetes Federation (IDF, 2025) estimates that 589 million individuals worldwide have diabetes, rising to 643 million by 2030 and 783 million by 2045. Type 2 diabetes accounts for 90% of these cases. The illness increases worldwide mortality, morbidity, and healthcare costs. More than 6.7 million deaths globally were attributed to diabetes and its complications in 2021 alone. About 80% of diabetes-related fatalities occur in low- and middle-income nations, where type 2 diabetes is becoming disproportionately prevalent. Due to underfunded healthcare systems, a shortage of vital pharmaceuticals, and an insufficient public health infrastructure, many nations fail to undertake preventative initiatives.

    Latin American countries, which represent the ethnic origin of many Hispanic populations in the US, face a rapidly rising prevalence of diabetes. T2DM is the second most significant cause of mortality in Mexico, affecting 15.2% of adults (Bello-Chavolla et al., 2022). Similarly, in Brazil, around 11.5% of adults are living with diabetes. Urbanization, processed food consumption, reduced physical exercise, and obesity increase these rates. The World Health Organization states that 60% of Latin American individuals are overweight or obese, a key T2DM risk factor. Cultural stigma and diabetes ignorance in these nations add to diagnostic and treatment delays. Although knowledge, resource allocation, and infrastructure limitations persist, these areas have prioritized chronic illness management in public health policies.

    Globally, many efforts have been initiated to stem the tide of diabetes. The World Diabetes Foundation and PAHO fund preventive, community outreach, and health education programs, especially in Latin America. These programs promote a balanced diet, frequent exercise, checkups, and improved insulin and medication access. However, owing to the enormity of the problem, especially among Hispanic populations, culturally appropriate treatments that connect with impacted groups are needed.

    **National Relevance of Type 2 Diabetes**

    In the United States, Type 2 diabetes represents a growing epidemic, with serious consequences for both individual health and the healthcare system at large. As of 2024, the Centers for Disease Control and Prevention (CDC) estimated that 38.4 million Americans—approximately 11.6% of the population—have diabetes (Centers for Disease Control and Prevention, 2024). Many of the 96 million individuals with prediabetes are uninformed. The sixth greatest cause of mortality in the nation, T2DM causes heart disease, stroke, renal failure, amputations, and visual loss, which contribute to disability. The American Diabetes Association reports $327 billion in yearly expenses, including $237 billion in direct medical costs and $90 billion in lost productivity.

    Within this national context, the Hispanic community is especially vulnerable. Diabetes is 66% more common among Hispanics than non-Hispanic whites, according to the Office of Minority Health (2024). Furthermore, according to Vidal et al. (2022), 12.5% of Hispanic adults in the US had diabetes, with higher prevalence among Mexican Americans (13.8%) and Puerto Ricans (14.4%). Gene susceptibility and modifiable risk factors, such as high obesity rates (over 45% among Hispanic adults), poor nutrition, restricted exercise, and institutional obstacles to treatment, contribute to this gap. Many Hispanic individuals are uninsured or underinsured, which reduces access to routine screenings, primary care visits, and diabetes management resources.

    Language barriers and cultural beliefs can also influence disease outcomes. For example, Hispanic patients may rely on folk cures or postpone medical treatment owing to skepticism of the healthcare system. Regularly eating tortillas, rice, and sugary drinks contributes to diabetes development and poor management. The National Diabetes Prevention Program (NDPP) offers culturally targeted treatments to high-risk groups, especially Hispanics, to address these inequities. Continued assistance and extensive implementation are needed to minimize this public health burden.

    **Local Relevance and Perspective**

    The impact of Type 2 diabetes among Hispanic populations is especially pronounced in California, which is home to the largest Hispanic population in the country, comprising nearly 40% of the state's residents. According to the California Department of Public Health, approximately 2.5 million Californians have been diagnosed with diabetes, and this number continues to rise (American Diabetes Association, 2023). Hispanic adults in the state experience a 10.2% diabetes rate, compared to 7.1% for non-Hispanic whites. Even more troubling is the high percentage of untreated diabetes among Hispanic males, many of whom seldom see the doctor. Obesity, food insecurity, and inactivity are greater in low-income and immigrant areas, increasing diabetes risk.

    In Los Angeles County, where Hispanics make up almost 50% of the population, diabetes is a leading cause of death and disability. The L.A. County Department of Public Health indicates that Hispanic communities had twice the diabetes mortality rate of non-Hispanic neighborhoods. Insufficient healthcare facilities and difficult socioeconomic situations exacerbate the issue in agricultural areas like the Central Valley. Diabetes testing and management services for Spanish-speaking communities are available at AltaMed Health Services, Clinica Romero, and Community Health Alliance of Pasadena (ChapCare), although demand exceeds supply.

    Efforts at the local level are gaining momentum. The California Health and Human Services Agency's "Vive Bien" (Live Well) initiative promotes healthy eating, exercise, and chronic illness education in Spanish-speaking areas. School-based health programs are also being piloted to educate children and families about healthy lifestyle habits early on. Faith-based and cultural groups organize health fairs and link locals to healthcare. To promote fair health results, structural issues, including high food prices, unsafe recreational places, and immigration concerns, must be addressed together.

    The growing burden of Type 2 diabetes among Hispanic populations highlights the urgent need for targeted and multi-tiered health promotion strategies. Global health organizations must work with Latin American governments to enhance access to care, decrease obesity, and create culturally appropriate education initiatives. Nationally, the US must extend Medicaid, build multilingual health workforces, and fund community-based preventative initiatives to address socioeconomic determinants of health. Improved involvement and results need culturally, linguistically, and family-centered interventions. State and local governments must work with trusted community institutions like churches, schools, and neighborhood clinics to promote diabetes prevention and self-management. Solutions such as mobile health units, nutrition classes, and support groups help improve disease control. Reducing Hispanic diabetes would enhance lives and lower the economic and social consequences of one of the nation's most urgent chronic illnesses.

    **References**

    American Diabetes Association. (2023).
    _The burden of diabetes in california_. https://diabetes.org/sites/default/files/2023-09/ADV_2023_State_Fact_sheets_all_rev_California.pdf

    Bello-Chavolla, O. Y., Antonio-Villa, N. E., Fermín-Martínez, C. A., Fernández-Chirino, L., Vargas-Vázquez, A., Ramírez-García, D., Basile-Alvarez, M. R., Hoyos-Lázaro, A. E., Carrillo-Larco, R. M., Wexler, D. J., Manne-Goehler, J., & Seiglie, J. A. (2022). Diabetes-Related Excess Mortality in Mexico: A Comparative Analysis of National Death Registries Between 2017–2019 and 2020.
    _Diabetes Care_,
    _45_(12), 2957–2966. https://doi.org/10.2337/dc22-0616

    Centers for Disease Control and Prevention. (2024).
    _National diabetes statistics report_. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/php/data-research/index.html

    Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martin, C. (2021). Pathophysiology of type 2 diabetes mellitus.
    _International Journal of Molecular Sciences_,
    _21_(17), 1–34. https://doi.org/10.3390/ijms21176275

    International Diabetes Federation. (2025).
    _Diabetes Facts & figures_. International Diabetes Federation. https://idf.org/about-diabetes/diabetes-facts-figures/

    Office of Minority Health. (2024, September 25).
    _Diabetes and Hispanic Americans | Office of Minority Health_. Minorityhealth.hhs.gov. https://minorityhealth.hhs.gov/diabetes-and-hispanic-americans

    Vidal, T. M., Williams, C. A., Ramoutar, U. D., & Haffizulla, F. (2022). Type 2 Diabetes Mellitus in Latinx Populations in the United States: A Culturally Relevant Literature Review.
    _Cureus_,
    _14_(3). https://doi.org/10.7759/cureus.23173

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304111)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg-10304113)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg-10304113)

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## HealthProblemProposal.docx**

    2

    **Type 2 Diabetes Among Hispanic Populations**

    Sanny Vasallo

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **Type 2 Diabetes Among Hispanic Populations**

    Type 2 diabetes mellitus (T2DM) is a chronic and progressive condition in which the body becomes resistant to insulin or fails to produce enough insulin, resulting in elevated blood sugar levels (Galicia-Garcia et al., 2021). It is one of the world's biggest public health crises and is widespread in the US. The illness affects all demographics, although Hispanics are disproportionately affected. Hispanics, one of the fastest-growing ethnic groups in the US, are at increased risk of T2DM and related consequences. Genetic, behavioural, social, and environmental variables, such as inadequate healthcare access, food hardship, language hurdles, and cultural illness and wellness views, cause this discrepancy. Additionally, poor nutrition, physical inactivity, and high rates of obesity increase vulnerability. Addressing T2DM in Hispanic communities is essential to eliminating health disparities and increasing population health. Local, national, and global health promotion efforts are needed to reduce this disease's prevalence and consequences in at-risk areas.

    **Global Relevance of Type 2 Diabetes**

    Diabetes is a global epidemic that has grown in scale over recent decades. The International Diabetes Federation (IDF, 2025) estimates that 589 million individuals worldwide have diabetes, rising to 643 million by 2030 and 783 million by 2045. Type 2 diabetes accounts for 90% of these cases. The illness increases worldwide mortality, morbidity, and healthcare costs. More than 6.7 million deaths globally were attributed to diabetes and its complications in 2021 alone. About 80% of diabetes-related fatalities occur in low- and middle-income nations, where type 2 diabetes is becoming disproportionately prevalent. Due to underfunded healthcare systems, a shortage of vital pharmaceuticals, and an insufficient public health infrastructure, many nations fail to undertake preventative initiatives.

    Latin American countries, which represent the ethnic origin of many Hispanic populations in the US, face a rapidly rising prevalence of diabetes. T2DM is the second most significant cause of mortality in Mexico, affecting 15.2% of adults (Bello-Chavolla et al., 2022). Similarly, in Brazil, around 11.5% of adults are living with diabetes. Urbanization, processed food consumption, reduced physical exercise, and obesity increase these rates. The World Health Organization states that 60% of Latin American individuals are overweight or obese, a key T2DM risk factor. Cultural stigma and diabetes ignorance in these nations add to diagnostic and treatment delays. Although knowledge, resource allocation, and infrastructure limitations persist, these areas have prioritized chronic illness management in public health policies.

    Globally, many efforts have been initiated to stem the tide of diabetes. The World Diabetes Foundation and PAHO fund preventive, community outreach, and health education programs, especially in Latin America. These programs promote a balanced diet, frequent exercise, checkups, and improved insulin and medication access. However, owing to the enormity of the problem, especially among Hispanic populations, culturally appropriate treatments that connect with impacted groups are needed.

    **National Relevance of Type 2 Diabetes**

    In the United States, Type 2 diabetes represents a growing epidemic, with serious consequences for both individual health and the healthcare system at large. As of 2024, the Centers for Disease Control and Prevention (CDC) estimated that 38.4 million Americans—approximately 11.6% of the population—have diabetes (Centers for Disease Control and Prevention, 2024). Many of the 96 million individuals with prediabetes are uninformed. The sixth greatest cause of mortality in the nation, T2DM causes heart disease, stroke, renal failure, amputations, and visual loss, which contribute to disability. The American Diabetes Association reports $327 billion in yearly expenses, including $237 billion in direct medical costs and $90 billion in lost productivity.

    Within this national context, the Hispanic community is especially vulnerable. Diabetes is 66% more common among Hispanics than non-Hispanic whites, according to the Office of Minority Health (2024). Furthermore, according to Vidal et al. (2022), 12.5% of Hispanic adults in the US had diabetes, with higher prevalence among Mexican Americans (13.8%) and Puerto Ricans (14.4%). Gene susceptibility and modifiable risk factors, such as high obesity rates (over 45% among Hispanic adults), poor nutrition, restricted exercise, and institutional obstacles to treatment, contribute to this gap. Many Hispanic individuals are uninsured or underinsured, which reduces access to routine screenings, primary care visits, and diabetes management resources.

    Language barriers and cultural beliefs can also influence disease outcomes. For example, Hispanic patients may rely on folk cures or postpone medical treatment owing to skepticism of the healthcare system. Regularly eating tortillas, rice, and sugary drinks contributes to diabetes development and poor management. The National Diabetes Prevention Program (NDPP) offers culturally targeted treatments to high-risk groups, especially Hispanics, to address these inequities. Continued assistance and extensive implementation are needed to minimize this public health burden.

    **Local Relevance and Perspective**

    The impact of Type 2 diabetes among Hispanic populations is especially pronounced in California, which is home to the largest Hispanic population in the country, comprising nearly 40% of the state's residents. According to the California Department of Public Health, approximately 2.5 million Californians have been diagnosed with diabetes, and this number continues to rise (American Diabetes Association, 2023). Hispanic adults in the state experience a 10.2% diabetes rate, compared to 7.1% for non-Hispanic whites. Even more troubling is the high percentage of untreated diabetes among Hispanic males, many of whom seldom see the doctor. Obesity, food insecurity, and inactivity are greater in low-income and immigrant areas, increasing diabetes risk.

    In Los Angeles County, where Hispanics make up almost 50% of the population, diabetes is a leading cause of death and disability. The L.A. County Department of Public Health indicates that Hispanic communities had twice the diabetes mortality rate of non-Hispanic neighborhoods. Insufficient healthcare facilities and difficult socioeconomic situations exacerbate the issue in agricultural areas like the Central Valley. Diabetes testing and management services for Spanish-speaking communities are available at AltaMed Health Services, Clinica Romero, and Community Health Alliance of Pasadena (ChapCare), although demand exceeds supply.

    Efforts at the local level are gaining momentum. The California Health and Human Services Agency's "Vive Bien" (Live Well) initiative promotes healthy eating, exercise, and chronic illness education in Spanish-speaking areas. School-based health programs are also being piloted to educate children and families about healthy lifestyle habits early on. Faith-based and cultural groups organize health fairs and link locals to healthcare. To promote fair health results, structural issues, including high food prices, unsafe recreational places, and immigration concerns, must be addressed together.

    The growing burden of Type 2 diabetes among Hispanic populations highlights the urgent need for targeted and multi-tiered health promotion strategies. Global health organizations must work with Latin American governments to enhance access to care, decrease obesity, and create culturally appropriate education initiatives. Nationally, the US must extend Medicaid, build multilingual health workforces, and fund community-based preventative initiatives to address socioeconomic determinants of health. Improved involvement and results need culturally, linguistically, and family-centered interventions. State and local governments must work with trusted community institutions like churches, schools, and neighborhood clinics to promote diabetes prevention and self-management. Solutions such as mobile health units, nutrition classes, and support groups help improve disease control. Reducing Hispanic diabetes would enhance lives and lower the economic and social consequences of one of the nation's most urgent chronic illnesses.

    **References**

    American Diabetes Association. (2023).
    _The burden of diabetes in california_. https://diabetes.org/sites/default/files/2023-09/ADV_2023_State_Fact_sheets_all_rev_California.pdf

    Bello-Chavolla, O. Y., Antonio-Villa, N. E., Fermín-Martínez, C. A., Fernández-Chirino, L., Vargas-Vázquez, A., Ramírez-García, D., Basile-Alvarez, M. R., Hoyos-Lázaro, A. E., Carrillo-Larco, R. M., Wexler, D. J., Manne-Goehler, J., & Seiglie, J. A. (2022). Diabetes-Related Excess Mortality in Mexico: A Comparative Analysis of National Death Registries Between 2017–2019 and 2020.
    _Diabetes Care_,
    _45_(12), 2957–2966. https://doi.org/10.2337/dc22-0616

    Centers for Disease Control and Prevention. (2024).
    _National diabetes statistics report_. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/php/data-research/index.html

    Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martin, C. (2021). Pathophysiology of type 2 diabetes mellitus.
    _International Journal of Molecular Sciences_,
    _21_(17), 1–34. https://doi.org/10.3390/ijms21176275

    International Diabetes Federation. (2025).
    _Diabetes Facts & figures_. International Diabetes Federation. https://idf.org/about-diabetes/diabetes-facts-figures/

    Office of Minority Health. (2024, September 25).
    _Diabetes and Hispanic Americans | Office of Minority Health_. Minorityhealth.hhs.gov. https://minorityhealth.hhs.gov/diabetes-and-hispanic-americans

    Vidal, T. M., Williams, C. A., Ramoutar, U. D., & Haffizulla, F. (2022). Type 2 Diabetes Mellitus in Latinx Populations in the United States: A Culturally Relevant Literature Review.
    _Cureus_,
    _14_(3). https://doi.org/10.7759/cureus.23173

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304111)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg-10304113)

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## HealthProblemProposal.docx**

    2

    **Type 2 Diabetes Among Hispanic Populations**

    Sanny Vasallo

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **Type 2 Diabetes Among Hispanic Populations**

    Type 2 diabetes mellitus (T2DM) is a chronic and progressive condition in which the body becomes resistant to insulin or fails to produce enough insulin, resulting in elevated blood sugar levels (Galicia-Garcia et al., 2021). It is one of the world's biggest public health crises and is widespread in the US. The illness affects all demographics, although Hispanics are disproportionately affected. Hispanics, one of the fastest-growing ethnic groups in the US, are at increased risk of T2DM and related consequences. Genetic, behavioural, social, and environmental variables, such as inadequate healthcare access, food hardship, language hurdles, and cultural illness and wellness views, cause this discrepancy. Additionally, poor nutrition, physical inactivity, and high rates of obesity increase vulnerability. Addressing T2DM in Hispanic communities is essential to eliminating health disparities and increasing population health. Local, national, and global health promotion efforts are needed to reduce this disease's prevalence and consequences in at-risk areas.

    **Global Relevance of Type 2 Diabetes**

    Diabetes is a global epidemic that has grown in scale over recent decades. The International Diabetes Federation (IDF, 2025) estimates that 589 million individuals worldwide have diabetes, rising to 643 million by 2030 and 783 million by 2045. Type 2 diabetes accounts for 90% of these cases. The illness increases worldwide mortality, morbidity, and healthcare costs. More than 6.7 million deaths globally were attributed to diabetes and its complications in 2021 alone. About 80% of diabetes-related fatalities occur in low- and middle-income nations, where type 2 diabetes is becoming disproportionately prevalent. Due to underfunded healthcare systems, a shortage of vital pharmaceuticals, and an insufficient public health infrastructure, many nations fail to undertake preventative initiatives.

    Latin American countries, which represent the ethnic origin of many Hispanic populations in the US, face a rapidly rising prevalence of diabetes. T2DM is the second most significant cause of mortality in Mexico, affecting 15.2% of adults (Bello-Chavolla et al., 2022). Similarly, in Brazil, around 11.5% of adults are living with diabetes. Urbanization, processed food consumption, reduced physical exercise, and obesity increase these rates. The World Health Organization states that 60% of Latin American individuals are overweight or obese, a key T2DM risk factor. Cultural stigma and diabetes ignorance in these nations add to diagnostic and treatment delays. Although knowledge, resource allocation, and infrastructure limitations persist, these areas have prioritized chronic illness management in public health policies.

    Globally, many efforts have been initiated to stem the tide of diabetes. The World Diabetes Foundation and PAHO fund preventive, community outreach, and health education programs, especially in Latin America. These programs promote a balanced diet, frequent exercise, checkups, and improved insulin and medication access. However, owing to the enormity of the problem, especially among Hispanic populations, culturally appropriate treatments that connect with impacted groups are needed.

    **National Relevance of Type 2 Diabetes**

    In the United States, Type 2 diabetes represents a growing epidemic, with serious consequences for both individual health and the healthcare system at large. As of 2024, the Centers for Disease Control and Prevention (CDC) estimated that 38.4 million Americans—approximately 11.6% of the population—have diabetes (Centers for Disease Control and Prevention, 2024). Many of the 96 million individuals with prediabetes are uninformed. The sixth greatest cause of mortality in the nation, T2DM causes heart disease, stroke, renal failure, amputations, and visual loss, which contribute to disability. The American Diabetes Association reports $327 billion in yearly expenses, including $237 billion in direct medical costs and $90 billion in lost productivity.

    Within this national context, the Hispanic community is especially vulnerable. Diabetes is 66% more common among Hispanics than non-Hispanic whites, according to the Office of Minority Health (2024). Furthermore, according to Vidal et al. (2022), 12.5% of Hispanic adults in the US had diabetes, with higher prevalence among Mexican Americans (13.8%) and Puerto Ricans (14.4%). Gene susceptibility and modifiable risk factors, such as high obesity rates (over 45% among Hispanic adults), poor nutrition, restricted exercise, and institutional obstacles to treatment, contribute to this gap. Many Hispanic individuals are uninsured or underinsured, which reduces access to routine screenings, primary care visits, and diabetes management resources.

    Language barriers and cultural beliefs can also influence disease outcomes. For example, Hispanic patients may rely on folk cures or postpone medical treatment owing to skepticism of the healthcare system. Regularly eating tortillas, rice, and sugary drinks contributes to diabetes development and poor management. The National Diabetes Prevention Program (NDPP) offers culturally targeted treatments to high-risk groups, especially Hispanics, to address these inequities. Continued assistance and extensive implementation are needed to minimize this public health burden.

    **Local Relevance and Perspective**

    The impact of Type 2 diabetes among Hispanic populations is especially pronounced in California, which is home to the largest Hispanic population in the country, comprising nearly 40% of the state's residents. According to the California Department of Public Health, approximately 2.5 million Californians have been diagnosed with diabetes, and this number continues to rise (American Diabetes Association, 2023). Hispanic adults in the state experience a 10.2% diabetes rate, compared to 7.1% for non-Hispanic whites. Even more troubling is the high percentage of untreated diabetes among Hispanic males, many of whom seldom see the doctor. Obesity, food insecurity, and inactivity are greater in low-income and immigrant areas, increasing diabetes risk.

    In Los Angeles County, where Hispanics make up almost 50% of the population, diabetes is a leading cause of death and disability. The L.A. County Department of Public Health indicates that Hispanic communities had twice the diabetes mortality rate of non-Hispanic neighborhoods. Insufficient healthcare facilities and difficult socioeconomic situations exacerbate the issue in agricultural areas like the Central Valley. Diabetes testing and management services for Spanish-speaking communities are available at AltaMed Health Services, Clinica Romero, and Community Health Alliance of Pasadena (ChapCare), although demand exceeds supply.

    Efforts at the local level are gaining momentum. The California Health and Human Services Agency's "Vive Bien" (Live Well) initiative promotes healthy eating, exercise, and chronic illness education in Spanish-speaking areas. School-based health programs are also being piloted to educate children and families about healthy lifestyle habits early on. Faith-based and cultural groups organize health fairs and link locals to healthcare. To promote fair health results, structural issues, including high food prices, unsafe recreational places, and immigration concerns, must be addressed together.

    The growing burden of Type 2 diabetes among Hispanic populations highlights the urgent need for targeted and multi-tiered health promotion strategies. Global health organizations must work with Latin American governments to enhance access to care, decrease obesity, and create culturally appropriate education initiatives. Nationally, the US must extend Medicaid, build multilingual health workforces, and fund community-based preventative initiatives to address socioeconomic determinants of health. Improved involvement and results need culturally, linguistically, and family-centered interventions. State and local governments must work with trusted community institutions like churches, schools, and neighborhood clinics to promote diabetes prevention and self-management. Solutions such as mobile health units, nutrition classes, and support groups help improve disease control. Reducing Hispanic diabetes would enhance lives and lower the economic and social consequences of one of the nation's most urgent chronic illnesses.

    **References**

    American Diabetes Association. (2023).
    _The burden of diabetes in california_. https://diabetes.org/sites/default/files/2023-09/ADV_2023_State_Fact_sheets_all_rev_California.pdf

    Bello-Chavolla, O. Y., Antonio-Villa, N. E., Fermín-Martínez, C. A., Fernández-Chirino, L., Vargas-Vázquez, A., Ramírez-García, D., Basile-Alvarez, M. R., Hoyos-Lázaro, A. E., Carrillo-Larco, R. M., Wexler, D. J., Manne-Goehler, J., & Seiglie, J. A. (2022). Diabetes-Related Excess Mortality in Mexico: A Comparative Analysis of National Death Registries Between 2017–2019 and 2020.
    _Diabetes Care_,
    _45_(12), 2957–2966. https://doi.org/10.2337/dc22-0616

    Centers for Disease Control and Prevention. (2024).
    _National diabetes statistics report_. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/php/data-research/index.html

    Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martin, C. (2021). Pathophysiology of type 2 diabetes mellitus.
    _International Journal of Molecular Sciences_,
    _21_(17), 1–34. https://doi.org/10.3390/ijms21176275

    International Diabetes Federation. (2025).
    _Diabetes Facts & figures_. International Diabetes Federation. https://idf.org/about-diabetes/diabetes-facts-figures/

    Office of Minority Health. (2024, September 25).
    _Diabetes and Hispanic Americans | Office of Minority Health_. Minorityhealth.hhs.gov. https://minorityhealth.hhs.gov/diabetes-and-hispanic-americans

    Vidal, T. M., Williams, C. A., Ramoutar, U. D., & Haffizulla, F. (2022). Type 2 Diabetes Mellitus in Latinx Populations in the United States: A Culturally Relevant Literature Review.
    _Cureus_,
    _14_(3). https://doi.org/10.7759/cureus.23173

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    – a year ago **files (3)** – ## GraduateMentalStatusExam.docx – ComprehensiveevaluationtemplateNUR650.docx – Comprehensiveevaluation1Clinicals.docx **## GraduateMentalStatusExam.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, O…

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    – a year ago

    **files (3)**

    – ## GraduateMentalStatusExam.docx

    – ComprehensiveevaluationtemplateNUR650.docx
    – Comprehensiveevaluation1Clinicals.docx

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **Comprehensiveevaluation1Clinicals.docx**

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    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

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    – a year ago **files (3)** – ## GraduateMentalStatusExam.docx – ComprehensiveevaluationtemplateNUR650.docx – Comprehensiveevaluation1Clinicals.docx **## GraduateMentalStatusExam.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, O…

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    – a year ago

    **files (3)**

    – ## GraduateMentalStatusExam.docx

    – ComprehensiveevaluationtemplateNUR650.docx
    – Comprehensiveevaluation1Clinicals.docx

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

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    **Comprehensiveevaluation1Clinicals.docx**

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  • [Solved] The Literature Review

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    What is the importance of a literature review and what should you avoid when conducting a literature review? **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. – a year ago

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    Assignment Prompt & Instructions

    What is the importance of a literature review and what should you avoid when conducting a literature review?

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    – a year ago

  • [Solved] Psychopharmacology

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    – a year ago **files (1)** – ## CaseStudyDiscussion1.docx **## CaseStudyDiscussion1.docx** **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!** Case Study Discussion 1 **Study Discussion Instructions** **Scenario:** A 30-year-old…

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    – a year ago

    **files (1)**

    – ## CaseStudyDiscussion1.docx

    **## CaseStudyDiscussion1.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    Case Study Discussion 1

    **Study Discussion Instructions**

    **Scenario:**
    A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
    **Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
    **potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

    Based on this scenario, respond to the following prompts:

    1.
    **Discuss the etiology** of Panic Disorder.

    2.
    **List the clinical manifestations** associated with this condition.

    3.
    **Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

    4.
    **Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
    **history and physical exam**?

    5.
    **Recommend non-pharmacological and pharmacological interventions**, including appropriate
    **nursing interventions** for this patient.

    **Assignment Guidelines**

    ·
    **Format:** Your response must be written in
    **APA format**.

    ·
    **Peer Responses:** You are required to respond to at least
    **two (2) classmates' original posts** to receive full credit.

    ·
    **Grading:** A
    **grading rubric** is associated with this Discussion. Please review the rubric by selecting
    **"How to view the Discussion Rubric"** in the course.

    ·
    **Feedback:** Instructor feedback will be provided within
    **7–14 business days** after the assignment deadline.

    **## CaseStudyDiscussion1.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    Case Study Discussion 1

    **Study Discussion Instructions**

    **Scenario:**
    A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
    **Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
    **potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

    Based on this scenario, respond to the following prompts:

    1.
    **Discuss the etiology** of Panic Disorder.

    2.
    **List the clinical manifestations** associated with this condition.

    3.
    **Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

    4.
    **Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
    **history and physical exam**?

    5.
    **Recommend non-pharmacological and pharmacological interventions**, including appropriate
    **nursing interventions** for this patient.

    **Assignment Guidelines**

    ·
    **Format:** Your response must be written in
    **APA format**.

    ·
    **Peer Responses:** You are required to respond to at least
    **two (2) classmates' original posts** to receive full credit.

    ·
    **Grading:** A
    **grading rubric** is associated with this Discussion. Please review the rubric by selecting
    **"How to view the Discussion Rubric"** in the course.

    ·
    **Feedback:** Instructor feedback will be provided within
    **7–14 business days** after the assignment deadline.

  • [Solved] Sociology Principles

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    see attachment – a year ago **files (1)** – ## SPmodule2Essey.docx **## SPmodule2Essey.docx** **Module 2:** _Essay_ After reading the course materials, follow the instructions for the assignment and its submission: **Submission Instructions:** 1. Write an essay on cultural diversity in Puerto Rico….

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    Assignment Prompt & Instructions

    see attachment

    – a year ago

    **files (1)**

    – ## SPmodule2Essey.docx

    **## SPmodule2Essey.docx**

    **Module 2:** _Essay_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions:**

    1. Write an essay on cultural diversity in Puerto Rico.

    · Use a word processor, such as Word, to perform the
    **Assignment.**

    · Include bibliographical references in the writing.

    · In the course, go to
    **Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and evaluation
    **rubric** that will be used for this assignment.

    · SafeAssign is used for all test activity.

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

    **## SPmodule2Essey.docx**

    **Module 2:** _Essay_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions:**

    1. Write an essay on cultural diversity in Puerto Rico.

    · Use a word processor, such as Word, to perform the
    **Assignment.**

    · Include bibliographical references in the writing.

    · In the course, go to
    **Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and evaluation
    **rubric** that will be used for this assignment.

    · SafeAssign is used for all test activity.

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

  • [Solved] Sociology Principles

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – a year ago **files (1)** – ## SPModule2.PPdocx.docx **## SPModule2.PPdocx.docx** **Module 2:** _Conceptual Domain_ After reading the course materials, follow the instructions for the assignment and its submission: **Submission Instructions** **(** choose **one** of the 2 options **)…

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    Assignment Prompt & Instructions

    see attachment

    – a year ago

    **files (1)**

    – ## SPModule2.PPdocx.docx

    **## SPModule2.PPdocx.docx**

    **Module 2:** _Conceptual Domain_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions**

    **(** choose
    **one** of the 2 options
    **):**

    1.

    1. Prepare a presentation on
    **Culture and its components.**

    2. Describe
    **material and immaterial culture** in an interactive presentation.

    · Use Microsoft PowerPoint or any other program to create dynamic presentations.

    · Include bibliographical references in your presentation.

    · Upload the file, using the attach file button on the assignment.

    · In the course, go to
    **Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and
    **evaluation rubric** that will be used for this assignment.

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

    **## SPModule2.PPdocx.docx**

    **Module 2:** _Conceptual Domain_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions**

    **(** choose
    **one** of the 2 options
    **):**

    1.

    1. Prepare a presentation on
    **Culture and its components.**

    2. Describe
    **material and immaterial culture** in an interactive presentation.

    · Use Microsoft PowerPoint or any other program to create dynamic presentations.

    · Include bibliographical references in your presentation.

    · Upload the file, using the attach file button on the assignment.

    · In the course, go to
    **Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and
    **evaluation rubric** that will be used for this assignment.

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

  • [Solved] Education Week 3 assignment

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    I need someone to do no plagarism or AI no Chatgbt at all only original you must follow instructions as listed – a year ago **files (1)** – ## EDF660week3assignment.docx **## EDF660week3assignment.docx** Week 3 Read and watch the lecture resources & materials below early in the week to help you resp…

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    Assignment Prompt & Instructions

    I need someone to do no plagarism or AI no Chatgbt at all only original you must follow instructions as listed

    – a year ago

    **files (1)**

    – ## EDF660week3assignment.docx

    **## EDF660week3assignment.docx**

    Week 3

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    **Read**

    · Tozer, S., Senese, G., & Violas, P. (2021).
    _School and society: Historical and contemporary perspectives_ (8th ed.). McGraw Hill.

    · Chapters 3-5

    · Ravitch (2020).
    _Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools._

    · Chapter 6

    **Watch**

    ·
    **Diane Ravitch on problems with Common Core Standards**
    **KET – Kentucky Educational Television. (2014, May 22).**
    **_Diane Ravitch on problems with Common Core Standards I One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Problems with Common Core Standards I One to One | KET**](https://www.youtube.com/watch?v=M0nB1Bvlofg)

    ·
    **Diane Ravitch on expense of Common Core**
    **KET – Kentucky Educational Television. (2014, May 22).**
    **_Diane Ravitch on expense of Common Core |One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Expense of Common Core I One to One | KET**](https://www.youtube.com/watch?v=SRbJyDbo0eA)

    ![icon](https://www.sweetstudy.com/questions/education-week-3-assignment-20918009)**_Resistance in Education_**

    Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools, by Diana Ravitch (2020) is a revolutionary text that exposes corporations’ attempts to eliminate public education and replace it with privatized schools. After reading the assigned chapters from the Ravitch text, all students should respond to each of the following questions with substantial responses.

    1.
    **Chapter Four: Meet the Resistance**

    · According to Ravitch, who make up the Resistance and what are some of their beliefs?

    · How are the Resisters able to fight back without much money?

    · What does Ravitch have to say about the opinion that Teach for America recruits teachers and leaders whose high expectations will one day ensure that every child will have an excellent education?

    2.
    **Chapter Five: The Beginning of the End of Disruption**

    · According to Ravitch, were Bush’s No Child Left Behind and Obama’s Race to the Top successful in closing the education gap between majority and minority students?

    · According to Ravitch, did NCLB and Race to the Top help to increase standardized test scores?

    3.
    **Chapter Six: The Resistance to High-Stakes Standardized Testing**

    · According to Ravitch, should the American public schools emulate the practices of schools in South Korea and China?

    · According to Ravitch, are high-stakes standardized tests valid indicators of academic success?

    · In 2012, what did the parents in Long Island do to oppose the New York assessment in their district and what was the outcome of this opposition?

    **Submission Instructions:**

    · Copy all the questions for the assignment, paste them into a Microsoft Word document, and respond to them all with substantial responses (approximately 125 words for each question).

    · Each Assignment (not to be confused with Discussion Board Assignments) will be turned in under “Assignments”.  Spelling and grammar will be factored into your grade. The instructor will provide you with feedback under “Assignments”.

    · Cite one resource that disagrees with Ravitch’s views in any part of this assignment and briefly describe the author’s view.

    · Give your opinion at least once per assignment after stating Ravitch’s views. This should be substantial and not simply agree or disagree.

    · Students are strongly encouraged to keep up with the assignments and readings and be prepared to contribute to tutoring discussion.

    · Students should be prepared to offer their opinions about what they have read and responded to in Zoom sessions.

    · Students should bring textbooks to Zoom sessions.

    · Please note that assignments must be submitted on time or students will lose points.

    ## image1.png

    **## EDF660week3assignment.docx**

    Week 3

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    **Read**

    · Tozer, S., Senese, G., & Violas, P. (2021).
    _School and society: Historical and contemporary perspectives_ (8th ed.). McGraw Hill.

    · Chapters 3-5

    · Ravitch (2020).
    _Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools._

    · Chapter 6

    **Watch**

    ·
    **Diane Ravitch on problems with Common Core Standards**
    **KET – Kentucky Educational Television. (2014, May 22).**
    **_Diane Ravitch on problems with Common Core Standards I One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Problems with Common Core Standards I One to One | KET**](https://www.youtube.com/watch?v=M0nB1Bvlofg)

    ·
    **Diane Ravitch on expense of Common Core**
    **KET – Kentucky Educational Television. (2014, May 22).**
    **_Diane Ravitch on expense of Common Core |One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Expense of Common Core I One to One | KET**](https://www.youtube.com/watch?v=SRbJyDbo0eA)

    ![icon](https://www.sweetstudy.com/questions/education-week-3-assignment-20918009)**_Resistance in Education_**

    Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools, by Diana Ravitch (2020) is a revolutionary text that exposes corporations’ attempts to eliminate public education and replace it with privatized schools. After reading the assigned chapters from the Ravitch text, all students should respond to each of the following questions with substantial responses.

    1.
    **Chapter Four: Meet the Resistance**

    · According to Ravitch, who make up the Resistance and what are some of their beliefs?

    · How are the Resisters able to fight back without much money?

    · What does Ravitch have to say about the opinion that Teach for America recruits teachers and leaders whose high expectations will one day ensure that every child will have an excellent education?

    2.
    **Chapter Five: The Beginning of the End of Disruption**

    · According to Ravitch, were Bush’s No Child Left Behind and Obama’s Race to the Top successful in closing the education gap between majority and minority students?

    · According to Ravitch, did NCLB and Race to the Top help to increase standardized test scores?

    3.
    **Chapter Six: The Resistance to High-Stakes Standardized Testing**

    · According to Ravitch, should the American public schools emulate the practices of schools in South Korea and China?

    · According to Ravitch, are high-stakes standardized tests valid indicators of academic success?

    · In 2012, what did the parents in Long Island do to oppose the New York assessment in their district and what was the outcome of this opposition?

    **Submission Instructions:**

    · Copy all the questions for the assignment, paste them into a Microsoft Word document, and respond to them all with substantial responses (approximately 125 words for each question).

    · Each Assignment (not to be confused with Discussion Board Assignments) will be turned in under “Assignments”.  Spelling and grammar will be factored into your grade. The instructor will provide you with feedback under “Assignments”.

    · Cite one resource that disagrees with Ravitch’s views in any part of this assignment and briefly describe the author’s view.

    · Give your opinion at least once per assignment after stating Ravitch’s views. This should be substantial and not simply agree or disagree.

    · Students are strongly encouraged to keep up with the assignments and readings and be prepared to contribute to tutoring discussion.

    · Students should be prepared to offer their opinions about what they have read and responded to in Zoom sessions.

    · Students should bring textbooks to Zoom sessions.

    · Please note that assignments must be submitted on time or students will lose points.

    ## image1.png

  • [Solved] Personal Philosophy of Education

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (2)** – ## PersonalPhilosophyofEducationInstructions1.docx – ## PersonalPhilosophyofEducationEssayGradingRubric1.pdf **## PersonalPhilosophyofEducationInstructions1.docx** ![](https://www.sweetstudy.com/questions/personal-philosophy-of-education-20918007) **ED 500: Personal Phil…

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## PersonalPhilosophyofEducationInstructions1.docx

    – ## PersonalPhilosophyofEducationEssayGradingRubric1.pdf

    **## PersonalPhilosophyofEducationInstructions1.docx**

    ![](https://www.sweetstudy.com/questions/personal-philosophy-of-education-20918007)

    **ED 500: Personal Philosophy of Education Essay**

    In ED 500, you are required to develop your own personal philosophy of education. This activity will require you to think critically about your beliefs and your role as a teacher. You may be asked to provide your teaching philosophy to potential employers when applying for future jobs, so you should keep your essay and revise it over time as you see fit.

    In reflecting upon your personal philosophy of education, you should consider beliefs and positions regarding the learner, teacher, classroom climate, subject matter, and assessments. Keeping these topics in mind, respond to the questions listed below to help you understand your innermost beliefs about schooling, teaching, and learning. A strong personal philosophy education essay will include examples and evidence that you put your philosophy into practice in the classroom. The essay should not be an abstract activity – it should truly be personal.

    **Personal Philosophy of Education Content Requirements**

    Your essay should provide answers to the following questions:

    · What are the broad goals of education and how can they best be met?

    · What are your personal goals and hopes for your students, and how can you help them achieve those goals?

    · In your opinion, what kinds of knowledge and skills are most important for your students to learn? How can students gain that knowledge and skills, and what is your role in the process? This answer should relate, at least in part, to the grade level and subject matter that you teach.

    · Will you consciously promote specific values in your classroom? If so, what values? If not, why not?

    · What kind of environment do you strive to create in your classroom? How do you create this type of environment? How does that ideal environment relate to your beliefs about students and learning?

    · What is diversity and why is it important? What steps can you take to ensure that diversity is celebrated in your classroom? What steps do you take to include diverse parents in their children’s education?

    · After reading about the five philosophies of education in Chapter 6 (
    _See Overview 6.1_), which do you think is most aligned with your personal philosophy of education? Why? Be specific here. Does the philosophy fit perfectly? Are there some elements you don’t agree with? Provide specific examples of how this philosophy is evident in your personal philosophy.

    **Personal Philosophy of Education Essay Formatting Requirements**

    · Your essay must be typed in Word, 12-point font, 1” margins on all sides, double spaced, and at least five pages in length (excluding title page and references). Your essay, not including the title page and references, should not exceed 8 pages.

    · Your essay should be written in the first-person perspective.

    · No abstract is required, but you should include a title page.

    · Since this essay reflects your personal philosophy of education, citations are not required. If you paraphrase or quote material from the textbook or other sources; however, you must use APA format and include a reference list.

    · Use direct quotes sparingly. This is your personal philosophy of education; I want to know what your thoughts are.

    · You do not have to answer the questions in the order they are listed; however, your essay must be organized in a way that allows the reader to clearly see your answers to each question.

    For a full description of the grading scale for article summaries in this course, see the Personal Philosophy of Education Essay Rubric that is posted in Blackboard.

    **image1.png**

    **## PersonalPhilosophyofEducationEssayGradingRubric1.pdf**

    Personal Philosophy of Education Essay Grading Rubric: ED 500

    Level of Performance

    Criteria Poor Below Average Average Excellent

    Goals of Education
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    goals of education.

    0 pts

    Goals of education
    are discussed but
    only vaguely.
    Discussion may or
    may not include a
    vague discussion of
    how the goals can
    be met.

    2.5 pts

    Goals of education
    and methods that
    could be used to
    reach them are
    briefly discussed.
    The discussion
    could benefit from
    more detail.

    4 pts

    Goals of education and
    methods that can be used
    to reach them are
    thoroughly discussed.
    Discussion reveals a
    sound understanding of
    the goals of education.

    5 pts

    Personal
    Goals/Hopes for
    Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    goals/hopes for
    students.

    0 pts

    Personal goals and
    hopes for students
    are discussed but
    only vaguely.

    2.5 pts

    Personal goals and
    hopes for students are
    discussed briefly.

    4 pts

    Personal goals and hopes
    for students are thoroughly
    discussed.

    5 pts

    Important
    Knowledge and
    Skills for Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    knowledge and
    skills that are most
    important for
    students.

    0 pts

    The knowledge and
    skills that are most
    important for
    students are
    discussed but only
    vaguely.

    2.5 pts

    The knowledge and
    skills that are most
    important for students
    are briefly discussed.

    4 pts

    The knowledge and skills
    that are most important for
    students are thoroughly
    discussed. Discussion
    touches on each of the
    following: why the
    knowledge or skills are
    important, how students
    will gain the
    knowledge/skills described,
    and what you can do to
    help students gain the
    knowledge/skills described.

    5 pts

    Values in the
    Classroom
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    role of personal
    values in the
    classroom.

    0 pts

    The role of personal
    values in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    The role of personal
    values in the classroom
    is briefly discussed.

    4 pts

    The role of personal
    values in the classroom is
    thoroughly discussed.
    Discussion includes either
    a comprehensive summary
    of the values that will be
    promoted in your
    classroom or a
    comprehensive summary
    explaining why personal
    values will/should not be
    promoted in the
    classroom.

    5 pts

    Classroom
    Environment
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not describe the
    environment you
    would like to create
    in your classroom.

    0 pts

    The ideal classroom
    environment is
    described but only
    vaguely.

    2.5 pts

    The ideal classroom
    environment is
    described briefly.

    4 pts

    The ideal classroom
    environment is described
    fully. Additional discussion
    of how this environment
    can be created and how
    the ideal environment
    relates to your beliefs
    about students and
    learning is included.

    5 pts

    Incorporation of
    Diversity
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss how
    you would
    incorporate diversity
    in the classroom.

    0 pts

    A plan to
    incorporate the
    diversity of families
    and students in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    A definition of diversity
    is provided and a plan
    to incorporate the
    diversity of families and
    students in the
    classroom is briefly
    discussed.

    4 pts

    A definition of diversity is
    provided and a thorough
    plan to incorporate the
    diversity of families and
    students in the classroom
    is discussed. In addition,
    the discussion also
    addresses the importance
    of incorporating diversity in
    the classroom.

    5 pts

    Personal
    Philosophy
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    philosophy.

    0 pts

    Personal philosophy
    of education is
    vaguely described.
    No philosophy from
    the text is selected.

    3 pts

    Personal philosophy of
    education is briefly
    described and justified.

    8 pts

    Personal philosophy is
    thoroughly described and
    justified. Discussion makes
    it clear that you
    understand the chosen
    philosophy and are able to
    articulate why it is the best
    fit for you.

    10 pts

    Grammar/Spelling
    Points Possible: 5

    Did not submit
    philosophy of
    education essay.

    0 pts

    Frequent spelling
    and grammar errors
    are present, but
    they do not interfere
    with interpretation of
    the essay.

    2.5 pts

    Only minor
    spelling/grammar errors
    present.

    4 pts

    Essay is written at a
    graduate level. Spelling
    and grammar issues are
    virtually non-existent.

    5 pts

    APA Format
    Points Possible: 5

    Did not submit
    philosophy of
    education essay
    and/or did not
    include any sources.

    0 pts

    Frequent issues
    with APA format for
    in-text citations and
    references.

    2.5 pts

    Only minor APA format
    errors present.

    4 pts

    APA format errors are
    virtually non-existent.
    Presentation accurately
    uses APA formatting for
    title page, in-text citations
    and the reference list (if
    used).

    5 pts

    Total Assignment
    Points Possible: 50 0 pts 25.5 pts 40 pts 50 pts

    **## PersonalPhilosophyofEducationEssayGradingRubric1.pdf**

    Personal Philosophy of Education Essay Grading Rubric: ED 500

    Level of Performance

    Criteria Poor Below Average Average Excellent

    Goals of Education
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    goals of education.

    0 pts

    Goals of education
    are discussed but
    only vaguely.
    Discussion may or
    may not include a
    vague discussion of
    how the goals can
    be met.

    2.5 pts

    Goals of education
    and methods that
    could be used to
    reach them are
    briefly discussed.
    The discussion
    could benefit from
    more detail.

    4 pts

    Goals of education and
    methods that can be used
    to reach them are
    thoroughly discussed.
    Discussion reveals a
    sound understanding of
    the goals of education.

    5 pts

    Personal
    Goals/Hopes for
    Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    goals/hopes for
    students.

    0 pts

    Personal goals and
    hopes for students
    are discussed but
    only vaguely.

    2.5 pts

    Personal goals and
    hopes for students are
    discussed briefly.

    4 pts

    Personal goals and hopes
    for students are thoroughly
    discussed.

    5 pts

    Important
    Knowledge and
    Skills for Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    knowledge and
    skills that are most
    important for
    students.

    0 pts

    The knowledge and
    skills that are most
    important for
    students are
    discussed but only
    vaguely.

    2.5 pts

    The knowledge and
    skills that are most
    important for students
    are briefly discussed.

    4 pts

    The knowledge and skills
    that are most important for
    students are thoroughly
    discussed. Discussion
    touches on each of the
    following: why the
    knowledge or skills are
    important, how students
    will gain the
    knowledge/skills described,
    and what you can do to
    help students gain the
    knowledge/skills described.

    5 pts

    Values in the
    Classroom
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    role of personal
    values in the
    classroom.

    0 pts

    The role of personal
    values in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    The role of personal
    values in the classroom
    is briefly discussed.

    4 pts

    The role of personal
    values in the classroom is
    thoroughly discussed.
    Discussion includes either
    a comprehensive summary
    of the values that will be
    promoted in your
    classroom or a
    comprehensive summary
    explaining why personal
    values will/should not be
    promoted in the
    classroom.

    5 pts

    Classroom
    Environment
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not describe the
    environment you
    would like to create
    in your classroom.

    0 pts

    The ideal classroom
    environment is
    described but only
    vaguely.

    2.5 pts

    The ideal classroom
    environment is
    described briefly.

    4 pts

    The ideal classroom
    environment is described
    fully. Additional discussion
    of how this environment
    can be created and how
    the ideal environment
    relates to your beliefs
    about students and
    learning is included.

    5 pts

    Incorporation of
    Diversity
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss how
    you would
    incorporate diversity
    in the classroom.

    0 pts

    A plan to
    incorporate the
    diversity of families
    and students in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    A definition of diversity
    is provided and a plan
    to incorporate the
    diversity of families and
    students in the
    classroom is briefly
    discussed.

    4 pts

    A definition of diversity is
    provided and a thorough
    plan to incorporate the
    diversity of families and
    students in the classroom
    is discussed. In addition,
    the discussion also
    addresses the importance
    of incorporating diversity in
    the classroom.

    5 pts

    Personal
    Philosophy
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    philosophy.

    0 pts

    Personal philosophy
    of education is
    vaguely described.
    No philosophy from
    the text is selected.

    3 pts

    Personal philosophy of
    education is briefly
    described and justified.

    8 pts

    Personal philosophy is
    thoroughly described and
    justified. Discussion makes
    it clear that you
    understand the chosen
    philosophy and are able to
    articulate why it is the best
    fit for you.

    10 pts

    Grammar/Spelling
    Points Possible: 5

    Did not submit
    philosophy of
    education essay.

    0 pts

    Frequent spelling
    and grammar errors
    are present, but
    they do not interfere
    with interpretation of
    the essay.

    2.5 pts

    Only minor
    spelling/grammar errors
    present.

    4 pts

    Essay is written at a
    graduate level. Spelling
    and grammar issues are
    virtually non-existent.

    5 pts

    APA Format
    Points Possible: 5

    Did not submit
    philosophy of
    education essay
    and/or did not
    include any sources.

    0 pts

    Frequent issues
    with APA format for
    in-text citations and
    references.

    2.5 pts

    Only minor APA format
    errors present.

    4 pts

    APA format errors are
    virtually non-existent.
    Presentation accurately
    uses APA formatting for
    title page, in-text citations
    and the reference list (if
    used).

    5 pts

    Total Assignment
    Points Possible: 50 0 pts 25.5 pts 40 pts 50 pts

    **## PersonalPhilosophyofEducationInstructions1.docx**

    ![](https://www.sweetstudy.com/questions/personal-philosophy-of-education-20918007)

    **ED 500: Personal Philosophy of Education Essay**

    In ED 500, you are required to develop your own personal philosophy of education. This activity will require you to think critically about your beliefs and your role as a teacher. You may be asked to provide your teaching philosophy to potential employers when applying for future jobs, so you should keep your essay and revise it over time as you see fit.

    In reflecting upon your personal philosophy of education, you should consider beliefs and positions regarding the learner, teacher, classroom climate, subject matter, and assessments. Keeping these topics in mind, respond to the questions listed below to help you understand your innermost beliefs about schooling, teaching, and learning. A strong personal philosophy education essay will include examples and evidence that you put your philosophy into practice in the classroom. The essay should not be an abstract activity – it should truly be personal.

    **Personal Philosophy of Education Content Requirements**

    Your essay should provide answers to the following questions:

    · What are the broad goals of education and how can they best be met?

    · What are your personal goals and hopes for your students, and how can you help them achieve those goals?

    · In your opinion, what kinds of knowledge and skills are most important for your students to learn? How can students gain that knowledge and skills, and what is your role in the process? This answer should relate, at least in part, to the grade level and subject matter that you teach.

    · Will you consciously promote specific values in your classroom? If so, what values? If not, why not?

    · What kind of environment do you strive to create in your classroom? How do you create this type of environment? How does that ideal environment relate to your beliefs about students and learning?

    · What is diversity and why is it important? What steps can you take to ensure that diversity is celebrated in your classroom? What steps do you take to include diverse parents in their children’s education?

    · After reading about the five philosophies of education in Chapter 6 (
    _See Overview 6.1_), which do you think is most aligned with your personal philosophy of education? Why? Be specific here. Does the philosophy fit perfectly? Are there some elements you don’t agree with? Provide specific examples of how this philosophy is evident in your personal philosophy.

    **Personal Philosophy of Education Essay Formatting Requirements**

    · Your essay must be typed in Word, 12-point font, 1” margins on all sides, double spaced, and at least five pages in length (excluding title page and references). Your essay, not including the title page and references, should not exceed 8 pages.

    · Your essay should be written in the first-person perspective.

    · No abstract is required, but you should include a title page.

    · Since this essay reflects your personal philosophy of education, citations are not required. If you paraphrase or quote material from the textbook or other sources; however, you must use APA format and include a reference list.

    · Use direct quotes sparingly. This is your personal philosophy of education; I want to know what your thoughts are.

    · You do not have to answer the questions in the order they are listed; however, your essay must be organized in a way that allows the reader to clearly see your answers to each question.

    For a full description of the grading scale for article summaries in this course, see the Personal Philosophy of Education Essay Rubric that is posted in Blackboard.

    **image1.png**

    **## PersonalPhilosophyofEducationEssayGradingRubric1.pdf**

    Personal Philosophy of Education Essay Grading Rubric: ED 500

    Level of Performance

    Criteria Poor Below Average Average Excellent

    Goals of Education
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    goals of education.

    0 pts

    Goals of education
    are discussed but
    only vaguely.
    Discussion may or
    may not include a
    vague discussion of
    how the goals can
    be met.

    2.5 pts

    Goals of education
    and methods that
    could be used to
    reach them are
    briefly discussed.
    The discussion
    could benefit from
    more detail.

    4 pts

    Goals of education and
    methods that can be used
    to reach them are
    thoroughly discussed.
    Discussion reveals a
    sound understanding of
    the goals of education.

    5 pts

    Personal
    Goals/Hopes for
    Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    goals/hopes for
    students.

    0 pts

    Personal goals and
    hopes for students
    are discussed but
    only vaguely.

    2.5 pts

    Personal goals and
    hopes for students are
    discussed briefly.

    4 pts

    Personal goals and hopes
    for students are thoroughly
    discussed.

    5 pts

    Important
    Knowledge and
    Skills for Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    knowledge and
    skills that are most
    important for
    students.

    0 pts

    The knowledge and
    skills that are most
    important for
    students are
    discussed but only
    vaguely.

    2.5 pts

    The knowledge and
    skills that are most
    important for students
    are briefly discussed.

    4 pts

    The knowledge and skills
    that are most important for
    students are thoroughly
    discussed. Discussion
    touches on each of the
    following: why the
    knowledge or skills are
    important, how students
    will gain the
    knowledge/skills described,
    and what you can do to
    help students gain the
    knowledge/skills described.

    5 pts

    Values in the
    Classroom
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    role of personal
    values in the
    classroom.

    0 pts

    The role of personal
    values in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    The role of personal
    values in the classroom
    is briefly discussed.

    4 pts

    The role of personal
    values in the classroom is
    thoroughly discussed.
    Discussion includes either
    a comprehensive summary
    of the values that will be
    promoted in your
    classroom or a
    comprehensive summary
    explaining why personal
    values will/should not be
    promoted in the
    classroom.

    5 pts

    Classroom
    Environment
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not describe the
    environment you
    would like to create
    in your classroom.

    0 pts

    The ideal classroom
    environment is
    described but only
    vaguely.

    2.5 pts

    The ideal classroom
    environment is
    described briefly.

    4 pts

    The ideal classroom
    environment is described
    fully. Additional discussion
    of how this environment
    can be created and how
    the ideal environment
    relates to your beliefs
    about students and
    learning is included.

    5 pts

    Incorporation of
    Diversity
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss how
    you would
    incorporate diversity
    in the classroom.

    0 pts

    A plan to
    incorporate the
    diversity of families
    and students in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    A definition of diversity
    is provided and a plan
    to incorporate the
    diversity of families and
    students in the
    classroom is briefly
    discussed.

    4 pts

    A definition of diversity is
    provided and a thorough
    plan to incorporate the
    diversity of families and
    students in the classroom
    is discussed. In addition,
    the discussion also
    addresses the importance
    of incorporating diversity in
    the classroom.

    5 pts

    Personal
    Philosophy
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    philosophy.

    0 pts

    Personal philosophy
    of education is
    vaguely described.
    No philosophy from
    the text is selected.

    3 pts

    Personal philosophy of
    education is briefly
    described and justified.

    8 pts

    Personal philosophy is
    thoroughly described and
    justified. Discussion makes
    it clear that you
    understand the chosen
    philosophy and are able to
    articulate why it is the best
    fit for you.

    10 pts

    Grammar/Spelling
    Points Possible: 5

    Did not submit
    philosophy of
    education essay.

    0 pts

    Frequent spelling
    and grammar errors
    are present, but
    they do not interfere
    with interpretation of
    the essay.

    2.5 pts

    Only minor
    spelling/grammar errors
    present.

    4 pts

    Essay is written at a
    graduate level. Spelling
    and grammar issues are
    virtually non-existent.

    5 pts

    APA Format
    Points Possible: 5

    Did not submit
    philosophy of
    education essay
    and/or did not
    include any sources.

    0 pts

    Frequent issues
    with APA format for
    in-text citations and
    references.

    2.5 pts

    Only minor APA format
    errors present.

    4 pts

    APA format errors are
    virtually non-existent.
    Presentation accurately
    uses APA formatting for
    title page, in-text citations
    and the reference list (if
    used).

    5 pts

    Total Assignment
    Points Possible: 50 0 pts 25.5 pts 40 pts 50 pts

    **## PersonalPhilosophyofEducationInstructions1.docx**

    ![](https://www.sweetstudy.com/questions/personal-philosophy-of-education-20918007)

    **ED 500: Personal Philosophy of Education Essay**

    In ED 500, you are required to develop your own personal philosophy of education. This activity will require you to think critically about your beliefs and your role as a teacher. You may be asked to provide your teaching philosophy to potential employers when applying for future jobs, so you should keep your essay and revise it over time as you see fit.

    In reflecting upon your personal philosophy of education, you should consider beliefs and positions regarding the learner, teacher, classroom climate, subject matter, and assessments. Keeping these topics in mind, respond to the questions listed below to help you understand your innermost beliefs about schooling, teaching, and learning. A strong personal philosophy education essay will include examples and evidence that you put your philosophy into practice in the classroom. The essay should not be an abstract activity – it should truly be personal.

    **Personal Philosophy of Education Content Requirements**

    Your essay should provide answers to the following questions:

    · What are the broad goals of education and how can they best be met?

    · What are your personal goals and hopes for your students, and how can you help them achieve those goals?

    · In your opinion, what kinds of knowledge and skills are most important for your students to learn? How can students gain that knowledge and skills, and what is your role in the process? This answer should relate, at least in part, to the grade level and subject matter that you teach.

    · Will you consciously promote specific values in your classroom? If so, what values? If not, why not?

    · What kind of environment do you strive to create in your classroom? How do you create this type of environment? How does that ideal environment relate to your beliefs about students and learning?

    · What is diversity and why is it important? What steps can you take to ensure that diversity is celebrated in your classroom? What steps do you take to include diverse parents in their children’s education?

    · After reading about the five philosophies of education in Chapter 6 (
    _See Overview 6.1_), which do you think is most aligned with your personal philosophy of education? Why? Be specific here. Does the philosophy fit perfectly? Are there some elements you don’t agree with? Provide specific examples of how this philosophy is evident in your personal philosophy.

    **Personal Philosophy of Education Essay Formatting Requirements**

    · Your essay must be typed in Word, 12-point font, 1” margins on all sides, double spaced, and at least five pages in length (excluding title page and references). Your essay, not including the title page and references, should not exceed 8 pages.

    · Your essay should be written in the first-person perspective.

    · No abstract is required, but you should include a title page.

    · Since this essay reflects your personal philosophy of education, citations are not required. If you paraphrase or quote material from the textbook or other sources; however, you must use APA format and include a reference list.

    · Use direct quotes sparingly. This is your personal philosophy of education; I want to know what your thoughts are.

    · You do not have to answer the questions in the order they are listed; however, your essay must be organized in a way that allows the reader to clearly see your answers to each question.

    For a full description of the grading scale for article summaries in this course, see the Personal Philosophy of Education Essay Rubric that is posted in Blackboard.

    **image1.png**

    **## PersonalPhilosophyofEducationEssayGradingRubric1.pdf**

    Personal Philosophy of Education Essay Grading Rubric: ED 500

    Level of Performance

    Criteria Poor Below Average Average Excellent

    Goals of Education
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    goals of education.

    0 pts

    Goals of education
    are discussed but
    only vaguely.
    Discussion may or
    may not include a
    vague discussion of
    how the goals can
    be met.

    2.5 pts

    Goals of education
    and methods that
    could be used to
    reach them are
    briefly discussed.
    The discussion
    could benefit from
    more detail.

    4 pts

    Goals of education and
    methods that can be used
    to reach them are
    thoroughly discussed.
    Discussion reveals a
    sound understanding of
    the goals of education.

    5 pts

    Personal
    Goals/Hopes for
    Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    goals/hopes for
    students.

    0 pts

    Personal goals and
    hopes for students
    are discussed but
    only vaguely.

    2.5 pts

    Personal goals and
    hopes for students are
    discussed briefly.

    4 pts

    Personal goals and hopes
    for students are thoroughly
    discussed.

    5 pts

    Important
    Knowledge and
    Skills for Students
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    knowledge and
    skills that are most
    important for
    students.

    0 pts

    The knowledge and
    skills that are most
    important for
    students are
    discussed but only
    vaguely.

    2.5 pts

    The knowledge and
    skills that are most
    important for students
    are briefly discussed.

    4 pts

    The knowledge and skills
    that are most important for
    students are thoroughly
    discussed. Discussion
    touches on each of the
    following: why the
    knowledge or skills are
    important, how students
    will gain the
    knowledge/skills described,
    and what you can do to
    help students gain the
    knowledge/skills described.

    5 pts

    Values in the
    Classroom
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss the
    role of personal
    values in the
    classroom.

    0 pts

    The role of personal
    values in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    The role of personal
    values in the classroom
    is briefly discussed.

    4 pts

    The role of personal
    values in the classroom is
    thoroughly discussed.
    Discussion includes either
    a comprehensive summary
    of the values that will be
    promoted in your
    classroom or a
    comprehensive summary
    explaining why personal
    values will/should not be
    promoted in the
    classroom.

    5 pts

    Classroom
    Environment
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not describe the
    environment you
    would like to create
    in your classroom.

    0 pts

    The ideal classroom
    environment is
    described but only
    vaguely.

    2.5 pts

    The ideal classroom
    environment is
    described briefly.

    4 pts

    The ideal classroom
    environment is described
    fully. Additional discussion
    of how this environment
    can be created and how
    the ideal environment
    relates to your beliefs
    about students and
    learning is included.

    5 pts

    Incorporation of
    Diversity
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss how
    you would
    incorporate diversity
    in the classroom.

    0 pts

    A plan to
    incorporate the
    diversity of families
    and students in the
    classroom is
    discussed but only
    vaguely.

    2.5 pts

    A definition of diversity
    is provided and a plan
    to incorporate the
    diversity of families and
    students in the
    classroom is briefly
    discussed.

    4 pts

    A definition of diversity is
    provided and a thorough
    plan to incorporate the
    diversity of families and
    students in the classroom
    is discussed. In addition,
    the discussion also
    addresses the importance
    of incorporating diversity in
    the classroom.

    5 pts

    Personal
    Philosophy
    Points Possible: 5

    Did not submit
    philosophy of
    education essay or
    did not discuss
    personal
    philosophy.

    0 pts

    Personal philosophy
    of education is
    vaguely described.
    No philosophy from
    the text is selected.

    3 pts

    Personal philosophy of
    education is briefly
    described and justified.

    8 pts

    Personal philosophy is
    thoroughly described and
    justified. Discussion makes
    it clear that you
    understand the chosen
    philosophy and are able to
    articulate why it is the best
    fit for you.

    10 pts

    Grammar/Spelling
    Points Possible: 5

    Did not submit
    philosophy of
    education essay.

    0 pts

    Frequent spelling
    and grammar errors
    are present, but
    they do not interfere
    with interpretation of
    the essay.

    2.5 pts

    Only minor
    spelling/grammar errors
    present.

    4 pts

    Essay is written at a
    graduate level. Spelling
    and grammar issues are
    virtually non-existent.

    5 pts

    APA Format
    Points Possible: 5

    Did not submit
    philosophy of
    education essay
    and/or did not
    include any sources.

    0 pts

    Frequent issues
    with APA format for
    in-text citations and
    references.

    2.5 pts

    Only minor APA format
    errors present.

    4 pts

    APA format errors are
    virtually non-existent.
    Presentation accurately
    uses APA formatting for
    title page, in-text citations
    and the reference list (if
    used).

    5 pts

    Total Assignment
    Points Possible: 50 0 pts 25.5 pts 40 pts 50 pts