After reading the following scenario decide whether Mr. Howe made the right decision in regard to his ailing wife. Describe the factors you considerd in in reaching your decision?

An elderly Florida man was in jail after he said he fatally shot his ailing wife because her medications were no longer affordable and she was in pain. William Howe, 86, was being held without bond after telling authorities that he had shot his wife in the head as she slept that morning in their home according to an affidavit. Mr. Howe called the 911 emergency line several hours after the fatal shooting. Howe told authorities that after the shooting he went to the kitchen for a cup of coffee, and called his daughters to tell them what he had done.

“I want to apologize I didn’t call earlier. I wanted to tell my kids what happened first,” Howe told authorities. Howe told authorities that he had been thinking of killing his wife, 84, for several days because she was in pain, the affidavit said. Howe said she had told him that she wanted to die in the past, and she had asked him to kill her, according to the affidavit.

A dispatcher at the County Sheriff’s Office said Howe remained in jail on a charge of first-degree, premeditated murder after an initial court appearance.

A local broadcaster reported that the couple had filed for bankruptcy in 2016 and that Carolyn Howe had been suffering from severe arthritis and other medical issues for at least 15 years. The AARP, a non-profit advocacy organization for people 50 years and older, said in a report last November that increasing costs for certain specialty prescription drugs have put them out of reach for many people and that Medicare does not necessarily make those drugs affordable. Authorities did not say what specific drugs Mrs. Howe was taking nor what kind of insurance the couple may have had. A search of records at the Florida Department of Law Enforcement does not show a prior criminal history for Mr. Howe.

5 points will be awarded for the introduction

10 points will be awarded for the quality of the body of the paper

5 points will be awarded for the concluding section of the paper

It should also be noted that before collecting any data, one ought to choose the significance level. This is done for several reasons. First and foremost, it is done to prevent the data quantity from influencing one’s decision. Second, the same applies for the quality. In short, in order to ascertain that bias didn’t enter such a study, strict order should be followed.

What will happen when you allow the data to dictate your decision? Well, for one, it will be very similar to a roulette table, where you are about to lay your bets after the ball has just landed on a particular number. That as you surely understand would constitute bias.

What else would be wrong to not follow this order?

(Commentr 1 ). reference, citation, 150 words 

Two external stressors that are unique to adolescents are moving/changing school and too of high of expectations from parents. Moving schools is exceptionally difficult for adolescents, as they have to leave the security of their well-known school, their routine, friends they have known since the beginning, and sometimes, the city they were raised in. I have some experience with this, as I transitioned from Private Education to Public in high school and it was pretty rough. I remember the most stressful part being my initial lack of friends and lack of support from my peers. Another external stressor that I knew all too well were high expectations from my parents. My parents expected me to achieve exceptional grades, participate in orchestra and sports, while maintaining a high school job, an experience that is likely more common than I felt at the time.

Several studies have pointed to adolescent stress leading to impulsivity, stating that low-levels of stress allow adolescents to think, plan, absorb and remember but when stress is high, the brain interprets this as a life-threat and decisions are no longer thoughtful, but hasty (Duckworht, Kim, & Tsukayama, 2013). Impulsive, hasty decisions lead to risk-taking behaviors such as: alcohol and drug use, unsafe sex leading to teen pregnancy, or even suicide. When reflecting back on my transition to Public Education, it was really easy to make friends with my peers that were already smoking cigarettes, smoking pot, drinking, having sex, and several of them were cutters. I wasn’t always the best at resisting those activities but I was able to break into a “higher” level of social standing with athletics and those friends, who were mostly just drinkers at parties on the weekend. Another study on adolescent substance abuse demonstrates a link between adolescent substance use as a predictor of adult substance use, I would agree with their findings in reference to a large number of my graduating class that appear to suffer from alcoholism (Charles, Mathias, Acheson, & Dougherty, 2017).

When it comes to support and coping for adolescents, I feel this is high variable. For instance, adolescents who don’t play sports might benefit from sports as a coping mechanism but for an adolescent who has too much on their plate, eliminating a sport or activity might be best to reduce stress. Tutoring services might be helpful to help an adolescent cope by helping them with their studies, keeping them on track and helping them retain information. Lastly, psychiatric services like seeing a psychiatrist or therapist might also be helpful for the adolescent but also helpful for parents placing too much pressure and too high of expectations on their kids. Lastly, providing secondary prevention services is valuable, these being information on crisis resources like call or text crisis lines to prevent suicide (Falkner, 2018).

Charles, N.E., Mathias, C.W., Acheson, A., & Dougherty, D.M. (2017). Preadolescent sensation sensation seeking and early adolescent stress related to at-risk adolescents’ substance use by age 15. Addictive Behaviors, 69(6), 1/7. Retrieved from https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0306460317300060?via%3Dihub

Duckworth, A.L., Kim, B., & Tsulayama, E. (2013). Life stress impairs self-control in early adolescence. Frontiers in Psychology, 3, 1-12. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00608/full

Falkner, A. (2018). Health Assessment, Foundations for Effective Practice. Grand Canyon University. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter/3

(Comment2 ).  150 WORDS CITATION, REFERENCE, NO PLAGIO

External Stressors unique to teens

Two external stressors that are unique to adolescents are coping with parents getting divorced, and moving to different cities not by choice. I have been in the situation where parents getting divorced can raise all new obstacles for a teen. When parents split up, the child may have to move into a new home, bounce back and forth between parents with shared custodies, adjust to a single-parent home where the parent may be constantly working and even struggle financially. Teens who don’t know how to cope with their parent’s divorce can take part in risk-taking behavior and may act out, perform poorer in school, and have behavior changes. I have worked with adolescents who have begun cutting, burning, or other self-harm methods to draw attention from both parents in attempts to see them together. When teens must adjust to moving cities it can be incredibly hard to leave behind lifelong friends, childhood home, schools, teams, and relatives. Risk-taking behaviors for these teens include engaging in potentially dangerous activities to get acceptance by new peers like drinking, partying, sex, or even drug use. Teens could try and run away and hitchhike to travel back to their friends or families in their home city which can be dangerous.

Risk taking behavior related to stressors

Teens who don’t know how to cope with their parent’s divorce can take part in risk taking behavior and may act out, perform poorer in school, and have behavior changes. I have worked with adolescents who have begun cutting, burning, or other self-harm methods to draw attention from both parents in attempts to see them together. . Risk taking behaviors for teens who move to different cities include engaging in potentially dangerous activities to get acceptance by new peers like drinking, partying, sex, or even drug use. Teens could try and run away and hitchhike to travel back to their friends or families in their home city which can be dangerous.

Coping Mechanisms and Support

Coping methods and support for children adapting to newly divorced parents include learning relaxation and distraction techniques, journaling, seeking peer support, maintaining communication with both parents, creating a routine (Boring, J. L.,2015). For adolescents adjusting to a new city and living environment soping methods include the use journaling, family-centered activities (bowling, game-nights, dinners, etc.), enrollment in sports or extracurricular activities to help build relationships, and keeping in touch with old friends through the use of cell phones, social media, or video chats (Elsevier October 2019).

References

Boring, J. L. (2015). Children of divorce–coping with divorce: A randomized control trial of an online prevention program for youth experiencing parental divorce. Retrieved from https://eds-b-ebscohost-com.lopes.idm.oclc.org/eds/detail/detail?vid=18&sid=15cf096a-da95-4c5c-b526-eb12753c87d8%40sessionmgr103&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2015-33904-001&db=pdh

Elsevier. (October 2019). Purpose and Coping with Adversity. Journal of Adolescence. Retrieved from https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0140197119301290

APA format 2 pages 3 references 1 from walden university library

due Thursday 10/10/19 at 7pm EST

Simulated Learning Experiences

“We really have to improve the teaching and upgrade the sciences in basic nurse education. We have a problem—classroom and clinical instruction are drifting too far apart. We need to integrate classroom and clinical learning much better. Clinical coaching in practice settings and simulations should correspond to knowledge gained in the classroom. The emphasis on simulation is going to be very useful in developing clinical imagination so that students can be more flexible and astute in their use of knowledge in practice.”
—Patricia Benner, renowned nurse educator and author

Clinical imagination asks students to step outside of the [sometimes] ‘narrow box’ of academia to develop multiple solutions to a situation. In the above quote, Patricia Benner notes how simulations can transition students from knowledge acquisition to knowledge use. However, in order for nurse educators to transform simulations into a teaching technique, they must make every effort to ensure the simulation technology is invisible. To do this, nurse educators should prepare students for the simulation by reiterating that that the goal is not how the simulation works, but rather the how the clinical process works. In addition, highlighting the clinical expertise, critical thinking, collaboration, and technical prowess needed during simulated clinical experiences (SCE) is the true key to bridging the gap between classroom and clinical instruction. Allowing focus to shift too much towards the simulation itself might cause learners to lose sight of the actual objectives of the lesson- thus failing to prepare them for the real demands and consequences of the health care environment.

To prepare

• Review this week’s Learning Resources on simulated clinical experiences (SCE). Specifically, examine how each category of SCE (games, simulations, and simulation games) is tailored towards achieving a certain level of Bloom’s Taxonomy or domain of learning.
• Reflect on your past learning experiences in both academic and clinical settings that did not include a simulation. For example, a specific class, lesson, group project, doctor’s visit, or staff training might come to mind.
• Select one past learning experience to use for this Discussion. Then, identify the learning objectives that your Instructor or health care professional might have had in mind. In addition, identify the type of learning environment in which the lesson was conducted (on-site, online, hybrid).
• Consider how a specific SCE such as interactive games, virtual reality, task trainers (low-fidelity mannequins), human patient simulators (high-fidelity mannequins), etc. might have enhanced your learning during this experience.
• Conduct further research to learn more about a specific SCE technology that might achieve the same learning objectives of your selected learning experience.