benchmarks Community teaching plan – 2025 Community Teaching Work Plan Proposal Directions Develop an educational series proposal for your community using one of the following

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benchmarks Community teaching plan – 2025

  

Community Teaching Work Plan Proposal 

Directions: Develop an educational series proposal for your community using one of the following four topics: 

1) Bioterrorism/Disaster 

2) Environmental Issues 

3) Primary Prevention/Health Promotion 

4) Secondary Prevention/Screenings for a Vulnerable Population 

Planning Before Teaching:

  

Name and Credentials of   Teacher:

 

Estimated Time Teaching   Will Last:

Location of Teaching:

 

Supplies, Material,   Equipment Needed:

Estimated Cost:

 

Community and Target   Aggregate:

 

Topic:

Epidemiological Rationale for Topic (statistics related to topic):

Nursing Diagnosis:

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Learning Theory to Be Utilized: Explain how the theory will be applied. 

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? 

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: 

  

Behavioral   Objective
  and Domain

Example – Third-grade   students will name one healthy food choice in each of the five food groups by   the end of the presentation. (Cognitive Domain) 

Content  
(be specific)

Example – The Food Pyramid   has five food groups which are….

Healthy foods from each   group are….
  Unhealthy foods containing a lot of sugar or fat are….

Strategies/Methods

(label and describe)

Example – Interactive   poster presentation of the  Food Pyramid. After an explanation of the poster   and each food category, allow students to place pictures of foods on the   correct spot on the pyramid. Also, have the class analyze what a child had   for lunch by putting names of foods on the poster and discussing what food   group still needs to be eaten throughout day.

 

1.

1.

1.

 

2.

2.

2.

 

3.

3.

3.

 

4.

4.

4.

Creativity: How was creativity applied in the teaching methods/strategies? 

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

1)  

2)  

3)  

4)  

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. 

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

Locating supporting materials – 2025 Assignment 3 1 Locating Supporting Materials Locating Supporting Materials Objective Identifying Types of Supporting Materials Purpose

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Locating supporting materials – 2025

Assignment 3.1: Locating Supporting Materials

Locating Supporting Materials

Objective

 Identifying Types of Supporting Materials

Purpose:  To increase your familiarity with different types of supporting materials.

Instructions:  Go to the American Rhetoric website (americanrhetoric.com) and choose a speech from the Speech Bank. After checking out the speech, answer the following questions.

Questions:

  1. What speech did you choose? List the speaker, title, location, and date of the speech.
  2. List each type of supporting material—narratives, examples, definitions, testimony, facts and statistics—and indicate whether or not the speaker used that time. Give an example of each type of supporting material the speaker used.
  3. How effective were the supporting materials the speaker uses? Explain your answer.
  4. How did the supporting materials help the speaker achieve her or his specific purpose?
  5. What have you learned about supporting materials that you’ll apply to your speeches in the future?

Our Future Leaders – 2025 In Huston s 2010 brief but impressive article required reading this week the

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Our Future Leaders – 2025

 

In Huston’s (2010) brief, but impressive article (required reading this week), the author outlines several leadership competencies that EVERY nurse leader will need for 2020. That year is not too far in the future, is it?

  1. Select one of the eight leadership competencies Huston described and relate it to your own leadership of nurses and nursing. This should promote a robust discussion as we come from different clinical and nonclinical perspectives.
  2. Discuss how the BSN-prepared nurse can assist a nurse leader in the budgeting process by contributing data readily available to the staff nurse.

Huston, C. (2010). What skills will the nurse leaders of 2020 need? (2010). Kai Tiaki Nursing New Zealand, 16(6), 14–15. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105060080&site=ehost-live&scope=site (Links to an external site.)Links to an external site.

Texbook:  

Textbook :  Finkelman, A., 2016 Leadership and Management for Nurses: Core Competencies for Quality Care (3rd Edition), Pearson Learning Solutions, Boston, MA 

& two scholarly resources

Group therapy with older adults – 2025 THE JOB IS TO REPLY WITH A COMMENT TO EACH POST POST 1 AND POST 2 WITH

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Group therapy with older adults – 2025

 THE JOB IS TO REPLY WITH A COMMENT TO EACH POST, POST 1 AND POST 2. WITH 2 COMPLETED (EDUCATIONAL  REFERENCE) includidig retrival or doi, IN APA WITH CITATION ABOVE 2013 PER COMMENT.   

POST 1

 

Group therapy with older adults

Studies show that group psychotherapy can be used to treat elderly persons with multiple symptoms as it has shown improvement in physical function, behavioral, and symptoms associated with depression (Wang, 2014). This post will discuss an experience in practicum while attending a group therapy session. The name of the group is engagement to recovery and included clients that were struggling with addiction. It was formed prior to practicum and was in the sixth week of progress. The group meets once a week for 60 minutes with the ages ranging from 24 to 67. They were through the forming stage and into the storming phase.

According to Yalom & Leszca (2005) during the storming phase, the group begins to push against the boundaries established in the forming stage. This was evident when one of the young group members made a statement of, “it was just marijuana.” The therapist immediately corrected him and reminded him that it is illegal, it is a drug, and this is the engagement to recovery group. If substance use was continued, they would not be able to continue in this group. Many of the older members nodded in agreeance and their frustrations with this individual were evident.

Resistance was met by this group member as he didn’t feel that marijuana was an issue. This went against the goals of the group which was to remain abstinent from their addictions and gain support from each other to do so. The oldest gentleman of the group shared his gambling addiction which had recently caused their home to go into foreclosure. He was tearful and other members near his age shared feedback, but the younger members didn’t engage.

It was felt that the biggest challenge faced was the age differences. It seemed that since the member’s ages ranged so much that they were in different stages of their lives making it difficult to engage with each other. There was almost a type of group separation, the older members on one side of the room, and the younger on the other side. The therapist was aware of this and is working to decrease the separation by encouraging a full group activity.  A great benefit of group therapy is that as clients interact, they can learn from one another (Roback, 2010).

The therapist primarily used cognitive behavioral therapy in combination with a humanistic approach. Cognitive therapists focus more on their client’s present situation and distorted thinking than on their past (Wheeler, 2014). With addiction, relapse is one of the main struggles. The humanistic approach believes in the goodness of all people and emphasizes self-growth and self-actualization (Wheeler, 2014). For interpersonal interaction to be beneficial, it should be guided by empathy. The group leader should model empathic interaction for group members, especially with people with substance use disorders because a lot of the time they cannot identify and communicate their feelings (Roback, 2010).

Recommendations to improve group cohesiveness would include encouraging clients to communicate openly and honestly, think and reflect on experiences, and share them with others (Wheeler, 2014). If incorporating a whole group activity is unsuccessful, the makeup of the members may need to be adjusted to be a more homogenous group.

References

Roback H. B. (2010). Adverse outcomes in group psychotherapy: risk factors, prevention, and research directions. The Journal of psychotherapy practice and research, 9(3), 113-22. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3330596/

Wang, C., Tzeng, D., & Chung, W. (2014). The effect of early group psychotherapy on depressive symptoms and quality of life among residents of an apartment building for seniors. Psychogeriatrics: The Official Journal of the Japanese Psychogeriatric Society, 14(1), 38-46. doi:10.1111/psyg.12037

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

POST 2

 

Group Therapy Session with Older Adults

Group Therapy Session

To begin, I am going to explain a group session I completed with a group of older adults with a diagnosis of depression. This group took place at an ALF located in Tampa, FL. The clients that participated in the group were 65-80 years old, there were 10 members present on this day. This group session lasted approximately 40 minutes.

 The type of group that I lead is a reminiscence group. Group reminiscence therapy is a brief and structured intervention in which participants share personal past events with peers. This psychotherapeutic approach has been shown to improve an older person’s wellbeing and has the potential to reduce symptoms of depression (Gaggioli et al, 2014). This approach involves the recollection and review of past personal events. It is believed that reminiscence therapy can help elderly individuals by increasing self-acceptance, providing perspective, and enabling the resolution of past conflicts (Gaggioli et al, 2014). This is a very fun and interesting group to lead because it gives the group leader and the other members the opportunity to hear remarkable stories from the other clients. At it gives that particular member a moment to shine and share with others certain meaningful events they accomplished during their life instilling a since of pride.

Stage of Group & Techniques Used

There are five stages group formation known as forming, storming, norming, performing, and adjourning (Caffaro, 2007). This group of clients meet twice per week and will complete different group activities together. The stage that this group is currently in is known as performing. This group is already well known to each other, they have been working together for several months now. These members operate without friction, there is respect and empathy present between members, diversity is welcomed, and members welcome new ideas without conflict (Kumar, Deshmukh, & Adhish, 2014). Since this group is in this phase when I conducted the reminiscence group with these members my approach was to allow the members to be less active and allow them to take a role in welcoming me to their group. I was welcomed with open arms and joined right in, at this time I was able to comment on how functional the group is.

Challenges

There can be many challenges when providing psychotherapy to older adults. Chronic health problems can impact psychotherapy with the elderly. Eighty percent of those 65 years or older have at least one chronic illness (Wheeler, 2014). If an older client has a cognitive impairment then they will require simultaneous treatment for both the cognitive impairment and the mental health condition to be effective. Also another challenge when working with older adults is their views on mental illness. Older adults may not be as accepting and open regarding mental illness due to the time period in which they were raised and how mental health was viewed during that time.

References:

Gaggioli, A., Scaratti, C., Morganti, L., Stramba-Badiale, M., Agostoni, M., Spatola, C. A., Molinari, E., Cipresso, P., Riva, G. (2014). Effectiveness of group reminiscence for improving wellbeing of institutionalized elderly adults: study protocol for a randomized controlled trial. Trials, 15, 408. doi:10.1186/1745-6215-15-408

Caffaro, J. (2007). Review of The theory & practice of group psychotherapy, 5th edition. International Journal of Group Psychotherapy, 57(4), 543–549. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-14773-008&site=eds-live&scope=site

Kumar, S., Deshmukh, V., & Adhish, V. S. (2014). Building and leading teams. Indian journal of community medicine : official publication of Indian Association of Preventive & Social Medicine, 39(4), 208-13.

Mackenzie, C. S., Scott, T., Mather, A., & Sareen, J. (2008). Older adults’ help-seeking attitudes and treatment beliefs concerning mental health problems. The American journal of geriatric psychiatry : official journal of the American Association for Geriatric Psychiatry, 16(12), 1010-9.

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

Create a small budget for a hypothetical state program based on priority health concerns from Healthy People 2020 – 2025 Create a small budget for a hypothetical state program based on priority health concerns from Healthy People 2020 In addition

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Create a small budget for a hypothetical state program based on priority health concerns from Healthy People 2020 – 2025

Create a small budget for a hypothetical state program based on priority health concerns from Healthy People 2020.

In addition, create a narrative (2-4 sentences) that identifies the most appropriate federal funding source for your proposed program.

APA format is not required, but solid academic writing is expected.

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

Leadership and the Change Process – 2025 Leadership and the Change Process What examples of leadership have you seen in working with others at your practicum setting

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Leadership and the Change Process – 2025

  

Leadership and the Change Process

What examples of leadership have you seen in working with others at your practicum setting as well as in other situations? What have you observed that inspires you to be an effective leader? What challenges have you noticed? How does this relate to your personal leadership style? How can you, as a leader, facilitate the translation of evidence into practice? What leadership skills aid this process?

For this Discussion reflect on what makes a leader effective and how insights from theory as well as previous endeavors can be applied to planning for and implementing a change related to the translation of evidence into practice.

To prepare:

  • Consider      evidence-based changes currently underway or recently achieved in your      practicum setting. Analyze the practicum environment, examine data, and      refer to theory to identify a need for a change you would propose.
  • Reflect      on examples of how leadership influences the translation of evidence into      practice from within your practicum setting.
  • Identify      an evidence-based change appropriate for your practicum setting.
  • Think      of two or three instances that demonstrate how you have been able to—or,      if not applicable, how you could—apply leadership skills in your practicum      setting. Then, reflect on the results of your DiSC Assessment, completed      in NURS 8300. What strengths and/or challenges have you encountered, or      might you encounter based on your personal leadership style? In what ways      do you need to grow as a leader?

By tomorrow Wednesday 3/6/19 6 pm write a minimum of 550 words essay in APA format with at least 3 references (see list or required readings below). Include the level one headers as numbered below: 

Post a cohesive response that addresses the following:

1) Based on your practicum experiences, discuss the influence of leadership on the translation of evidence into practice. Provide specific insights gained from theory as well as from changes currently underway or recently achieved in your practicum setting.

2) Propose an evidence-based change for your practicum setting. Be sure to justify the need for this change using data.

3) Explain how you might apply theory as well as observations gathered from your practicum site to planning for and implementing the proposed change.

4) How are you developing your leadership skills in your practicum setting? Which aptitudes or experiences do you think are most important to your role as a leader in facilitating the translation of evidence into practice? If possible, relate this to specific learning objectives you developed during Week 1 (see attached file for learning objectives).

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer.

· Review Chapter 6, “Translation of Evidence for Leadership”

This chapter addresses the pivotal role of leadership in the translation of evidence into practice.

American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf (see attached file).

Use the information in this report to guide the formulation of goals for your practicum experience.

Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review, 85(1), 96-103. Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/57319806/57319860/3d20a24aeeedc7a83d2a918c5013078c

In this foundational reading, Dr. John Kotter discusses errors commonly made as organizations undergo change, and he recommends steps leaders can take to help avoid them.

Murphy, M. P., Staffileno, B. A., & Carlson, E. (2015). Original Article: Collaboration Among DNP- and PhD-Prepared Nurses: Opportunity to Drive Positive Change. Journal of Professional Nursing,31388-394. doi:10.1016/j.profnurs.2015.03.001

Nelson-Brantley, H. V., & Ford, D. J. (2017). Leading change: a concept analysis. Journal Of Advanced Nursing, 73(4), 834-846. doi:10.1111/jan.13223

Salmela, S., Eriksson, K., & Fagerström, L. (2012). Leading change: a three-dimensional model of nurse leaders’ main tasks and roles during a change process. Journal of Advanced Nursing, 68(2), 423-433. doi:10.1111/j.1365-2648.2011.05802.x

Sherrod, B., & Goda, T. (2016). DNP-Prepared leaders guide healthcare system change. Nursing Management, (9). 13.

Optional Resources

Osters, S., & Tiu, F. S. (n.d.). Writing measurable learning outcomes. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf

Kotter International. (2017). Kotter International. Retrieved from http://www.kotterinternational.com/

 

National Center for Healthcare Leadership. (2017). NCHL Health Leadership Competency ModelTM.Retrieved from http://www.nchl.org/static.asp?path=2852,3238

Deliverable 3 – Evaluating a Company’s Culture for Diversity – 2025 Diversity Areas Race Instructions Now that you have selected your area of diverse concentration you are now tasked

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Deliverable 3 – Evaluating a Company’s Culture for Diversity – 2025

Diversity Areas -Race

Instructions

Now that you have selected your area of diverse concentration, you are now tasked with designing a plan to aid your selected group in one of the following countries: China

The new organizational strategic initiative is to expand into the selected country. The executive leadership team has asked you for a report on the diversity area (RACE) and the country (CHINA). 2/3 page report. 2 references APA format. The report should address the following questions: 

  1. Introduction included diversity area or country selected using clear examples.
  2. What are some of the challenges your diversity area would face in the country culture you selected if a comparison is made with the United States? (2 examples)
  3. Are there any ethical or legal implications that protect your diversity area in the selected country? (2 examples)
  4. Discuss some techniques that, as the manager, you would use in order to ensure an inclusive work culture.(2 examples)
  5. Conclusion summarized the findings of the diverse group and country selection using clear examples.

Research Article Critique assignment – 2025 I am looking for someone to complete a critique for a nursing article I will provide Must

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Research Article Critique assignment – 2025

I am looking for someone to complete a critique for a nursing article I will provide. Must be bachelorette level work, with citations that are from peer reviewed or reliable sources, and must have a turn it in receipt with a score lower than 20%. I will provide article, rubric, and template of paper and the specific information that must be included. I have also included the first critique assignment and the notes given for why I received points off for each section. Assignment is due Friday 4/5/2019 so I must have it back by the morning of Thursday 4/4/2019. 

Case Study – Regional Pain Disorder – 2025 Examine Case Study A Caucasian Man With Hip Pain You will be asked to make three decisions concerning the medication

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Case Study – Regional Pain Disorder – 2025

Examine Case Study: A Caucasian Man With Hip Pain. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

  • Decision #1
    • Which decision did you select?
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
  • Decision #2
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
  • Decision #3
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

assignment – 2025 The growth development and learned behaviors that occur during the first year of infancy have a direct effect on

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assignment – 2025

 

The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

Include the following in your presentation:

  1. Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
  2. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
  3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
  4. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
  5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.
  6. In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Refer to the resource, “Loom,” located in the Student Success Center, for additional guidance on recording your presentation.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are required to submit this assignment to turnitin