Due 7/22/18 8 p.m EST

2 pages not including min 4 references APA

PLEASE READ

TOPIC:Community Stakeholders: Who Minds the Gate?) HIV/AIDS IN LOW INCOME COMMUNITIES

In any successful research endeavor, one of the first and most important steps is to define the study population. To survey or collect data on this population, researchers first must have access to individuals within it. However, access is not always guaranteed. In many cases, researchers must identify those in the position of power and seek their approval and buy-in of decisions related to a particular population. In the field of research, these individuals are known as gatekeepers. Crosby, DiClemente, and Salazar (2013) define gatekeepers as “people who are in positions to grant or deny access” (p. 107).

Consider the example scenario in this week’s Introduction regarding the reduction of waterborne illnesses. After the failure of the free shoe program, the organization now decides to investigate the feasibility of implementing a more hygienic set of latrines in a local school that serves hundreds of children. Who might be the gatekeepers in this situation? The school principal? The owners of the local water supply? Once these gatekeepers have been identified, what are the next steps in terms of gaining buy-in from them?

For this week’s Assignment, review the Learning Resources. Consider why certain individuals are gatekeepers and need to be involved in program planning and interventions.

Assignment:

Paper: 2 PAGES APA NOT INCLUDING REF

For the community plan intervention you selected for your Final Project, identify potential gatekeepers and provide a rationale for why you chose them. In the paper, explain the following: USE SUBHEADINGS

• 1)Who are the informal and formal gatekeepers in the community? Provide a rationale for your answer that includes how and why you identified these gatekeepers.
• 2)What are the next steps for gaining buy-in from these gatekeepers, and why? Provide a rationale for your answer.

 wk3t2/p

My mother was hospitalized for pneumonia. After ten days of hospitalization and complications of the pneumonia my mom came home on a prescription inhaler and home oxygen because her saturation while ambulating would not go above 80% on room air. Also, an incentive spirometer was sent home with written instructions. The incentive spirometer was most challenging for her to understand. She is 75 years old and has a high school diploma. She is ready to learn because of her willingness to get better.

The learning objective is to understand the parts of the incentive spirometer and what the mean. There are printed materials to follow along. The measurement is when I can ask my mom what all the parts are and what do they mean. The teaching strategy is understanding the printed materials and self-teaching. Taxonomy is the cognitive domain with comprehension.

The next learning objective is watching a video online demonstrating the use of the incentive spirometer and my mom will be able to demonstrate to me on how to use the incentive spirometer. The measurement is how she demonstrated the use of the incentive spirometer after watching the video demonstration and doing a return demonstration. This should include proper position, holding the incentive spirometer correctly. Sealing your lips around the mouth piece and breathing in slowly to the correct goal number on the cylinder. Taxonomy was psychomotor domain and to demonstrate.

The last learning objective is to walk thru the demonstration again verbalizing the correct steps in order. The teaching strategies will be to discuss the steps of the use of the incentive spirometer. Taxonomy is affective domain is responding and to discuss.