Societal members dictate deviant behaviors. In this assignment, you will create a PowerPoint Presentation covering the different theories of deviant behavior. Consider how the theories impact definitions and perceptions of normal and abnormal behaviors.Outcomes

1. Identify different definitions of deviance (A, C)
2. Differentiate the positivist theories of deviance (B)
3. Compare and contrast the different positivist theories (B)
4. Apply the positivist theories to deviant behavior (B)
5. Differentiate the constructionist theories of deviance (B)
6. Compare and contrast the different constructionist theories (B)
7. Apply the constructionist theories to deviant behavior (B)

Instructions

Create an 8-10-slide presentation about the theories of deviance. Include the following in your presentation:

• Explain the major approaches to deviance: Positivist Theories of deviance include the Anomie-strain Theory, Social Learning Theory and Control Theory.
• Constructionist Theories of deviance focus on the Labeling Theory, Phenomenological Theory or Conflict Theory.
• Describe two specific examples of deviant behaviors that fit for each theory. https://austessay.com/
• Detailed speaker notes that represent what would be said if giving the presentation in person. Place speaker notes in the “notes” second under each slide.
• A title page, reference page, and citations.
• At least three scholarly sources.

 

Review the IOM report, “The Future of Nursing: Leading Change, Advancing Health,” and explore the “Campaign for Action: State Action Coalition” website. In a 1,000-1,250 word paper, discuss the influence the IOM report and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession.

Include the following:

1. Describe the work of the Robert Wood Foundation Committee Initiative that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
2. Outline the four “Key Messages” that structure the IOM Report recommendations. Explain how these have transformed or influenced nursing practice, nursing education and training, nursing leadership, and nursing workforce development. Provide examples.
3. Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
4. Research the initiatives on which your state’s action coalition is working. Summarize two initiatives spearheaded by your state’s action coalition. Discuss the ways these initiatives advance the nursing profession.
5. Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.  

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

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

 

This week, research your state and local maternal and infant mortality rates. Compare your local and state statistics and the factors that influence these differences or similarities. Pay close attention to racial disparities. For your initial post, state what the statistics are. Then state what you think the role of the APRN and the role of prenatal care are in addressing maternal and infant mortality.

The minimum length for the initial post is 600 words.

RUBRIC:

 

Discussion Question Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)

Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

All instruction requirements noted.

40 pointsComponents are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.

Meets all requirements within the discussion instructions.

Cites two references.

35 pointsComponents are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.

Is missing one component/requirement of the discussion instructions.

Cites one reference, or references do not clearly support content.

Most instruction requirements are noted.

31 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No references cited.

Missing several instruction requirements.

Submits post late.

27 points40Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.

All instruction requirements noted.

40 pointsEvidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.

Response is supported by course content and a minimum of one scholarly reference per each peer post.

All instruction requirements noted.

35 pointsLacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.

Missing reference from one peer post.

Partially followed instructions regarding number of reply posts.

Most instruction requirements are noted.

31 pointsPost is primarily a summation of peer’s post without further synthesis of course content.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Did not follow instructions regarding number of reply posts.

Missing reference from peer posts.

Missing several instruction requirements.

Submits post late.

27 points40Frequency of DistributionInitial post and peer post(s) made on multiple separate days.

All instruction requirements noted.

10 pointsInitial post and peer post(s) made on multiple separate days.

8 pointsMinimum of two post options (initial and/or peer) made on separate days.

7 pointsAll posts made on same day.

Submission demonstrates inadequate preparation.

No post submitted.

6 points10OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5Total Points100 

 

Task 1:

1. Create a nutritional care plan for your client. This will include an evaluation of nutritional risk, a list of interventions, and a list of expected outcomes.
2. List the goals of medical nutrition therapy for your patient and suggest an appropriate diet. Does your patient/client require a dietary modification of their regular diet? Are enteral feedings by tube necessary? If so, what formula will you use and why? Describe your recommended method of administration.

Task 2:

1. Describe your nutrition education teaching session with your patient and/or their family. What teaching methods will you use (explanation, discussion, demonstration, handouts, etc.)? In your own words, write a paragraph detailing three specific points that you will need to teach your patient about his/her new diet. In addition, give at least one tip to avoid potential herb/nutrient/drug interactions.

 DestinyGWk1MainPostCOLLAPSE

“Essential nutrients- micronutrients (vitamins, minerals, and antioxidants) and macronutrients (proteins, carbohydrates, fats)- are required for cells to function normally” (McCance & Huether, 2019). Proteins are very important nutrients and have many different functions in the body. Protein malnutrition is a deficiency of proteins in the body, and when there is a deficiency, the cells are affected by it. 

 In this scenario, we have an elderly man who is diagnosed with protein malabsorption. He presents with generalized edema of the extremities and abdomen and has a history of malabsorption syndrome and difficulty eating because he doesn’t have dentures. This patient has probably developed the protein malnutrition from both the malabsorption syndrome and the difficulty eating. He’s probably not taking in enough protein to begin with since he is having difficulty eating, and if he is taking in enough his body isn’t absorbing it properly. “People with chewing problems, especially edentulous subjects without dentures, have weight loss and an increased mortality which is probably mainly due to reduced nutrient intake. However, the masticatory process also appears to be crucial for optimal absorption of nutrients from some essential, harder food components such as meat and vegetables” (Keller & Layer, 2014). Chewing is necessary for the absorptions of some necessary nutrients from the foods we eat. 

  The patient presents with generalized edema of the abdomen and extremities. “Edema results from a loss of fluid balance between hydrostatic and oncotic pressures across capillary blood vessel walls. Albumin concentration contributes to the oncotic pressure, allowing the body to keep fluids within the vasculature. Antidiuretic hormone (ADH) increases in response to the hypovolemia, resulting in edema.” (Benjamin & Lappin, 2018). The body responds to a decrease in protein by holding on to water, thereby causing edema.

 The physiologic response to the stimulus (protein malnutrition) was the edema. Swelling of the extremities and the abdomen was the body’s response to decreased levels of protein, albumin in particular which allowed for the body to hold on to water.

I believe that gender and genetics would have no effect on the body’s response to this disorder. It was noted that females are more prone to protein energy malnutrition. “Reports have also documented the influence of gender on PEM manifestations. In rural India, females were reportedly more prone to PEM than males. A report from Kenya, likewise documented the higher emergence of PEM in women” (Guleria, P., Kumar, V., & Guleria, S., 2017).

It was also noted that immune cells are affected by protein malnutrition. 

                                                                        References

Benjamin, O. & Lappin, S. L. (2018). Kwashiorkor. Treasure Island, Florida: StatPearls Publishing.

Guleria, P., Kumar, V., Guleria, S. (2017). Genetic Engineering: A Possible Strategy for Proterin-Energy Malnutrition Regulation. Molecular Biotechnolgy 59(11-12), 499-517. doi: 10.1007/s12033-017-0033-8 

Keller, J. & Layer, P. (2014). The Pathophysiology of Malabsorption. Viszeralmedizin: Gastrointestinal Medicine and Surgery, 30(3), 150-154. doi: https://dx.doi.org/10.1159%2F000364794

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.