Week 2 Journal

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Sue, D. W., & Sue, D. (2016). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 03/11/18 at 1pm. 

Journal Assignment: Cultural Self-Assessment

Your cultural views may change as you progress through this course, your degree program, and your career as a counselor. Having an evolving awareness of the cultures you will encounter is an important part of becoming culturally competent.

Complete a cultural assessment of yourself using Table 3.1 in the Hays text as a guideline.  Be sure to include all the cultural influences noted in the ADDRESSING format.

Describe your culture and explain your worldview and biases based on your cultural self-assessment, and how your worldview and bias may influence your interactions with culturally diverse clients. Then explain one challenge related to your worldview and biases that might influence your work with culturally diverse clients. Pay specific attention to areas in which you have strong opinions. Finally, describe one strategy you might use to address that challenge using the learning resources as a scholarly guide.

Required Resources

Readings

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Chapter 4, “The Political and Social Justice Implications of Counseling and Psychotherapy” (pp. 107-144)

o Chapter 5, “The Impact of Systemic Oppression: Counselor Credibility and Client Worldviews” (pp. 145-178)

o Chapter 6, “Microaggressions in Counseling and Psychotherapy” (pp. 179-212)

· Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed.). Washington, DC: American Psychological Association.

o Chapter 3, “Doing Your Own Cultural Self-Assessment” (pp. 39-60)

Media

· Laureate Education, Inc. (Executive Producer). (2012a). Emotional roadblocks on the road to cultural competence. Baltimore, MD: Author.
 

Note: The approximate length of this media piece is 12 minutes.
 

In this video, Drs. Derald Wing Sue, Teresa LaFromboise, Marie Miville, and Thomas Parham discuss some of the emotional challenges that come with learning cultural competency.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Optional Resources

· Hays, P. A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling and Development, 74(4), 332–338.

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Growth and Development

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Physical Development

 

What Is It?

During the teen years, adolescents experience changes in their physical development at a rate of speed unparalleled since infancy. Physical development includes:

  • Rapid gains in height and weight. During a one-year growth spurt, boys and girls can gain an average of 4.1 inches and 3.5 inches in height respectively. This spurt typically occurs two years earlier for girls than for boys. Weight gain results from increased muscle development in boys and body fat in girls. 

 

  • Development of secondary sex characteristics. During puberty, changing hormonal levels play a role in activating the development of secondary sex characteristics. These include: (1) growth of pubic hair; (2) menarche (first menstrual period for girls) or penis growth (for boys); (3) voice changes (for boys); (4) growth of underarm hair; (5) facial hair growth (for boys); and (6) increased production of oil, increased sweat gland activity, and the beginning of acne.

 

  • Continued brain development. Recent research suggests that teens’ brains are not completely developed until late in adolescence. Specifically, studies suggest that the connections between neurons affecting emotional, physical and mental abilities are incomplete. This could explain why some teens seem to be inconsistent in controlling their emotions, impulses, and judgments.

 

How Do These Changes Affect Teens?

  • Teens frequently sleep longer. Research suggests that teens actually need more sleep to allow their bodies to conduct the internal work required for such rapid growth. On average, teens need about 9 1/2 hours of sleep a night. 

 

  • Teens may be more clumsy because of growth spurts. If it seems to you that teens’ bodies are all arms and legs then your perception is correct. During this phase of development, body parts don’t all grow at the same rate. This can lead to clumsiness as the teen tries to cope with limbs that seem to have grown overnight. Teens can appear gangly and uncoordinated. (just think about a puppy with big feet and legs but no developed balance yet!) 

 

  • Teenage girls may become overly sensitive about their weight. This concern arises because of the rapid weight gain associated with puberty. Sixty percent of adolescent girls report that they are trying to lose weight. A small percentage of adolescent girls (1-3%) become so obsessed with their weight that they develop severe eating disorders such as anorexia nervosa or bulimia. Anorexia nervosa refers to starvation; bulimia refers to binge eating and vomiting.


  • Teens may be concerned because they are not physically developing at the same rate as their peers. Teens may be more developed than their peers (“early-maturers”) or less developed than their peers (“late-maturers”). Being out of developmental “step” with peers is a concern to adolescents because most just want to fit in. Early maturation affects boys and girls differently. Research suggests that early maturing boys tend to be more popular with peers and hold more leadership positions. Adults often assume that early maturing boys are cognitively mature as well. This assumption can lead to false expectations about a young person’s ability to take on increased responsibility. Because of their physical appearance, early maturing girls are more likely to experience pressure to become involved in dating relationships with older boys before they are emotionally ready. Early maturing girls tend to suffer more from depression, eating disorders, and anxiety.


  • Teens may feel awkward about demonstrating affection to the opposite sex parent. As they develop physically, teens are beginning to rethink their interactions with the opposite sex. An adolescent girl who used to hug and kiss her dad when he returned home from work may now shy away. A boy who used to kiss his mother good night may now wave to her on his way up the stairs.


  • At this stage, adolescents are trying to figure out their sexual values. Teens often equate intimacy with sex. Rather than exploring a deep emotional attachment first, teens tend to assume that if they engage in the physical act, the emotional attachment will follow. Questions arise about how to abstain without becoming embarrassed or about how they will know when the time is right. You may also have specific questions about methods of birth control and protection from sexually transmitted diseases. One thing to remember – ALWAYS ASK QUESTIONS!!


Check out this site about Human Sexuality for Teens


Here is some more good information on puberty and delayed puberty

 

Cognitive Development:

What Is It?

You may recognize that you have better thinking skills than when you were younger. These advances in thinking can be divided into several areas:

  • Developing advanced reasoning skills. Advanced reasoning skills include the ability to think about multiple options and possibilities. It includes a more logical thought process and the ability to think about things hypothetically. It involves asking and answering the question, “what if…?”.

 

  • Developing abstract thinking skills. Abstract thinking means thinking about things that cannot be seen, heard, or touched. Examples include things like faith, trust, beliefs and spirituality.

 

  • Developing the ability to think about thinking in a process known as “meta-cognition.” Meta-cognition allows individuals to think about how they feel and what they are thinking. It involves being able to think about how one is perceived by others. It can also be used to develop strategies, also known as mnemonic devices, for improving learning. Remembering the notes on the lines of a music staff (e, g, b, d, and f) through the phrase “every good boy does fine” is an example of such a mnemonic device.

 

How Do These Changes Affect Teens?

  • Teens demonstrate a heightened level of self-consciousness. Teens tend to believe that everyone is as concerned with their thoughts and behaviors as they are. This leads teens to believe that they have an “imaginary audience” of people who are always watching them.

 

  • Teens tend to believe that no one else has ever experienced similar feelings and emotions. They may become overly dramatic in describing things that are upsetting to them. They may say things like “You’ll never understand,” or “My life is ruined!”

 

  • Teens tend to exhibit the “it can’t happen to me” syndrome also known as a “personal fable.” This belief causes teens to take unnecessary risks like drinking and driving (“I won’t crash this car”), having unprotected sex (I can’t possibly get pregnant), or smoking (I can’t possibly get cancer”).


  • Teens tend to become very cause-oriented. Their activism is related to the ability to think about abstract concepts. After reading about cruelty to animals a teen may become a vegetarian and a member of “People for the Ethical Treatment of Animals” (P.E.T.A.). Another teen may become active in “Green Peace” or “Save the Whales” campaigns.

 

Psycho-Social Development

What Is It?

There are five recognized psychosocial issues that teens deal with during their adolescent years. These include:

  • Teens tend to exhibit a “justice” orientation. They are quick to point out inconsistencies between adults’ words and their actions. They have difficulty seeing shades of gray. They see little room for error.
  • Establishing an identity. This has been called one of the most important tasks of adolescents. The question of “who am I” is not one that teens think about at a conscious level. Instead, over the course of the adolescent years, teens begin to integrate the opinions of influential others (e.g. parents, other caring adults, friends, etc.) into their own likes and dislikes. The eventual outcome is people who have a clear sense of their values and beliefs, occupational goals, and relationship expectations. People with secure identities know where they fit (or where they don’t want to fit) in their world.


  • Establishing autonomy. Some people assume that autonomy refers to becoming completely independent from others. They equate it with teen “rebellion.” Rather than severing relationships, however, establishing autonomy during the teen years really means becoming an independent and self-governing person within relationships. Autonomous teens have gained the ability to make and follow through with their own decisions, live by their own set of principles of right and wrong, and have become less emotionally dependent on parents. Autonomy is a necessary achievement if the teen is to become self-sufficient in society.


  • Establishing intimacy. Many people, including teens, equate intimacy with sex. In fact, intimacy and sex are not the same. Intimacy is usually first learned within the context of same-sex friendships, then utilized in romantic relationships. Intimacy refers to close relationships in which people are open, honest, caring and trusting. Friendships provide the first setting in which young people can practice their social skills with those who are their equals. It is with friends that teens learn how to begin, maintain, and terminate relationships, practice social skills, and become intimate.


  • Becoming comfortable with one’s sexuality. The teen years mark the first time that young people are both physically mature enough to reproduce and cognitively advanced enough to think about it. Given this, the teen years are the prime time for the development of sexuality. How teens are educated about and exposed to sexuality will largely determine whether or not they develop a healthy sexual identity. More than half of most high school students report being sexually active. Many experts agree that the mixed messages teens receive about sexuality contribute to problems such as teen pregnancy and sexually transmitted diseases.


  • Achievement. Our society tends to foster and value attitudes of competition and success. Because of cognitive advances, the teen years are a time when young people can begin to see the relationship between their current abilities and plans and their future vocational aspirations. They need to figure out what their achievement preferences are-what they are currently good at and areas in which they are willing to strive for success. 

How Do These Changes Affect Teens?

  • Teens begin to spend more time with their friends than their families. It is within friendship groups that teens can develop and practice social skills. Teens are quick to point out to each other which behaviors are acceptable and which are not. It is important to remember that even though teens are spending increased amounts of time with their friends, they still tend to conform to parental ideals when it comes to decisions about values, education, and long-term plans.


  • Teens may have more questions about sexuality. They may ask about adults’ values and beliefs. They may ask how you knew it was time to have sex or why you waited.


  • Teens may begin to keep a journal. Part of achieving identity is thinking about one’s thoughts and feelings (reflective thought). Teens often begin journaling as a way of working through how they feel.


  • When they are in their rooms, teens may begin to lock their bedroom doors. Locking doors is a way to establish privacy


  • Teens may become involved in multiple hobbies or clubs. In an attempt to find out what they are good at, teens may try many activities. Teens’ interests also change quickly. (Today you are into yoga, and tomorrow you are into soccer).


  • Teens may become elusive about where they are going or with whom. When asked what they’ll be doing for the evening, teens typically reply with “nothing” or “hanging out.” When asked whom they’ll be with, teens reply, “just some friends.”


  • Teens may become more argumentative. Teens may question adults’ values and judgments. When teens don’t get their way, they may say, “you just don’t understand.”


  • Teens may not want to be seen with parents in public. They may make parents drop them off a block from their friends’ houses or from school.


  • Teens may begin to interact with parents as people. Even though they may not want to be seen with parents in public, teens may begin to view parents more as people. They may ask more questions about how a parent was when he or she was a teen. They may attempt to interact with adults more as equals.

 

1)  When do males “typically” begin and end puberty?

2) When do girls “typically” go through puberty?

3) What are 2 physical changes that both boys and girls go through (you can list 2 each if they aren’t the same changes)

4) Can you relate to any of the changes discussed in either of these two articles?

5) What do you think is the hardest part about the physical changes you endure during puberty?

6) What is autonomy (in your own words)?

7) How do you feel your psycho-social development has affected your relationship with your parent(s)?

8) Physical Development – Please summarize all your findings in two or more paragraphs

9) Cognitive Development – Please summarize your findings in two or more paragraphs

response

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ost your argument explaining the positive and negative nature of peer pressure. Please support your arguments with scholarly sources that point to both types of influence (positive and negative) that peers can have on adolescents and emerging adults. Be sure to address how gender, age, and cultural may impact the nature of peer pressure.

When referring to positive and negative nature of peer pressure there are a few old proverbs and adages that come to mind.  The first is one that my grandmother stated on multiple occasions “birds of a feather flock together.”  This meant that you are like the company that you keep.  Another is “you will always rise or sink to the level of your closest friends.”  And the last one I will use is a Bible verse: Proverbs 13:20, He that walketh with wise men shall be wise: but a companion of fools shall be destroyed (KJV).

Peer pressure is often thought of in a negative manner but does not have to be (Boruah, 2016).  Peer is considered to be a group of two or more people in the same age range, with some shared values and interest (Boruah, 2016).  Human beings are social creatures naturally, and this is not to be taken lightly as we could not survive without interaction from others.  This is important when considering adolescents as this is a time in which they start to break away from parental impact and guidance and rely more on the social groups (peer) from which to receive information. 

According to Erik Erikson’s stages of development the age of twelve to eighteen is the Identity vs Role Confusion, which is when they start to figure out who they want to be in life (Berk, 2014).  Due to the fact that this is also a time of puberty and hormonal changes/imbalance it can become really interesting.  Teens are very much aware of the influence in which they have on one another and during this time they learn what is or is not acceptable among their group.  Therefore, leading some to take a positive role in the lives of their friends by eating healthier and becoming active (Boruah, 2016).  Peer pressure has been known for the maladaptive behaviors, but can also influence in a prosocial behavior of one another.  Prosocial can be defined as voluntary behavior planned to profit others (Boruah, 2016).  According Pushpa, Ramnath, & Singh (2017) peer pressure whether negative or positive has a lot to do with the style of parenting exacted upon the child, adolescents reared under authoritative parents are less likely to fall prey to peer pressure than those with overly permissive parents.  Adolescents are most influenced by older siblings in both positive and negative manners, especially in disturbed households where more criminal behavior exist (Pushpa, Ramnath, Singh, 2017).  This occurs quite frequently in low socioeconomical status households, which can include majority of the minorities in this country.

           Peer pressure often leads to depression which occurs more often in females than males (Sangeetha & Chetan, 2015).  Sangeetha and Chetan (2015) believe adolescents are vulnerable to peer influence based on social and personal demands.  However, it is also a well-known fact that peer influence will remain an integral part of human beings throughout their lives, although it becomes super prevalent during teen years (Boruah, 2016).

References

Berk, L. E., (2014) Development through the lifespan (6th ed).  Upper Saddle River, NJ.  Pearson Education, Inc.

Boruah, A. (2016). Positive impacts of peer pressure: A systematic review. Indian Journal of Positive Psychology, 7(1), 127–130. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=115135344&site=eds-live&scope=site

Pushpa, Ramnath, & Singh, S. (2017). Peer pressure among adolescents in relation to family climate. Indian Journal of Health & Wellbeing, 8(3), 196–199. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=122565572&site=eds-live&scope=site

Sangeetha, V., & Chetan, S. V. (2015). Happiness and peer pressure among adolescents. Indian Journal of Positive Psychology, 6(1), 103. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=101882206&site=eds-live&scope=site

CGD 318 Week 5 DQ 2 ( Public Relations in the 21st Century ) ~ 2 Different Answers To Help You Score Better ~ ( Latest Syllabus – Updated Jan, 2015 – Perfect Tutorial – Scored 100% )

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Public Relations in the 21st Century
Select an organization from the United States and assess the methods with which this organization uses communication instruments such as traditional or social media for its public relations campaign. To what extent has this company incorporated newer media into its public relations strategy? Use the course materials and other research data to support your position. Respond substantively to at least two of your classmates’ postings.

  

THIS TUTORIAL INCLUDES TWO ANSWERS FOR THE DISCUSSION QUESTION TO HELP YOU SCORE BETTER  

  

Link to other tutorials for CGD 318, just click on Assignment/Discussion/Quiz name to go to respective tutorial.

·         CGD 318 Week 1 DQ 1 ( What is Public Relations )

·         CGD 318 Week 1 DQ 2 ( Public Relations and Crisis Management )

·         CGD 318 Week 1 Quiz

·         CGD 318 Week 2 Assignment ( To Accept or Reject a Client )

·         CGD 318 Week 2 DQ 1 ( Public Relations Research )

·         CGD 318 Week 2 DQ 2 ( Publics & Public Opinion )

·         CGD 318 Week 2 Quiz

·         CGD 318 Week 3 Assignment ( News Release )

·         CGD 318 Week 3 DQ 1 ( The Audience )

·         CGD 318 Week 3 DQ 2 ( Public Relations Tactics )

·         CGD 318 Week 3 Quiz

·         CGD 318 Week 4 DQ 1 ( Global Impact of Public Relations )

·         CGD 318 Week 4 DQ 2 ( Business, Sports, Tourism, and Entertainment )

·         CGD 318 Week 4 Quiz

·         CGD 318 Week 5 Assignment ( Final Paper )

·         CGD 318 Week 5 DQ 1 ( Public Relations & Non-Profit Organizations )

·         CGD 318 Week 5 DQ 2 ( Public Relations in the 21st Century )

Enviormental health.

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In this lesson you will comprehend how the consumption of everyday products affects the availability of renewable and nonrenewable natural resources for future generations and learn about environmental threats to our home.


Read the following information to help you define three different types of resources—renewable, nonrenewable, perpetual.

 1. On earth, there are only limited amounts of fossil fuels, such as coal, oil and natural gas. There are also only limited amounts of minerals, such as iron, copper and bauxite. These resources either cannot be replaced by natural processes or require millions of years to replenish.

 2. Some renewable and nonrenewable resources can be recycled or reused. This process decreases the rate at which the supplies of these resources are depleted. For example, aluminum cans can be recycled and turned into “new” cans or other aluminum products many times over. Recycling reduces the need to mine bauxite, the mineral used to manufacture aluminum.

 3. Renewable natural resources include plants, animals and water when they are properly cared for. Minerals and fossil fuels such as coal and oil are examples of nonrenewable natural resources.

 4. Trees, wildlife, water and many other natural resources are replaced by natural processes. Plants and animals can also be replenished by human activities. Water is continuously cycled and reused. Sunlight, wind, geothermal heat, tides and flowing water are perpetual resources.

 

  Water is a resource that is typically considered renewable. However, over usage of water can cause us to use it faster than it is replenished. 

The chart below approximates daily water consumption in the United States:

1. Thermoelectric Utilities                      187 billion gallons/day

2. Irrigation                                           137 billion gallons/day

3. Public Water Supply                          36 billion gallons/day

4. Industry                                            26 billion gallons/day

5. Rural and Livestock                           8 billion gallons/day

 

Total                                                   394 billion gallons/day

 

 

What are the threats to our environment? 

Biodiversity

Biodiversity is all of the Earth’s plants, animals, ecosystems and genes. It includes the tallest tree, the smallest insect, and the most delicate coral reef ecosystem. Biodiversity is what allows the Earth and all of its creatures to adapt and survive.

As humans, we are completely dependent on biodiversity for survival. Yet we are destroying large parts of our natural world. In places far and wide, humans are squeezing out other forms of life, sometimes causing the extinction of entire species. 

We have the power to change our course. Each of us can act to protect our biodiversity and help create a sustainable future for life on Earth. Learn more about biodiversity and how YOU can make a difference. 



Water 

Pure water is essential for all life on Earth. The Earth is 70% water, as are our bodies. We can last for about 2-3 weeks without food, but we would be dead within 3 days without water.

Humans are increasingly putting this essential resource in serious danger. We poison our ground and surface water. We burn fossil fuels that cause acid rain and global warming. We dam our rivers, interrupting water flow and destroying delicate ecosystems downstream. We clear vegetation and pave massive land areas, decreasing the groundwater level and increasing flooding and soil erosion. On top of all this, those with access to the most water are wasting vast amounts of it. 

Each of us can play an important role in conserving and protecting our local water supply. Educate yourself about the many threats to water. 



Forests 

If forests fail to strike you as beautiful, peaceful and worthy of existence for their own sake, take a moment to consider their value to natural systems. Forests are the lungs of our planet. They purify the air, protect our water and soil, and are a critical habitat to millions of animals and plants.

By destroying our forests, we are losing our most reliable ally in the struggle with global warming, floods, droughts, and soil erosion. We are wiping out the guardians of the planet’s freshwater resources and the garden that gives life to medicinal plants, foods, and many other products.

Learn more about the main threats to forests.

 

Energy 

Energy is integral to virtually every aspect of life – it is hard to imagine life without it. Yet many of our most serious threats to clean air, clean water, and healthy ecosystems stem from humans’ energy use. 

Currently, most energy is produced from coal, oil, natural gas, and uranium. These energy sources pollute our air and water, change the Earth’s climate, destroy fragile ecosystems, and endanger human health. A large amount of the energy we generate is wasted, raising energy costs and harming the environment. 

We can meet our energy needs while protecting human health, our climate, and other natural systems. The solution is a rapid transition to energy efficiency and the use of clean, renewable energy sources such as the sun and wind. Renewable energy sources are abundant and inexhaustible. They do not use fuel, so fuel costs and price fluctuations are not an issue. They generate energy with minimal pollution, causing no oil spills, nuclear meltdowns, nuclear wastes, smog, or acid rain. 

When joining together, ordinary citizens are the most powerful political force in the world. Learn more about how you can help create a clean energy future. Go to this energy fact sheet For Residents.

 


Your environment is your health. For example: Purifying city water supplies is a major reason that you probably are going to live twice as long as someone born a century ago.

You’ve got a personal environment, too.

To help keep yourself fit and healthy, as well as live longer, you’ve got to take care of that personal environment as well as the rain forests, whales, and ozone layer. So the National Institute of Environmental Health Sciences have put together a checklist of things you can do. Look at the 21 Easy Steps to Personal Environmental Health

Explore the Kid’s page by the National Institute of Environmental Health.

 

Please read about Recycle City to learn more about recycling and why we do it.   

 

 

1) Some nonrenewable and renewable natural resources can be recycled or reused. This process decreases the rate at which the supplies of these resources are depleted. Can you name two items in your house that can be recycled or reused?

2) Minerals and fossil fuels such as coal and oil, are examples of nonrenewable resources. Can you think of two non-renewable fossil fuels?

3) “Sustainable Yield” refers to a renewable resource’s threshold for regeneration. Put very simply, it’s the point at which a renewable resource can no longer “renew” itself. Imagine and briefly describe a situation wherein a resource’s sustainable yield is exceeded, and the consequences of that over-use.

4) Which resources, if any, would continue to be available no matter how much people used them?

5) Write 2-3 paragraphs about your chosen topic of study. Please include specific ideas about how you can help safeguard these resources, list all websites used and also your opinion on the topic as well.

6) Devise 3 environmentally healthy steps of your own, using the links above as a model. (You can incorporate the silly rhyme scheme if you like, but it’s certainly not a requirement.)

7) Name 3 enviormental threats

8) What about personal enviormental health?

9) In your own words, why is it important to recycle?

10) In your own words, how does recycling help the environment? What do you think would happen to the environment if we stopped recycling

11) Name a few things that can be made from recycled materials.

12) What are some hazardous waste materials that should not be thrown in the trash can?

13) Do you recycle in your house? If you do, please explain the process. If not, can you come up with a plan to implement recycling in your home?

 

 

 

RTP 1 (3167)

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Please write a brief response to the following discussion by using one Nursing Peer-reviewed journal not older than 5 years. APA format required without cover page.

 

Medication error is among the many problems that exist in the area of nursing that would be appropriate for an evidence base practice project (Polit & Beck, 2018). As stated by Pop & Finocchi (2016), medication error is a mistake that happens in the medication use process. It is preventable and can lead to patient ‘s harm. The error can be fulfilled  in two ways. First by commission, where the intent of doing so is on purpose, and  by omission where one fails to follow protocols. Either ways can lead to severe patients outcomes. The article continues to mention that, medications error are blamed  to cause harm to 1.5 million patients annually in the united states. In an 18 month study that was done recently on 6 community hospitals in Massachusetts, 3.5 million patients were found to be affected by medication errors. There are many systems in place to help preventing medication errors. For example, observing the  rights of medication administration, barcoding, medication reconciliation, automated dispensing, standardized ordering and administration, training. All of these systems proved to be effective, But medication errors are still occurring.

 Medication errors can ensue in the prescribing, transcribing, dispensing, and administrating steps ( Pop & Finocchi, 2016).  As we all know the nurses are always the ones to get blamed for those acts no matter where the errors take place. As nurses, it is very important to ensure the security of the patients when administering medications by following the protocols of your facility. Every day in our practice we encounter many questions and problems that need to be answered through clinical decision. We just have to do the best we can by using our knowledge and skills to help with this burden. The workload on nurses plays a significant part in causing some of the medication errors. My ideal question using the PICOT format, is how following the facility protocol versus reducing the workload on nurses help to prevent medication errors among patients in the future?

due today 150 words each

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respond to two students due to grade or critique work only add to the discussion

First reply to Aldin

Topic 3: Major Dick Winters Documentary

Throughout the Dick Winters documentary, MAJ Winters’ subordinates held him in such high regard. It was easy to see, not only the impact MAJ Winters had on his subordinates, but the impact they had on him. Two key elements of leadership that were apparent were people and influence. Because he spent the time to truly get to know his men, he had influence. According to Lewis (as cited in Gray, 2012), “Being a strong leader meant being able to rely on others to help get the job done.  That included fellow soldiers who had vastly different strengths and weaknesses than his own.” I understood this to mean that he knew his men so well that he knew what each soldier was capable of and their limits. By knowing this, he knew which person was appropriate for a specific mission. With that, a case for leaders-follow could also be made. Returning back to the key element of people, it was as though he gained so much of their respect that they were willing to go to the ends of the earth for him. Additionally, the emotional link MAJ Winters had with his subordinates allowed him to be a transformational leader, in a way that inspired a sense of purpose with his troops (García-Morales, Jiménez-Barrionuevo, & Gutiérrez-Gutiérrez, 2012). As with influence, MAJ Winters was able to gain the commitment of his soldiers by leading from the front and not withdrawing himself from dangerous situations that he was asking his subordinates to put themselves in. This attitude undoubtedly garnered the support of the subordinates. To drive the point, MAJ Winters (as cited in Gray, 2012) stated, “By working with the men, they get to know you. If you do a good job, that’s how you say ‘follow me.’”

References:

García-Morales, V. J., Jiménez-Barrionuevo, M. M., & Gutiérrez-Gutiérrez, L. (2012). Transformational leadership influence on organizational performance through organizational learning and innovation. Journal of Business Research, 65(7), 1040-1050. doi:10.1016/j.jbusres.2011.03.005

Gray, T. (2012). Major Dick Winters Documentary. [Video file]. Retrieved from https://www.youtube.com/watch?v=3E2C4SwnMIY&feature=youtu.be

Second response to Quanitia

Topic 2: The Biggest Mistakes a Leader Can Make

According to Dr. Ellen Langer, professor at Harvard University, the biggest mistake a leader can make is being certain. Being certain makes the leader unable to adjust to change. In business things constantly change and its never predictable. According to Dr. Langer “….when you think you know, you don’t pay any attention.” I agree with Dr. Langer that uncertainty should be a key. If a leader is unable to adjust to change they will not make it far. Change is constant nothing ever stays the same. A leader should be able to adjust accordingly and be able to train the individuals underneath him/her to adjust as well to keep things in order. In some cases change is a very good thing. 

Another mistake I agree with was made by Jonathan Doochin of the Leadership Institute at Harvard College. Doochin believes one of the biggest mistakes a leader can make is acting to fast and not thinking through issues. Doochin suggested that a leader should step back and rethink things. Instead of acting off instinct a leader should sit down with his/her management team to work out problems and seek advise. Being able to step back and handle issues will give you a clean slate to start on instead of just acting off just acting without thinking. I believe this mistake just doesn’t trouble leaders it also troubles employees under the leader. Employees watch how their leaders react to certain situations and if it is a negative reaction that same energy will spread throughout the organization. 

References:

Jones, M. (2007). Biggest Mistake Leaders Make. Retrieved from: https://www.youtube.com/watch?v=EpiMXPiMm_c&feature=youtu.be (Links to an external site.) 

DQ192 RESPONSE

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Marcia Stapleton    2 posts   Re: Topic 10 DQ 2  Evidence based practice (EBP) is a large key to improving patient outcomes and therefore is an essential component of the BSN prepared nurse.As nurses, if we strive for improving the capacity for evidence based care in our facilities, we will make significant strides in achieving the best possible outcomes for our patients.We must, continue to look outside our current practice to seek better practices for our patients (Halm, 2010).  In continuing to integrate EBP into my personal work environment, two ways would be through my role as a clinical nurse leader and through exemplifying a culture of learning and valuing applied research to the everyday routines of practice.Working as a nurse supervisor, I have a role as a clinical nurse leader.This role includes working with policies, workflows and new ways of doing things.Clinical nurse leaders support EBP in all of these roles by always asking the question “What is best practice?” Clinical nurse leaders also can assist in directing other nurses to data bases available to look into EBP research.In our facility, we have Up to Date embedded into our electronic medical record, which gives us quick access to EBP. Asking the “What is best practice?” question leads nursing into looking for EBP research to support the practices they are working with and exemplifies EBP as a culture.  Two obstacles that challenge the ability to integrate EBP into a work environment include time to read and implement new research and support from other staff (Halm, 2010). Reading and implementing EBP research takes time. Some ideas for overcoming this barrier are allowing BSN staff to have a certain number of hours allotted each month to EBP. The concept of EBP teams is awesome and seems like a great idea to overcome both of these barriers (Halm, 2010). If a facility could give these EBP teams allotted time each month to pursue a EBP project relevant to their practice this would overcome the barrier of time. Maybe we could have EBP committees a requirement for all nursing. EBP teams also can help overcome the barrier of support, as there will be support from the team for EBP which will build a culture the upholds the value of EBP.  Reference  Halm, MA., (2010). “Inside looking in” or “inside looking out?” How leaders shape cultures equipped for  evidence-based practice. American Journal of Critical Care. 19(4), 375-378. Doi:10.4037/ajcc2010627

FOR PHYLLIS YOUNG

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Designing Culturally Appropriate Wellness Programs

 

For this discussion:

  • Refer to Chapter 7 of your Cultural Competence in Health Education and Health Promotion text and review the case study on page 189.

WHICH IS:

The rate of teen pregnancy is rising in a culturally diverse community in which an estimated 25 percent of the population are immigrants. In addition, the community is nearly 50 percent Latino and has a high number of at-risk youth. Its high school graduation rate is 73 percent, well below the state average of 82 percent. Statewide data estimate that 34 percent of the population 16 years and older in this community lack basic prose literacy skills.

1.Define the steps required to develop a needs assessment of the problem in this community, including primary and secondary data.
2.Who are the collaborative partners that need to be included in coalition to address the teen pregnancy problem?

3.What steps are needed to develop a program, implementation, and evaluation plan?
4.Describe the cultural considerations that must be addressed in the program plan, implementation, and evaluation design.

 

 

Address the following questions: 

    • What steps are required to develop a needs assessment of the problem in this community, including primary and secondary data?
    • Who are the collaborative partners that need to be included in a coalition to address the teen pregnancy problem?
    • What steps are needed to develop a program, implementation, and evaluation plan?
    • What cultural considerations must be addressed in the program plan, implementation, and evaluation design?

Your initial posting should be at least 150 words, and you must reference the work of another writer (either as a quotation, paraphrase, or summary) to provide support for your ideas. The source can be the course text, another relevant book, any assigned reading, . When you incorporate the other writer’s ideas in your work, use APA citation style to give credit to that writer. Remember that an APA citation includes both the in-text citation (the author’s last name and the year of publication) and the full reference for the source.

12 ANGRY MEN – THE MOVIE

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For this assignment you will watch the movie “12 Angry Men” and answer the questions on Moodle.  Make sure to be specific and complete when answering the questions.

You can use either the updated version of the movie or the original.  The movie is available for you to watch at the Pitt CC library or you can rent it from a local video store.

In question 3, you are asked about barriers to critical thinking–please refer to  Personal Barriers to Critical Thinking that are listed on Moodle.  Please remember to fully develop your answers and identify specific logical fallacies in question #5.  Please only use logical fallacies that are listed in our text.

 

Unit 9: 12 Angry Men

Watch “12 Angry Men” and complete the activity in the course pack.  This assignment will be due next week.

12 Angry Men table (1957)

 

JURY ROOM, 12 ANGRY MEN (by   Reginald Rose)

The Original Movie (1957)

 

 

 

Juror 1. The Foreman

35, small, petty,

football coach

 

Juror 12.

Advertising Man

30, doodler, snob

 

Juror 2. Squeaky

38, bank clerk, meek.

Juror 11. Immigrant

48, humble, suffered injustice

                

Juror 3. Angry Man

40, highly prejudice

(Lee Cobb)

Juror 10. Bigot

46, comes to quick decisions (Ed   Bagley)

 

Juror 4. Retired Man

50, stockbroker, rational

(E.C. Marshall)

Juror 9. Old Man

70, mild, gentle, has all his   faculties

 

Juror 5. Mechanic

25, Baltimore, grew up in slum   (Jack Klugman)

Juror 8. Our Hero

42, architect, charismatic, dark   and moody, used to power (Henry Fonda)

 

Juror 6. Everyman

33, decent, housepainter, not used   to making decisions

 

Juror 7. Mr. Baseball

42, loud, flashy, short tempered;   wants to go to Yankees game (Jack Ward)

  

 

“12 Angry Men” questions

“12 ANGRY MEN” HOMEWORK ASSIGNMENT

 

Instructions: Watch the movie “12 Angry Men”.

Answer the following questions completely and turn them into me.

1. Which character is the most effective critical thinker? Which characteristics of a critical thinker does this person exemplify? Explain your answer in 2-3 paragraphs and support yourself with specific examples from the movie.

2. Which character is the least effective critical thinker? Explain your answer in 2-3 paragraphs and support yourself with specific examples from the movie.

3. What barriers to critical thinking prevent any other 3 jurors from thinking critically? (Do not choose the juror you discussed in question #2.) In 1 paragraph per juror, tell the obstacle(s) and how it prevents each one from thinking critically. Use examples from the film for each juror to support yourself.

4. At what point do any 3 of the jurors become critical thinkers Do not choose the juror you discussed in question 1. Specifically, what happens to make each one think critically? Explain in 1 paragraph per juror.

5. Identify four examples of logical fallacies in the jurors’ thinking processes. Give the juror, the fallacy that the juror uses, and the context for each example.

 

12 Angry Men (1997)

 

JURY ROOM, 12 ANGRY MEN

Updated Movie Version (1997)

 

 

 

Juror 1. The Foreman

football coach

 

Juror 12.

Advertising Man

 

Juror 2. Older African American

Juror 11. Immigrant

                

Juror 3. Angry Man

 (George C. Scott)

Juror 10. Young African American

 

Juror 4. Retired Man

stockbroker

Juror 9. Old Man

 

Juror 5. Mechanic

grew up in slum

Juror 8. Architect

(Jack Lemmon)

 

Juror 6. Decent Man

housepainter

 

Juror 7. Mr. Baseball

 (Tony Danza)