Nursing homework help – Elite Custom Essays

/in /by


Nursing homework help

Nursing homework help

Don’t use plagiarized sources. Get Your Custom Essay on

Nursing homework help

Just from $13/Page

Order Essay

Subjective

CC: “it works a little too well. It makes me sleepy.”

HPI: The patient is a White female who is 26 years old. She says that she was given medication that made her sleepy during her recent admission to an inpatient psychiatric facility. She says that she was struggling with sleep before she was treated at the facility. She also reports that she was diagnosed with bipolar disorder. She says that within one week, she has lost 14 pounds. She complains that she sleeps too much at night. She rates her happiness in life at an eight out of ten and denies suicide and homicide ideation. The patient reports that she has highs and lows in her moods. Nursing homework help

ORDER A PLAGIARISM FREE PAPER NOW

Past Psychiatric History

General Statement: The patient has been previously diagnosed with bipolar disorder.

Caregivers: not reported.

Hospitalizations: Prior inpatient admission at a psychiatric facility.

Medication Trials: Lithium during last inpatient visit

Previous Psychiatric Diagnosis: Bipolar disorder

Substance Use History: The patient does not drink, abuse illicit drugs, and has never smoked.

Family History: Both her parents are alive, and her father has skin cancer that has metastases to the brain.

Psychosocial History: No reported psychosocial history.

Medical History:

Current Medications: Gabapentin 600mg in the morning and noon, and 1200mg at night. Abilify 5mg at night

Allergies: Lithium causes her to have diarrhea.

Reproductive Hx: No reported childern.

Past Medical History: Hyperlipidemia.

ROS:

GENERAL:  The patient is alert and well oriented to time, place, and person.

HEENT: The patient does not have any swellings on the head, audio and visual acuity is normal, no sinus infections, and no swollen lymph nodes in the throat.

SKIN: The skin does not have any breakages or rashes. It is also sufficiently moist with normal pigmentation.

CARDIOVASCULAR: The patient does not experience any discomfort in the chest.

RESPIRATORY: The patient has steady breathing and does not experience shortness of breath. The rising and falling of her chest are expected, with no dyspnea or respiratory issues.

GASTROINTESTINAL: The patient does not have any nausea, abdominal pains, running stomach, or vomiting episodes

GENITOURINARY: The patient can pass urine without experiencing any pain or discomfort.

MUSCULOSKELETAL: The patient has a full range of ambulatory movements with no pain in her joints. She moves freely with no constraints or pain.

HEMATOLOGIC: The patient does not have anemia.

LYMPHATICS: There is no splenectomy or swollen lymph nodes present.

ENDOCRINOLOGIC: There are no endocrinal conditions noted or any unusual hormonal changes.

Objective

Physical Examination: Vitals are as follows: Ht: 5’11” Wt: 169 lbs BMI: 23.57 Pain: 0/10

Diagnostic results: Blood and urine tests returned unremarkable results, and the MRI and CT scan also returned unremarkable results.

Assessment

Mental Status Examination

The patient is a 26-year-old White female who is well oriented to time, person, and place. She is cooperative during the examination with clear and coherent speech. She also articulates her thoughts clearly. She does not have any suicidal or homicidal ideations. The patient says that she has experienced hallucinations and delusions. Both her long-term and short-term concentration are good. The patient has experienced hypomania, mania, and depression.

Differential diagnosis

Bipolar I Disorder

Bipolar I disorder is a mental condition where the individual experiences manic or hypomanic episodes characterized by high increases in energy or irritability (McIntyre et al., 2020). Individuals also experience depressive episodes when they have low moods and isolate themselves from people. The diagnostic criteria for the condition involve the presence of manic and hypomanic episodes (McIntyre et al., 2020). The manic episode is characterized by grandiosity and inflated self-esteem, being talkative, flight of thought, and increased psychomotor activity. The depressive episodes are characterized by a persistent depressed mood, lack of interest in activities, considerable weight loss, hypersomnia or insomnia, and psychomotor retardation (McIntyre et al., 2020). The patient displays manic, hypomanic, and depressive episodes. They have also reported significant weight loss. These symptoms are consistent with bipolar I disorder, making it the primary diagnosis.

Schizoaffective Disorder

Schizoaffective disorder is a mental health condition characterized by schizophrenic symptoms, including delusions and hallucinations (Miller & Black, 2019). The state also presents with mood disorder symptoms which include mania and depression. There are two types of schizoaffective disorders, namely depressive type and bipolar type (Miller & Black, 2019). Individuals with the condition will present with delusive behavior such as having fixed and false beliefs that contradict apparent evidence. They will also have visual or auditory hallucinations and bizarre behavior (Miller & Black, 2019). The depressive symptoms will manifest as feelings of emptiness and sadness. The individual will also feel worthless. Individuals with schizoaffective disorder will often have suicide and homicidal ideation (Miller & Black, 2019). The main difference between bipolar I disorder and schizoaffective disorder is the presence of psychosis. The patient, in this case, does not exhibit symptoms of psychosis which rules out schizoaffective disorder.

Major Depressive Disorder

            Major depressive disorder is a mental health condition characterized by a relapsing and remitting cycle of depressive episodes (Hasin et al., 2018). The depressive episodes can manifest in a persistently low mood. During depressive moods, the individual will also experience a decrease in their self-attitude, which leads to low confidence and self-esteem. There will also be reduced physical and mental energy. The individual’s low mood may also manifest as hopelessness, self-deprecation, and self-blame (Hasin et al., 2018). Some of the common symptoms of the major depressive disorder include changes in the individual’s sleep patterns, either hypersomnia or insomnia (Hasin et al., 2018). The individual will also have suicidal and homicidal ideations. The presence of psychotic episodes is also another symptom where the individual will have delusions or hallucinations. While both major depressive disorder and bipolar I disorder have overlapping symptoms, the main distinction is that major depressive disorder is unipolar. It means that in major depressive disorder, there are no manic episodes, whereas in bipolar I disorder, there are manic episodes.

Reflections

The patient has been treated for bipolar I disorder in the past. She has been taking Gabapentin and Abilify, but she complains that she sleeps too much. She rates her happiness mood highly, meaning that she must be on a manic episode. Her pharmacological treatment plan will be Gabapentin, one tablet taken twice daily and 1.5 tablets taken at night. She will also be prescribed Aripiprazole 5 mg taken at night. Cognitive-behavioral therapy has been proven to be effective in treating bipolar I disorder (David et al., 2018). Therefore the psychotherapy plan will involve using cognitive-behavioral therapy to improve the patient’s symptoms by modifying her behavior and helping her manage both her manic and depressive episodes. The patient will also be subjected to alternative therapy, including joining support groups for individuals with the same condition. The patient will also be encouraged to adjust their diet and avoid diets rich in saturated fats, red meat, trans fats, and simple carbohydrates (Łojko et al., 2018). The patient should also be educated on how to adhere to their prescriptions, any potential side effects they should anticipate, and when to seek medical advice if the side effects worsen.

 

 

 

 

 

 

 

 

References

David, D., Cristea, I., & Hofmann, S. G. (2018). Why cognitive behavioral therapy is the current

gold standard of psychotherapy. Frontiers in psychiatry, 9, 4.

Hasin, D. S., Sarvet, A. L., Meyers, J. L., Saha, T. D., Ruan, W. J., Stohl, M., & Grant, B. F. (2018).

Epidemiology of adult DSM-5 major depressive disorder and its specifiers in the United States. JAMA Psychiatry, 75(4), 336-346.

Łojko, D., Stelmach, M., & Suwalska, A. (2018). Is diet important in bipolar disorder?. Psychiatr.

Pol, 52(5), 783-795.

McIntyre, R. S., Berk, M., Brietzke, E., Goldstein, B. I., López-Jaramillo, C., Kessing, L. V., … &

Mansur, R. B. (2020). Bipolar disorders. The Lancet, 396(10265), 1841-1856.

Miller, J. N., & Black, D. W. (2019). Schizoaffective disorder: A review. Annals of clinical

psychiatry: official journal of the American Academy of Clinical Psychiatrists, 31(1), 47-53.



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental

/in /by


Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental

Training Title 50

Don’t use plagiarized sources. Get Your Custom Essay on

Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental

Just from $13/Page

Order Essay

Name: Harold Griffin

Gender: male

Age:58 years old

T- 98.8 P- 86 R 18 134/88 Ht 5’11 Wt 180lbs

Background: Has bachelor’s degree in engineering. He is homosexual and dates casually, never married, no children. Has one younger sister. Sleeps 4-6 hours, appetite good. Denied legal issues; MOCA 27/30 difficulty with attention and delayed recall; ASRS-5 20/24; denied hx of drug use; enjoys one scotch drink on the weekends with a cigar. Allergies Morphine; history HTN blood pressure controlled with losartan 100mg daily, angina prescribed ASA 81mg po daily, metoprolol 25mg twice daily. Hypertriglyceridemia prescribed fenofibrate 160mg daily, has BPH prescribed tamsulosin 0.4mg po bedtime. Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental

ORDER A PLAGIARISM FREE PAPER NOW

 Symptom Media. (Producer). (2017). Training title 50 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-50

 

 

 

Differential Diagnoses: : Explain relate it the patient

ADHD

Anxiety Disorder

Major depressive disorder:

 

 

 

 

 

Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.

 

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

 



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

APPLIED FINAL PROJECT – Elite Custom Essays

/in /by


APPLIED FINAL PROJECT

In your applied final project for this course, you will analyze a case study, select a diagnosis, create a treatment plan, and support your decisions with evidence from the course readings or outside scholarly resources. APPLIED FINAL PROJECT

Don’t use plagiarized sources. Get Your Custom Essay on

APPLIED FINAL PROJECT

Just from $13/Page

Order Essay

ORDER A PLAGIARISM FREE PAPER NOW

 

Psychological Case Study

Name:  Ms. Smith                                                                                            Dates of Interview: 03/18/19; 03/25/19

Date of Birth: 03/21/1987                                                                             Age: 32 years

Gender: Female                                                                                               Education: Highschool Graduate

Background information:

Ms. Smith is a 32-year-old biracial, female, who has completed high school and is currently employed as a waitress.  Ms. Smith was taken to the hospital on 3/18/2019 by local police, who found her screaming, pacing, and weeping inconsolably outside of a local apartment building on 5th Street. Apartment residents called police to the scene, concerned by the disturbance Ms. Smith was creating.

Captain Logan, with Fire and Rescue, arrived second on the scene and treated Ms. Smith for multiple cuts on her arms.  Exhausted by apparent despair, Ms. Smith conveyed she moved to town one month earlier from Memphis, TN, looking for a new start. She met her boyfriend, Frank, six days after starting her new job, and they have gone out six times.  According to Ms. Smith, “Frank is my destiny, he has to love me as much as I love him!”  Officers at the scene learn that Frank, hours earlier, told Ms. Smith he never wanted to see her again and that Ms. Smith has a restraining order against her in San Diego, CA.

Referral Question:

Ms. Smith has been referred to Dr. Liam for psychological evaluation due to immediate concerns for risk of self-harm. 

Current Symptoms:

Currently, Ms. Smith, reports that her head sometimes feels numb and that her thoughts are confused.  She is experiencing incredibly strong feelings of fear, seeing herself as being abandoned and alone in a strange new town. She self identifies as a passionate woman capable of foolish things that she is sometimes sorry for, to include unprotected sex with multiple partners before meeting Frank. 

When interviewed by police the day Ms. Smith was escorted from his apartment complex, Frank reported that Ms. Smith’s behaviors toward him rapidly became impulsive and demanding after their first date.  At first Ms. Smith was charming and thoughtful.  She would surprise him with small, simple gifts (e.g., movie tickets).  She then started to send affectionate text messages every half hour. The nature of the text messages quickly shifted from casual and flirty to strong expressions of passion and love sent every 10 minutes.  When Frank did not respond to these messages, in frequency or kind, Ms. Smith would suddenly ignore him or lash out. 

When asked about this behavior, Ms. Smith reported she regretted her negative actions towards Frank immediately after she did them, experiencing regret or panic after lashing out. Having been in many relationships before, that according to her, ‘did not work out,’ Ms. Smith could not stand the idea of Frank, her perfect love, seeing her as unkind.

Now that Frank has broken up with Ms. Smith, she feels empty, powerless, and worthless.  She attributes this sorrow as the reasons behind her sudden mood swings.  Her thoughts and emotions stray between extreme agitation and a compulsion to act out to apathy and a desire to withdraw.     

Relevant History:

Developmental/Medical/Social:

Ms. Smith’s mother, Helen Taylor, and father, Jake Smith, were both heroin addicts.  Her mother claims she did not use drugs while pregnant with Ms. Smith, attributing the life-style change to having completed rehabilitation two months prior to becoming pregnant.  During the pregnancy, Ms. Taylor did not seek prenatal care due to a fear of doctors and a lack of financial security.  At delivery, Ms. Smith reports she thinks she was a normal, healthy infant. 

Ms. Smith reports that her mother, Ms. Taylor, was not interested in being a mother and abandoned her to the care of Mr. Smith when she was 8-months old, upon his release from jail, following incarceration for stealing a wedding band to wed Ms. Taylor. 

Growing up, Ms. Smith had two older half-brothers, and one younger half-sister.  Her mother had multiple relationships prior to meeting Mr. Smith and is the mother of Ms. Smith’s brothers. Ms. Smith’s half-sister is the child of her father and stepmother.  Ms. Smith lived with her father and stepmother until she was 18 years-of-age.  The years between 2 and 8 she describes as the most influential. She struggled with confusion as to why her mother did not want her and why her stepmother ignored her.  She also suffered malnutrition due to lacking food in the home. 

Between the ages of 7 and 17, Ms. Smith continued to lack food and emotional security. She also withdrew into bouts of self-loathing and wishing for a permanent out for her mental, emotional, and physical suffering.  Her father’s moods were unpredictable, and her stepmother hit her frequently. Ms. Smith reports that no longer what she did (skipped school, brought home straight A’s), her stepmother expressed upset towards her. Owning one pair of jeans, four shirts and one pair of shoes by the time she turned 18, Ms. Smith was sensitive to the judgement of others.  In middle school and high school, she was overly self-focused and overreacted if she sensed a hint of judgement or rejection from others.  This reactance often led to sudden moments of violence (fights, throwing objects, verbal assaults) against those Ms. Smith felt wronged by.  During this period, Ms. Smith also took up the use of alcohol to counter regrets for her negativity towards others, and the wallowing emotional pit of nothingness she sometimes found herself in. 

Ms. Smith did disclose a family history of mental health challenges and anger management issues, though most she attributes to illegal substance use difficulties. Ms. Smith says she has worked with multiple therapists over the years but has not had luck finding one who understands her enough to bring about change.  Reportedly, Ms. Smith was not athletic as a child or teen, but was good at art, music, and writing.  She participated in band until her stepmother made it impossible for her to make it to band practice on time, making her miss the morning school bus. 

Pointed to above, Ms. Smith’s relationships with others have, and continue to be brief, beginning with idealization of a person and then a rapid period of denigration and demands of that person.

Educational/Occupational:

Ms. Smith explained that she was an early reader and began to read while attending a Jump Start Program.  Ms. Smith stated that, during the first grade, she “loved” her teacher Mr. V., but he never paid attention to her.  Ms. Smith reported that she performed quite well academically from the second through the fifth grade. This period marks a time before a move across country to a new town.  In sixth grade, Ms. Smith changed schools.  The middle school and high school years marked a period where her teachers knew her homelife was poor and they worked to get her into advanced classes. Currently, Ms. Smith is working as a waitress, but aspires to enter the music industry as a song writer. She has always been talented with the written word, according to her.  This career focus will be her fourth “remaking of herself” in the past 18 months. 

Alcohol Substance Abuse:

Ms. Smith denied use of any illegal drugs or any prescription drugs, but does overindulge in alcohol.

Conduct and Legal:

Reportedly, Ms. Smith has a restraining order against her in the state of California.  The order is to maintain over 100 feet from a past romantic interest.  Ms. Smith acknowledge she was disappointed her affection was perceived as overly demanding and blames the failure of the relationship on the fact the person was married.

Observations:

Ms. Smith is a 32-year-old, biracial female of average height and petite frame. She appeared her stated age, arrived at the evaluation agitated and dressed in clothes that may have been slept in. She was polite and cooperative at one moment and then sarcastic or argumentative the next during the evaluation.  Ms. Smith is left-handed. When challenged she would response with explosive anger, then retrack with an apology and body language that expressed guilt or remorse.  Attention and concentration were slightly impaired.  Ms. Smith’s thought processes were connected, while logic applied to decision making was not always coherent.  Ms. Smith’s eye contact during the evaluation was dependent on her mood. 

Regarding her motor functioning, there are no apparent abnormalities.  No evidence of impaired vision or hearing was present during this evaluation.  Ms. Smith did not demonstrate any difficulties with speech and appeared to demonstrate the ability to both understand and express the English language without notable exceptions. The content of her thought was occasionally tangential, moving off topic to the discussion of Frank, or to make personal inquiries directed at getting to know Dr. Liam. Her preoccupation with being abandoned does not appear to reflect paranoid thinking.  Her affect shifts rapid, contingent on topic of the discussion.  She did not report hallucinations or delusions.  Ms. Smith’s gait and pace reflected shifts in mood throughout the session. She did express suicidal but not homicidal ideation.

 

Apply cumulative knowledge from this course and others (i.e., abnormal psychology) to diagnosis Ms. Smith, support your diagnosis with evidence from the case and recommend further assessment and treatment options. Your paper should consist of the following sections:

Title Page

Part I: Reason for Referral

  1. What was the reason for the referral?
  2. What sources of data do you have and need?

Part II: Background Summary

  1. Family/Social, (supports) Include ethnic/racial/cultural
  2. Medical/ developmental
  3. Educational/occupational (hobbies)
  4. Behavioral observations

Part III: Assessment Data

  1. Assessment:
  2. In addition to a good diagnostic interview, what assessment tools would you recommend using to aid in giving an accurate diagnosis and developing a treatment plan?

Part IV: Tentative Diagnosis

  1. Select a diagnosis using the DSM-5

    • DSM codes (add resources) http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1610168&site=eds-live&scope=site&ebv=EK&ppid=Page-__-1
  2. Defend which diagnosis/diagnoses are possible using specific examples from the case.

 

Part V: Treatment Recommendations

  1. Consider which treatment would be the ethical choice (community, group, referral to a forensic psychologist, psychiatrist, physician or for a neuropsychology evaluation).
  2. Provide one or two Evidence Based Treatment recommendation for the diagnosis given.  Be sure to cite the source that helped you to determine the best Evidence Based Treatment for this diagnosis.

 

Part VI: Considerations

Clearly present your analysis of developmental, sociocultural, and ethical considerations that contribute to the diagnosis and treatment recommendations made.

  1. Developmental Considerations
  2. Sociocultural Considerations
  3. Ethical Considerations

Part VII: Conclusion

  1. Conclude with a summary of your findings.

Part VIII: References

Your paper should be 6-8 pages in length.  Use APA style headings and subheadings, double-spacing, an appropriate serif or sans serif font (e.g., Times Roman12-point; Arial 11-point; Calibri 11-point), one-inch margins (left, right, top, and bottom), page numbering, and logical flow from topic to topic.  Write with clarity, paying attention to spelling, grammar, and syntax.

 

PLEASE NOTE:

While a typical Case Conceptualization would not contain a reference section, we are asking you to include one here to demonstrate good practice in attributing and citing the ideas of others correctly. Please also include in text citations as appropriate.

Consult the UMGC Citing and Writing Guide, for proper form of APA Style in-text citations and references.

 

Please reference the rubric accompanying this assignment for scoring details.



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

what you need to do is find a article that related to the subject which will appear in those 3 powerpoint.

/in /by


Delivering a high-quality product at a reasonable price is not enough anymore.

That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.

Money-back guarantee

You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.

Read more

Zero-plagiarism guarantee

Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.

Read more

Free-revision policy

Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.

Read more

Privacy policy

Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.

Read more

Fair-cooperation guarantee

By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.

Read more



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Nursing homework help – Elite Custom Essays

/in /by


Nursing homework help

ORDER A PLAGIARISM FREE PAPER NOW

Don’t use plagiarized sources. Get Your Custom Essay on

Nursing homework help

Just from $13/Page

Order Essay

ASSIGNMENT 5.3: Outline of Your Research Paper Write a two-page formal outline for your final research paper. Look at the example outline below, and keep in mind that formal outlines are very detailed and use all complete sentences. (Also note that you will need to resubmit a formal outline with your final paper, so it may be revised as you continue your research). Outline (Give a Title) Thesis: The federal government should do more to help the homeless towards independence. I. Homelessness is a major problem in the United States. A. Experts disagree about the number of Americans who are homeless. B. Experts agree that the number of homeless, particularly homeless families, is growing. II. Finding ways to help the homeless is difficult. A. Even if the homeless find shelter, they still often wander the street. 1. Some homeless people are addicted to alcohol or drugs. 2. Some have serious psychiatric problems. 3. Others lack basic survival skills. B. This is why Comprehensive programs are needed to address the complex problems that many homeless people have. III. The opposition would also state that there are already assistance programs that provide training in everyday survival skills. A. Homes for the Homeless offers workshops on everything from nutrition to interview techniques. B. Project Hope shows clients how to apply for food stamps and other benefits to which they are entitled. C. House of Hope provides instruction in household budgeting and home maintenance. D. These are great programs, but the government needs to offer more assistance in the training of everyday survival skills because the problem of homelessness is still growing. IV. The opposition would state that some broad assistance programs help the homeless get a job. A. Many of the homeless have no jobs or have never worked for more than six months. B. CANP provides training in resume writing and interviewing. C. CANP’s job training has a high success rate. D. Yet, the government still needs to offer more assistance to help the homeless get a job because these programs aren’t doing enough. V. The opposition would also state that some programs offer broad assistance to the homeless. A. Project Renewal and Pine Street Inn offer substance-abuse programs. B. Lenox Hill Neighborhood House and CANP also offer psychological support. C. Still, the government needs to offer more assistance to help solve these issues. VI. The federal government should help such broad based-assistance programs. A. CANP’s funding has slipped. B. Project Hope doesn’t have the resources needed to meet the growing demands of its services. VII. The government should also raise the minimum wage. A. Some of the homeless have jobs, but their low incomes put most housing out of their reach. B. The last two decades have seen a dramatic drop in minimum wage buying power. VIII. A lack of affordable housing is at the heart of the homeless problem. A. One magazine argued that people’s deep disturbances are not the unavailability of inexpensive housing—are at the heart of the homeless problem. B. Numerous studies and many experts show that the recent trends in housing are the culprit. IX. The federal government should finance more low-cost housing. A. Affordable private housing is almost non-existent. B. Public Housing can accommodate a small percentage of those seeking from high costs in the private housing market. 1. The federal government has cut funding of public housing and housing subsidies. 2. Cities have slashed funding for the construction of shelters. Nursing homework help

 



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Application Of A Health Promotion Assessment

/in /by


Demographics   Initials: ________________

Age:___________________

Sex: ___________________

Primary Language Spoken: _______________

Cultural Background:____________________

______________________________________

General Health   How would you rate your general health?

 

  Have you had a wellness checkup with a healthcare provider in the past year?   Have you ever been told by a health care provider that you have a chronic disease such as hypertension, diabetes, heart disease, stroke, arthritis or kidney disease?

 

  In the past month, have you had pain on more than three days that impacted your ability to perform your normal daily activities?

If yes:

·         Where was the pain located?

·         What have you tried to relieve the pain?

 

  How would you rate the quality of your sleep?

·         How many hours do you regularly sleep in a night?

·         Do you ever wake up before you wanted to?

·         Do you have problems falling asleep?

  Medications   Are you currently taking medicine for any chronic condition?

·         Do you know what the medication is used to treat?

·         Have you missed doses of your medication in the last week?

 

  Women Only:   Are you pregnant or planning on becoming pregnant in the next year?   A mammogram is an x-ray of each breast to look for breast cancer. Have you ever had a mammogram?

·         If yes, when was your last mammogram?

 

  A Pap test is a test for cancer of the cervix. Have you ever had a Pap test?

·         If yes, when was your last Pap test?

 

  Men Only:   A PSA test is a test for cancer of the prostate. Have you ever had a PSA test?

·         If yes, when was your last PSA test?

 

  Lifestyle   Do you now smoke cigarettes every day, some days or not at all?

·         If you are currently smoking, have you tried to quit?

·         If yes, what methods have you used to quit smoking?

o   Were the methods successful?

  For the questions below consider the past week in your answer:   How many times did you take part in physical activity of at least 30 minutes during the past week?

·         If yes, what type of physical activity?

·         If no, why?

·         Was the past week representative of your normal level of physical activity?

  How many hours a day in the past week do you think you spent on sedentary activities where you remained sitting for extended periods of time?

·         What activities were you doing during these times?

  To the best of your recollection, what food items have you eaten for breakfast in the past week?  

 

 

 

To the best of your recollection, what food items have you eaten for lunch in the past week?  

 

 

 

To the best of your recollection, what food items have you eaten for dinner in the past week?  

 

 

 

What beverages do you routinely drink?

·         How many times per week did you drink soda or pop?

·         How many glasses of water do you drink in a day?

  Do you eat snacks throughout the day?

·         If yes, what snacks do you routinely eat?

·         What time in the day do you regularly eat snacks?

  How many times per week have you skipped meals?   For the questions below consider the past 30 days in your answer:   What is the largest number of alcoholic drinks you had on any occasion in the past 30 days?   Have you used any drugs or other substances, other than those that are prescribed for medical reasons?

·         If yes, what substance(s) did you take?

·         How many times have you used this substance in the past 30 days?

  In the past 30 days, how many times have you eaten a meal outside of the home; at a restaurant or other venue?   For the question below, consider all lifestyle behaviors (combined) in your answer:   Do you believe you lead a healthy lifestyle?

Please explain your answer?

 

 

 

  Mental Well-Being   How often do you experience stress that exceeds your ability to cope?

·         What strategies do you use to control stress?

 

 

  How often do you get the emotional and social support you need?

·         Who would you describe as your support system?

 

  Over the last two weeks, how many days have you felt down, depressed or hopeless?

·         If you have felt these feelings, what actions did you take to make yourself feel better?

 

 

  Access to Preventative Services   Do you feel you have access to preventative health screenings and education?

·         Do you have health insurance?

·         Have you ever skipped care (Prescriptions, therapy, specialist visits etc.) that was recommended to you because of concerns regarding the cost of the care?

  Education   Where do you normally receive health information? Examples could be the internet, health care provider, family or friends, etc.

 

 

  What health topic(s) would you like to have more information on, if available?

 

 

 

 

 

  Other Assessment Information    

 

 

 

 

 

 

 

 

 



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Nursing homework help – Elite Custom Essays

/in /by


Nursing homework help

DQ: Public Health Planning Programs

Don’t use plagiarized sources. Get Your Custom Essay on

Nursing homework help

Just from $13/Page

Order Essay

Historically, public health planning was established to increase the success of health programs. It gradually became a significant component for the public health discipline. In the process, theories and models, such as the logic model, became essential tools to include while assessing programs. Nursing homework help

ORDER A PLAGIARISM FREE PAPER NOW

Using the readings for this week, the South University Online Library, and the Internet to obtain scholarly articles and materials, research various public health planning programs such as the American Evaluation Association, Centers for Disease Control and Prevention (CDC), and Evaluation Exchange, and explore the framework of public health program planning. In this assignment, you will select a particular health issue or health disease (for example, heart disease, cancer, or obesity) to act as a main theme or topic in this course. The main theme or topic you chose in this assignment will be your focus for each assignment throughout the course.

Be sure to check with your instructor to make sure your selected topic is appropriate to use throughout the course.

Complete the following:

  • Conduct a literature search to explore such words as planning, public health, and evaluation. Select an article on a health issue, disease, or an issue of your choice.
  • After selecting your article, explain the public health program and evaluation process. Respond to the following giving examples from your research:
  • Define the significance of public health programs and address the saliency of the framework.
  • What are some conditions that you might use to conduct an evaluation? Explain in detail with a minimum of three examples.
  • Explain the logic model. Why are the contributions of program development, implementation, and evaluation vital to the model?

Write a 1–2-paragraph response. Comment on the postings of at least two peers with scholarly information.

Evaluation Criteria:

  • Explained the significance of public health programs including the saliency of the public health program and evaluation process framework.
  • Described in detail some conditions that you might use to conduct an evaluation, supporting assertions with a minimum of three examples.
  • Explained why the contributions of program development, implementation, and evaluation are vital to the logic model.
  • Responses demonstrated an in-depth research and analysis.
  • Justified your answers with appropriate research and reasoning.
  • Commented on the postings of at least two peers.



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Creating Awareness of Gender Issues in the Workplace

/in /by


Creating Awareness of Gender Issues in the Workplace

 

Don’t use plagiarized sources. Get Your Custom Essay on

Creating Awareness of Gender Issues in the Workplace

Just from $13/Page

Order Essay

Introduction

Helping Us Grow Stronger, or HUGS, is a non-for-profit corporation for adults who are suffering from mental illnesses. These community day centers exist all over the United States. The clients, or the individuals attending this day program, require some daily assistance and are not able to live fully functional lives on their own at that point in time. HUGS offers a variety of activities during the day such as support groups, physical activity, other types of activity groups, current events, local outings, sheltered workshop groups, and free lunch and transportation. HUGS has been around for 20 years and has been a great source for the many adults suffering from mental illnesses who have attended. Creating Awareness of Gender Issues in the Workplace

ORDER A PLAGIARISM FREE PAPER NOW

The HUGS community day center in Baltimore, Maryland currently has 38 clients who attend this center on a daily basis with some of them coming and going as they recover and are able to move on. In addition, this specific center is made up of 30 employees with different types of backgrounds, races, cultures, etc. Unfortunately, there have been some recent observations, concerns, and experiences regarding gender issues that have been brought up by a few of the employees. Because of these recent issues, consulting psychologists with years of experience in the gender field have been brought in.

Twelve employees of HUGS were interviewed, after volunteering, and allowed to report their observations, concerns, and experiences to these consulting psychologists. Employees brought up a number of gender-related issues. Among them were such topics as sexual harassment, pay disparity, and power differences. To address these gender related issues, and to increase awareness of what can be done about them, these consulting psychologists have devised a training program for the 12 employees that work in this specific center of HUGS. In addition, this training course consists of eight weeks of sessions with each week focusing on a different topic pertaining to gender issues in the workplace. This goal of these various sessions is to increase the comfort of the employees, both men and women, of HUGS, in the workplace and bring to attention ways in which these gender issues can be resolved. Creating Awareness of Gender Issues in the Workplace

Female Participants

Beth is a 28 year old Caucasian woman who is the assistant program director of this center in Baltimore, Maryland. Beth has been with HUGS for three years, originally starting out as a group leader. She was promoted in less than a year to the assistant program director by Bob, the program director. Per Beth: Ever since I began working at HUGS, Bob has been making subtle gestures and comments in my direction such as winking and saying things such as “sweetheart.” I addressed my feelings with him that these things made me feel uncomfortable and he responded by saying that he can promote me to the assistant program director if I didn’t say anything. I am making a lot more money than I thought I would be here so I wasn’t hesitant to take the position. However, I am having second doubts now as these gestures and comments are beginning to worsen.

Audrey is a 32 year old Caucasian woman who helps to run the activity groups. She has been running activity groups at this HUGS center for five years now and enjoys her time there helping the clients. She has recently been chatting with another male employee about pay, although this has been advised not to do. Per Audrey: I don’t want to say any names, but a male coworker and I have been chatting about our pay rates and his is much higher than mine. However, he has been there for only a year and I have put in five years of my times into this company. We have the same experience and educational backgrounds, so it’s a bit frustrating.

Gwen is a 27 year old African American woman who also helps to run the activity groups. She has had much experience working as a group leader in the mental health field and has much to offer to HUGS. So far, Gwen has been working at this center for a little over two years. Per Gwen: I think everything goes great around here but I have some suggestions based on things that have worked in my past experiences. I have brought up my suggestions in multiple team meetings but none of the higher-ups seems to take them seriously.

Evelyn is a 41 year old Caucasian woman who is the secretary at this center. Evelyn has been with HUGS for 12 years and really enjoys working as the secretary. Per Evelyn: I really like my work here and I think the other staff members feel as if they can really rely on me as their secretary. However, some of the younger men seem to like to whistle at me as they walk past. I know it’s nothing serious, but I feel as if since I am holding a stereotypically female job, that they feel as if they have control over me and that I am seen as inferior to them because of this.

Penny is a 20 year old Caucasian woman who is a psychology student intern at this HUGS center. She is in the process of obtaining her bachelor’s degree in psychology from a small local university and is in the middle of her six month long internship here. Per Penny: I have quite enjoyed my time here with HUGS so far and I have learned a lot about mental health in general. However, I have a strong interest in physical activity as it relates to mental health and my internship coordinator continues to place me as a leader in social skills and craft groups. It’s not that I don’t think these things are important, but my interest really lies within another area and I would really like to gain experience in that area. I have spoken to my internship coordinator a few times and he is friendly yet somewhat hesitant to allow me a part in the physical activity groups. Also, another one of the group leaders, Hector, is often looking and staring at me from across the room. It makes me very uncomfortable.

Rosa is a 35 year old Hispanic woman who is in charge of the cleaning and laundry at this center. Rosa has been with HUGS for just under 10 years and has remained in the same position with a similar wage to when she first began. Per Rosa: When I first came to America I applied for my position with HUGS and was immediately hired for the cleaning and laundry position, with hopes of moving up in positions. Since I have been working here I have been a great employee – I am always on time, I am friendly to everyone, and the clients really seem to like me. I feel as if I can offer more to this company but the higher-ups seem uncertain about this. Perhaps it’s because I am from Mexico.

Male Participants

Bob is a 45 year old Caucasian man who is the program director of this center in Baltimore, Maryland. Bob has been with HUGS for over 20 years now, starting out as a group leader and moving up quickly in promotions. It is evident that he has conformed to the traditional gender role attitude and this has carried over into his position at this center. Per Bob: I am the program director here at HUGS so I am in charge of basically everything, except for the CEO of the company of course. I know who the best people for each of our positions here are but other employees are coming up to me at times and asking for raises, promotions, different positions, etc. It makes me mad to know that certain employees don’t trust my judgment. Beth, my assistant program director is basically the only woman who listens to me and will do anything I ask of her.

Spencer is a 39 year old Caucasian man who is the Human Resources Manager of this center. He has been with HUGS for eight years now and has been promoted a few years ago from group leader to Human Resources Manager. Per Spencer: I like working at HUGS and I enjoy working with all of my co-workers. As Human Resources Manager, I am here to improve the performance of the other employees and improve their comfort level here at HUGS. I have noticed another female employee appears to be depressed lately but every time I go up to her to try and talk and figure out what’s going on, she says she fine. Her performance has remained the same, but because of my job title, it’s my duty to address these kinds of issues.

Isaac is a 26 year old Asian man who helps to run the activity groups. He has been with HUGS for two years now and has been going through some difficult times at home due to taking care of his sick father. Per Isaac: My time here at HUGS has been a great experience thus far. However, I am dealing with a few things at home that are causing me to feel a bit down lately. I have tried to address my issue with the Human Resources Manager, but he simply told me to man up and I will get through it.

Kyle is a 38 year old Caucasian man who does the cooking for this center and steps in at times to help run activity groups. Kyle is also homosexual. Kyle has been with HUGS for 15 years so far and the clients absolutely love him and the fun he brings to this center. Per Kyle: I love my job here at HUGS and I consider it a career here. I think I bring a great attitude to this place and I would love to be the group leader supervisor one day. Others have been promoted and hired for this position that have been here less time than me and I am starting to wonder if it is my sexual orientation that is holding them back.

Hector is a 30 year old Hispanic man who helps to run the activity groups. He has been with HUGS for four years now and is often very quiet. Per Hector: I like working here but I sometimes get negative comments from some of the younger women. They often say I have a staring problem but I really have not noticed that.

Ezekiel is a 23 year old African American man who is a psychology student intern. He has recently started a couple of months ago for his yearlong graduate student internship in counseling psychology. Per Ezekiel: I have adjusted well so far to HUGS and have had a great experience here just within the last couple of months. My focus is in counseling psychology and I would love to run some of the support-type groups. For some reason I have been placed in charge of current events groups and physical activity groups. I have addressed this issue with my internship coordinator here at HUGS multiple times but nothing has come of it yet.

Training Course

Based on the interviews between these 12 employees of HUGS and the consulting psychologists, the consulting psychologists devised the following eight sessions to be completed over a period of eight weeks to address the found issues related to gender. Each session will of course lead to more appropriate interactions, tolerance of differences, and how to approach problems relating to gender in the workplace.

Session One

The focus of Session One will be Gender Stereotypes in the workplace. The objective for this session is to make employees aware of the gender stereotypes that exist at work and to make them aware of the implications for these gender stereotypes. Women and men are seen differently based on their abilities and this could lead to stereotype threat, which is the negative effect of stereotypes and labeling on one’s performance based on their gender (Helgeson, 2012, p. 196). This session will create a general awareness of these things as these issues are oftentimes hiding in the shadows. This session will be primarily a group discussion of stereotypes such as one that would take place within a school classroom, including each employee’s opinion of what counts as a stereotype and what can be done to reduce stereotypes in the workplace. The employee, Spencer, has brought attention to this gender issue as he is stereotyping against women vs. men in the diagnosis of depression. Depression is often seen as a “feminine” disorder and Spencer demonstrates his stereotype of this.

A website that goes along with this training session for the employees is: http://www.healthguidance.org/entry/15910/1/List-of-Gender-Stereotypes.html. This particular website includes everything and anything that relates to help and guidance for mental and physical health, including gender related issues at the workplace. This page in particular focuses on some of the gender stereotypes that exist at work, which are shown to be different for women and men. Other viewers of this particular page have rated the information as accurate and helpful.

Two journal articles that the employees will be provided with regarding this training session are Occupational Stereotypes: Activation of Male Bias in a Gender-Neutral World is about how using gender-neutral language rather than male-biased language can buffer against the use and abuse of female stereotypes upon mention of a female employee or co-worker (Lassonde & O’Brien, 2013). And, Is the Ratio of Women to Men a Powerful Determinant? is about how traditionally male-orientated jobs vs. traditionally female-oriented jobs tend to carry more gender stereotypes about the same and opposite gender (Adachi, 2013).

Session Two

The focus of Session Two will be Ambivalent Sexism in the workplace. The objective for this session is to aid the employees in understanding sexism and that there are multiple kinds of sexism. Both hostile and benevolent sexism can take place at work, but both of them can lead to negative attitudes about women (Helgeson, 2012, p. 71). After this session, employees will be able to identify and describe each type of sexism and list examples that would fall under each. In this session, each male will be randomly paired up with a female after a brief discussion of what each type of sexism means. Each partner will have to verbalize to the other a type of hostile sexism and a type of benevolent sexism that they have experienced at the workplace within their lifetime. All names will remain anonymous. Then, each partner will have the opportunity to rotate to another partner so that each person will have the opportunity to discuss their experiences with each other person of the opposite gender. Bob, the program director has brought to attention this gender related issue of sexism by believing that he is superior to women.

A website that goes along with this training session for the employees is: http://www.equalrights.org/legal-help/know-your-rights/sex-discrimination-at-work/. This website is from the Equal Rights Advocates, which is an organization designed to improve the image of women and girls in society in addition to advocating for them to have equal opportunities. This particular webpage in this website focuses on the discrimination that women face at work, including various definitions, examples, resources, and what can be done about it.

Two journal articles that the employees will be provided with regarding this training session are: When Female Applicants Meet Sexist Interviewers: The Costs of Being a Target of Benevolent Sexism is about how male interviewers with ambivalent sexism negatively impact the hiring of women based on competence, ratings, and hierability (Good, & Rudman, 2010). And, The Emotional Impact of Ambivalent Sexism: Forecasts Versus Real Experiences is about the impact of interpretations of ambivalent sexism – in fact, it states that women often underestimate the negative impact that benevolent sexism can have on their work performance even though benevolent sexism sounds more positive than hostile sexism (Bosson, Pinel, & Vandello, 2010).

Session Three

The focus of Session Three will be Sexual Harassment in the workplace. The objective for this session is to identify behaviors and actions that fall under the category of sexual harassment in addition to reducing these behaviors and actions. There are different types of sexual harassment that can occur in the workplace and it can be defined differently by different individuals (Helgeson, 2012, p. 475 & 476). Again, a discussion will begin this session in addition to any employee who would like to share a story of sexual harassment if they have encountered it within their place of work. And again, all names will remain anonymous. Following, a series of training videos will be viewed by the employees about sexual harassment in the workplace and the types of things that can be done to fix this. Beth in particular has brought to attention this issue, as she believes a case of sexual harassment is currently happening to her at HUGS.

A website that goes along with this training session for the employees is: http://www.aauw.org/what-we-do/legal-resources/know-your-rights-at-work/workplace-sexual-harassment/. This website is the website for the American Association of University Women and is all about advocacy for women, including a range of topics that pertain to their education, research, and the voice that they have today. This particular page includes information on understanding women’s rights in the workplace that are related to sexual harassment.

Two journal articles that the employees will be provided with regarding this training session are: Impact of Work Experience on Attitudes toward Sexual Harassment is about various theories that explain the gender differences in perception of what counts as sexual harassment in the workplace and what does not (Konrad, & Gutek, 1986). And, Sexual Harassment Training: Recommendations to Address Gaps between the Practitioners and Research Literatures is about how there should exist a bridge between practitioner literature and actual research literature as the two are very different; in addition, there are suggestions for the human resources personal along the lines of improving the training quality for the sexual harassment training in the workplace (Perry, Kulik, & Field, 2009).

Session Four

The focus of Session Four will be Pay Disparity in the workplace. The objective for this session is to identify the discrimination involved in the workplace between men and women involving the pay disparity. There are many differences in the wage gap that exists for genders, cultures, and ages (Helgeson, 2012, p. 461). A discussion on the pay disparity will start off the session and the possible reasons behind it will be explained. Employees will have an opportunity to share and then will read a packet and answer questions about their reading that pertain to this pay disparity. This reading and the questions will consist of general information about the wage gap in addition to vignette scenarios regarding anonymous people. The vignette scenarios will be read and employees will have a chance to analyze the situations. Everyone will have the opportunity to share their ideas at the end.

A website that goes along with this training session for the employees is: http://www.aauw.org/fairpay/?gclid=CN3h06Kx670CFbFFMgodIS8A5g. This is another webpage from the American Association of University Women. This specific page focuses on how women can fight for the same pay that men have. There are a variety of facts and blogs about the pay disparity in addition to what can be done to change this gap.

Two journal articles that the employees will be provided with regarding this training session are: The Gender Wage Gap among Young Adults in the United States is about some of the various factors that may account for the differences in earnings at work between men and women, with the importance of money vs. work being a strong factor (Fortin, 2008). The Sexual Orientation Wage Gap: The Role of Occupational Sorting and Human Capital is about how human capitol along the lines of education has a greater impact then the type or title of the job on the gender pay disparity, as was studied on heterosexual and homosexual people (Antecol, Jong, & Steinberger, 2008).

Session Five

The focus of Session Five will be the Glass Ceiling Effect in the workplace. The objective for this session is to bring to attention the glass ceiling effect that occurs in the workplace and some ways in which this effect can be reduced. Women in organizations often face barriers to advancements in the organizations in which they work (Helgeson, 2012, p. 459).

This session will consist of a discussion of the glass ceiling effects and a series of identifications of various job positions in order to test each employee’s perceptions of how positions are often gendered and labeled. In addition, each employee will have the opportunity to lead a blind mock interview of another employee for various job positions in order to decide who they should “hire.” Voices of each employee will be skewed with so that gender bias does not occur. This drill will allow each employee to judge the interviewees based on experience and skill set rather than gender. The purpose is to be an eye opener for who really qualifies for each employee. Rosa has brought the glass ceiling effect to attention by showing that she has potential and great experience but perhaps because of her gender and culture, she has remained in the same position for years without a promotion.

A website that goes along with this training session for the employees is: http://www.feminist.org/research/business/ewb_glass.html. This website is from the Feminist Majority Foundation, which is all about advocacy and equality for women. This specific webpage looks at how women can be empowered at their place of work. More specifically, in-depth information on the glass ceiling effect that still remains in workplaces today.

Two journal articles that the employees will be provided with regarding this training session are: Glass Ceiling? What Glass Ceiling? A Qualitative Study of How Women View the Glass Ceiling in Public Relations and Communication Management is about identifying the factors that contribute to the glass ceiling effect that exists for women in the workplace in addition to identifying some of the strategies that can be used to overcome this effect (Wrigley, 2002). And, Bosses’ Perceptions of Family-Work Conflict and Women’s Promotability: Glass Ceiling Effects if about how bosses’ perceive women to have more conflict in their work-family roles and thus, are less able to promote and hire women for higher status jobs (Hoobler, Wayne, & Lemmon, 2009).

Session Six

The focus of Session Six will be on Gender and Culture within the workplace. The objective for this session is to identify and discuss cultural and diversity issues that relate to differences at work such as gender roles, workplace values, and definitions of each culture. For instance, one culture may put more emphasis on family and therefore, call out of work more for family issues. After this session, each employee will have a better understanding of where each culture is coming from regarding workplace decisions. This session will consist of a discussion of cultural differences, readings of actual happenings that have occurred relating to cultural discrimination within the workplace, and a sharing of opinions on this matter at the end of the session. Statistics will be provided about the cultures standings and positions within various workplaces. Kyle, because of his homosexual lifestyle, which can be considered a cultural difference in a sense, has brought attention to the discrimination that has been taking place within this HUGS center due to his lack of promotion although he has gained quite a bit of experience. Perhaps the person in charge of his promotion is discriminating against his homosexual lifestyle.

A website that goes along with this training session for the employees is: https://www.iwda.org.au/gender-and-culture/we-all-bring-cultures-to-work-and-workplaces-have-cultures-too/. This website is from the International Women’s Development Agency, Inc., which is an agency based in Australia that focuses on women’s rights and equality in addition to bringing attention to cultural differences and similarities. This specific page on this website narrows down on the issues that workplaces face regarding gender and differences in cultures, including statistics and further resources.

Two journal articles that the employees will be provided with regarding this training session are: Contextual Influence on Work and Family Roles: Gender, Culture, and Socioeconomic Factors is about the frameworks for international populations and cultures in addition to gender as it relates to workplace sensitivity (Perrone-McGovern, Wright, Howell, & Barnum, 2014). And, The More Things Change, the More they stay the same: Gender, Culture, and College Students’ Views about Work and Family is about how less acculturated students were more likely to uphold the traditional belief that women should stay home with the children rather than work, in addition to the idea that mothers’ views regarding employment greatly influenced children’s roles about female vs. male employment outside of the home (Goldberg, Kelly, Matthews, Kang, Li, & Sumaroka, 2012).

Session Seven

The focus of Session Seven will be Mental and Physical Health Relating to Gender in the workplace. The objective for this session is to bring awareness to the mental and physical health as it pertains to gender differences, at work. As always, the session will be begin with a discussion of how mental and physical health is seen by each gender and how it affects the workplace. Each employee will complete an online module that takes them through a series of scenarios as they pertain to mental and physical health in the workplace. Each scenario will consist of various decisions that must be made and problems that must be solved that relate back to gender, such as the how to approach someone who is suffering from depression. This exercise will allow each employee to delve deep into the aspects of health and confront any stereotypes or feelings that relate back to this. The employee, Isaac, has brought attention to this issue, specifically, due to his recent suffering of depression. The Human Resources Manager does not seem to be concerned with Isaac’s case because he perhaps does not believe that men can suffer from depression because they are supposed to be “masculine” and depression is not a “masculine” thing.

A website that goes along with this training session for the employees is: https://osha.europa.eu/en/priority_groups/gender/index_html. This webpage stems from the European Agency for Safety and Health Work, which is about making the workplace safer for people of all ages, genders, cultures, etc. and to improve the working conditions in Europe. This specific page focuses on the female gender at work and how they are difference from men along the lines of health. In addition, there are further references and publications that are available on this topic.

Two journal articles that the employees will be provided with regarding this training session are: The Relationships between Mothers’ Work Pathways and Physical and Mental Health is about how women tend to have better health when working full-time and continuously after the birth of their first children than women who didn’t work at all or worked part-time and/or not continuously (Frech, & Damaske, 2012). And, Its Peoples Whole Lives: Gender, Class, and Emotion Work of User Involvement in Mental Health Services is about how experience and display of emotion at work was different in men vs. women, which has contributed to the male-dominated workforce (Lewis, 2012).

Session Eight

The focus of Session Eight will be Relationships in the workplace. The objective for this session is to help employees realize that healthy and appropriate relationships/friendships can exist at work and to improve understanding and ways of relating to others at work. This session is also a way of summing up everything that has been learned in the previous sessions by applying the new found knowledge to an actual situation relating to relationships and friendships at work. In this session, a brief discussion followed by the creation of a presentation in groups of six will occur. Three women and three men will make up each group to create this presentation on gender issues at work and present it to two other workplaces or companies in their community. With this project, the employees will have a chance to demonstrate that they understand what they have learned in this training course in addition to showing that with healthy communication and interaction, women and men can work appropriately together in relationships as a team. Evelyn has brought to attention the issue of inappropriate and unhealthy relationships at this HUGS center. Other’s feel as if they can rely on her, but oftentimes place all of their specific work on her because it is considered “feminine” work. In addition, many of the men are inappropriate with her, showing these inappropriate and unhealthy relationships that exist.

A website that goes along with this training session for the employees is: http://smgworld.bu.edu/prw/. This website is all about having inappropriate and healthy relationships at work, as it is called Positive Relationships at Work. They have a variety of interests relating to this topic such as creating awareness of resources that exist, research and studies, and having face to face meetings about what can be done to better their mission on building more supportive and positive relationships at the workplace.

Two journal articles that the employees will be provided with regarding this training session are: Relationships between Telecommuting Workers and their Managers: An Exploratory Study is about the various relationships that may occur between women and men in those with telecommuting jobs (Reinsch, 1997). And, Between You and Me: Setting Work-Nonwork Boundaries in the Context of Workplace Relationships is about how work on the setting of boundaries between men and women in the workplace can in fact have a positive impact on the various types of relationships that occur in the workplace (Trefalt, 2013).

Final Training Report

After this training course, the 12 employees of this HUGS center will have gained the knowledge and the skills that will help them to be effective in their contributions to work regarding gender issues. Among these are included respect, awareness of gender issues, and a more equal, balanced, and comfortable working environment. After these training sessions are completed, there are six recommendations for employees to address at this place of work.

One of these changes is specific to the human resources department; specifically, the Human Resources Manager. Human resources personnel are in charge of increasing the effectiveness of the company and therefore, overseeing the well-being of the employees, which includes guidance. The change that is recommended is to reduce the gender stereotypes and sexism that is now occurring at HUGS. The Human Resources Manager will be made aware of these issue with this training program and now, be more conscientious of what is said and what types of actions are made. For instance, more guidance will be provided to employees for mental health issues regardless of gender. In addition, more monitoring of sexist attitudes of other employees will be enforced on a stricter basis so that the issue will be able to be addressed right away.

The second change is that an employee improvement meeting will be held once a month for one hour. This meeting with consist of all of the employees and 100% honesty. In this meeting, everyone will sit around in a circle and each individual will bring one thing to the table that they want to address or one improvement that they have noticed in the workplace. The primary focus of this meeting will be gender and cultural related issues, but may broaden out as time goes on as gender and cultural factors improve.

The third change is a recommendation to have a “three strikes and you’re out” policy. Several employees at this center at HUGS have reported uncomfortable feelings from other employees including sexist remarks, sexual/cultural harassment, and sexism in general. There are all adults working in this center and each employee will be trusted with being honest about their report. The basis of this change is to remove the employees who are not following the rules and who refuse to conform to the company’s policy about gender and cultural equality. This policy would state that each employee has the opportunity, if they feel they are being a victim of sexual/cultural harassment or sexism, to report the person who is the perpetrator. Basically, when one perpetrator gets three reports – whether they are by the same person or different people – their case will be looked into and possible termination or counseling may result. This recommendation shows that there is a zero tolerance for this type of behavior.

The fourth change is a recommendation to have each employees’ position looked at, in addition to their experience, pay rate, and satisfaction. Because certain employees were concerned about pay and promotions due to gender and/or culture, this issue is central in removing any discrimination based on gender and/or culture. The goal here is to have employees who enjoy their jobs, are satisfied, and feel as if they are being treated as equally as everyone else. For example, if an employee has been at this particular HUGS center for years without a raise and is making a significant amount less than someone of the opposite gender who has been there for the same amount of time, some type of action is recommended to be taken. With employee satisfaction comes better service to the clients at HUGS as well as more fulfilled and content employees who will be willing to give it their all.

The fifth change is a recommendation for further training sessions, but less intense as this present one. These further training sessions will consist of an online workshop once per month with various topics such as those that the training sessions included in this one. Each month will be featured a different topic that is related to a gender issue that is common to workplaces in general. Consistency and repetition of information is often the best way to learn information and to retain it. Therefore, further learning on these topics will continue to provide information and knowledge about these types of issues to the employees of HUGS.

The sixth and last change that is recommended for the company of HUGS to include in their program is to have anonymous counseling services available to their employees. Because HUGS includes not just this one center, but many centers all over the United States, many employees would have access to these free employee counseling services. These counseling services will be primarily related to gender issues, but also for the improvement of general mental health.

Conclusion

A company such as HUGS puts much time and effort into the care and comfort of the clients they serve. However, employee comfort, satisfaction, and happiness is oftentimes overlooked, with gender related factors being a major cause of this. This training session is geared towards each employee at this HUGS center and has the purpose of making aware the gender related issues that do exist here and at other companies. After this training session, employees will have a better understanding of these issues and be prepared to put their knowledge to improving their workplace and making it a more relaxed and appropriate atmosphere for all.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources

Adachi, T. (2013). Occupational gender stereotypes: Is the ratio of women to men a powerful

determinant? Psychological Reports, 112(2), 640-650.

doi:10.2466/17.07.PR0.112.2.640-650

Antecol, H., Jong, A., & Steinberger, M. (2008). The sexual orientation wage gap: The role of

occupational sorting and human capital. Industrial and Labor Relations Review, 61(4), 518-543. Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail?sid= e7401679-f8b2-44f3-8b48-fa77568a607f%40sessionmgr4001&vid=7&hid=4203& bd ata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=32546699

Bosson, J., Pinel, E., & Vandello, J. (2010). The emotional impact of ambivalent sexism:

Forecasts versus real experiences. Sex Roles, 62(78), 520-531.

doi:10.1007/s11199-009-9664-y

Fortin, N. M. (2008). The gender wage gap among young adults in the United States. Journal of

Human Resources, 43(4), 884-918. Retrieved from http://eds.a.ebscohost.com.ezproxy. umuc.edu/eds/detail?sid=30a3e7c4-0f7f-4042-9a5e-a5c82dd8145a%40sessionmgr4001& vid=5&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=35546368

Frech, A. & Damaske, S. (2012). The relationships between mothers’ work pathways and

physical and mental health. Journal of Health and Social Behavior, 53(4), 396-412.

doi:10.1177/0022146512453929

Goldberg, W. A., Kelly, E., Matthews, N. L., Kang, H., Li, W., & Sumaroka, M. (2012). The more

things change, the more they stay the same: Gender, culture, and college students’ views about work and family. Journal of Social Issues, 68(4), 814-837.

doi:10.1111/j.1540-4560.2012.01777.x

Good, J. & Rudman, L. (2010). When female applicants meet sexist interviewers: The costs of

being a target of benevolent sexism. Sex Roles, 62(7/8), 481-493.

doi:10.1007/s11199-009-9685-6

Helgeson, V. S. (2012). Psychology of gender (4th ed.). Upper Saddle River, NJ: Pearson

Education, Inc.

Hoobler, J. M., Wayne, S. J., & Lemmon, G. (2009). Bosses’ perceptions of family-work conflict

and women’s promotability: Glass ceiling effects. Academy of Management Journal, 52(5), 939-957.

doi:10.5465/AMJ.2009.44633700

Konrad, A. M. & Gutek, B. A. (1986). Impact of work experience on attitudes toward sexual

harassment. Administrative Science Quarterly, 31(3), 422-438. Retrieved from

http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail?sid=46ba3a41-7926-45de-a924-b145b3e70137%40sessionmgr4002&vid=5&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=4013938

Lassonde, K. A. & O’Brien, E. J. (2013). Occupational stereotypes: Activation of male bias in a

gender-neutral world. Journal of Applied Social Psychology, 43(2), 387-396.

doi:10.1111/j.1559-1816.2013.01008.x

Lewis, L. (2012). Its people’s whole lives: Gender, class, and emotion work of user involvement

in mental health services. Gender, Work, and Organization, 19(3), 276-305.

doi:10.1111/j.1468-0432.2009.00504.x

Perrone-McGovern, K. M., Wright, S. L., Howell, D. S., & Barnum, E. L. (2014). Contextual

influences on work and family roles: Gender, culture, and socioeconomic factors. Career

Development Quarterly, 62(1), 21-28.

doi:10.1002/j.2161-0045.2014.00067.x

Perry, E. L., Kulik, C. T., & Field, M. P. (2009). Sexual harassment training: Recommendations

to address gaps between the practitioner and research literatures. Human Resources Management, 48(5), 817-837. Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc. edu/eds/detail?sid=5d505c9d-b61e-48a8-b42b-63965c1fe7d6%40sessionmgr4004&vid= 3&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=44435602

Reinsch, N. L. (1997). Relationships between telecommuting workers and their managers: An

exploratory study. Journal of Business Communication, 34(4), 343-369. Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail?sid=27e6f87f-ae4d-42e9-9249-a80f57790d73%40sessionmgr4003&vid=3&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=9711100256

Trefalt, S. (2013). Between you and me: Setting work-nonwork boundaries in the context of

workplace relationships. Academy of Management Journal, 56(6), 1802-1829.

doi:10.5465/amj.2011.0298

Wrigley, B. J. (2002). Glass ceiling? What glass ceiling? A qualitative study of how women

view the glass ceiling in public relations and communications management. Journal of Public Relations Research, 14(1), 27-55. Retrieved from http://eds.a.ebscohost.com .ezproxy.umuc.edu/eds/detail?sid=2db93573-4cb8-4c09-866c-8409886b97f4%40 sessionmgr4004&vid=3&hid=4203&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bth&AN=5692708

 



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Implementation of Smart Phones in Baylor Medical Center

/in /by


Implementation of Smart Phones in Baylor Medical Center

 

Don’t use plagiarized sources. Get Your Custom Essay on

Implementation of Smart Phones in Baylor Medical Center

Just from $13/Page

Order Essay

 

 

 

Implementation of Smart Phones in Baylor University and Academic Center

The use of smartphones has become prevalent in academic hospitals today. Reports indicate that in the United States, healthcare professionals use smartphones to coordinate over 80 percent of their routine operations. Smartphones are famous technology that combines telephone communication and informatics in portable devices. Al Kuwaiti et al. (2018) indicated that smartphones in medical hospitals have transformed several aspects of clinical practice. Wu et al. (2010) argue that smartphones are becoming commonplace in medical settings today. The existence of medical devices has prompted rapid growth in the development of medical software applications used in clinical practices. In academic hospitals, smartphones are used to undertake essential tasks like information gathering, storing, and dissemination; time management, maintenance, access to health records; communication and consulting; reference and information gathering; clinical decision-making, patient management, monitoring, and medical education and training. This paper proposes the need to introduce smartphones applications in Baylor University Medical Center to facilitate communication and clinical practices and enhance research and clinical care. Implementation of Smart Phones in Baylor Medical Center

ORDER A PLAGIARISM FREE PAPER NOW

            The onset of the covid-19 pandemic has imposed a significant challenge in the healthcare sector, promoting the need to introduce smartphones to facilitate communication between healthcare professionals and patients or students while in their homes. The pandemic saw the overreliance on telemedicine to offer medical solutions to patients in remote areas. Telemedicine is an approach that allows patients with chronic infections like cancer, diabetes, cardiovascular diseases, stroke, or hypertension to be discharged and allowed to continue with their medication in the comfort of their homes. The program provides for follow-up by nurses and other healthcare professionals using smartphones or any computer device while patients are in the comfort of their homes or offices.

Telemedicine is slowly but steadily becoming popular in the United States. Organizations such as Baylor, which are known cancer centers, have adopted telemedicine for patients with underlying conditions to control the spread of the pandemic and reduce the risk of the pandemic on the vulnerable population. One widely used telemedicine approach used in many academic healthcare centers is smartphones. The mobile device is effective in information gathering, storing, and dissemination; time management, maintaining and accessing health records; communication and consulting; reference and information gathering, clinical decision-making, patient management, monitoring, and medical education and training.

Baylor University Medical Center offers the latest cancer-related treatments, which are of excellent quality. The hospital opened its cancer center in 2012, which has helped reduce cancer-related issues across the country. The medical center has over 1200 physicians and staff and more than one thousand beds. Baylor is a 1065 bed system with 6 specific medical facilities. Baylor has received high federal rating for heartcare, gynecology, urology, and orthopedics. In addition, Baylor has obtained a high national ranking for patient care, innovation, research and education. Baylor is a center for physician and nursing training with several programs. Baylor absorbs its students back to work as medical practitioners after they graduate. Baylor is located in Dallas, USA. The organization is engaged in several activities that require the use of smartphones. The major activity of Baylor is education and research. The implementation of smartphones will help the organization pass knowledge to students and patients, reduce medical cost by cutting travel costs, and enhance healthcare quality and care outcomes.

According to Lo et al. (2012), smartphones are frequently used among students, physicians, and medical interns, with overall use rates reaching 80 percent. These reports indicate that iOs-based systems such as iPhone are the widely used platform. Smartphones are popular in academic medical centers because of their versatility. The use of smartphone applications in academic hospitals helps in the decision-making process, information search and education application, and clinical practices (Felbaum et al., 2018). There is little evidence regarding the effectiveness of smartphones in improving academic performance among medical students.

SWOT Analysis

Strengths

·         The organization has highly skilled staff and students who can effectively use smartphone applications

·         The hospital space is attractive and inviting for implementing smartphones in the organization.

·         Students and physicians are the major stakeholders in this project, and they are supportive. They have accepted the need for smartphone implementation in the organization to facilitate education search, training, clinical practice, and information sharing.

·         Baylor is a cancer center, and therefore, the implementation of smartphones will enhance the use of the telemedicine approach currently introduced in the organization for patients with chronic infections.

·         The availability of training and education programs in the hospital will enhance the implementation of new technologies such as smartphone application implementation.

 Weaknesses

·         Limited space

·         Limited network access

·         High cost of acquiring smartphones

·         Lack of enough funds to be used in the implementation of the new program

·         The inventory system needs to be upgraded

 
Opportunities

·         Innovative teamwork. Baylor is a creative academic center that offers high-quality services and uses new technology in its operations.

·         Medical students: the availability of medical students helps to offer the skills needed to use smartphone applications at the college level so that when the students are retained in the organization, they already have the skills, and as a result, the cost of training them will be reduced.

·         The current pandemic: the covid 19 pandemic has presented a need to invest in technology in healthcare organizations to allow patients to continue receiving treatments in the comfort of their homes. The implementation of smartphones will help the organization to implement telemedicine programs effectively.

·         Availability of smartphones: Over 80 percent of the total population have or understand how to use smartphones in the U.S. The availability of smartphones will reduce the cost of implementing smartphones to improve academic performance and enhance the quality of clinical practices.

·         Excellent infrastructure network: Dallas is amongst the most affluent communities with good roads, network coverage, security, and social amenities. The implementation of the use of smartphones requires excellent network coverage. Excellent network coverage in Dallas is a great opportunity

 Threats

·         The constant change in technology

·         Threats of cyber actors

·         Security and confidentiality threats to patient’s electronic records

·         Threats of damage and loss of sensitive information

·         Threats of

 
   

 

Gap analysis map

The current performance (where we are)

Baylor University Medical Center is a profit organization. The organization wants to increase its growth by 30 percent per year but has been growing at 10 percent a year. This puts the current of Baylor at 8 percent growth per year. The organization has experienced a significant decline in its revenue since the onset of the pandemic. When the pandemic struck, the organization had to release all medical students and reduce hospital congestion by 50 percent. This follows the government directive, which demanded more space in hospitals to reduce the spread of the pandemic. Currently, the organization serves half of its usual patient population. The average patient population currently stands at 1000 daily instead of the usual 3000 patients. The organization has also limited the population of its students by a more significant percentage to minimize congestion in classes. These measures have reduced the organizational returns to 8 percent annually instead of the previous 15 percent as recorded in 2018.

The abrupt decline is pegged on the effects of the pandemic, which ravaged the organizational operations. However, with the implementation of smartphone applications, the organization will be able to continue with its operations like teaching, training, and clinical practices even when students and patients are in the comfort of their homes or offices. There is a greater need for implementing smartphone use in the organization to help students continue receiving learning services at their homes even in the face of the pandemic. Similarly, it will help patients receive treatment and limit their face-to-face visits to hospitals for medical services. The organization also records low sales volume because the number of patients outweighs the total population of patients. When the face-to-face treatment method is used, each nurse can only serve a maximum of 100 patients in a day. However, through the telemedicine approach, a nurse can serve up to 200 patients daily. The most convenient telemedicine approach is the use of smartphones. The implementation of smartphones will increase the effectiveness of telemedicine, and as a result, there will be increased returns in the organization.

Where the organization wants to be (the potential of the organization)

The organization’s future target or desired goal is to increase its annual sales to 30 percent by the end of the year. To achieve this goal, the organization must change how it executes its operations by identifying the gap and how that gap can be bridged. The organization targets annual revenue of $25000 per physician and educator. This will be a greater improvement from the current $15000. The organization also seeks to increase its average patient-to-nurse ratio by implementing telehealth and telenursing. Through telehealth and telenursing, the average number of patients that nurses will attend to n a day will shift from 100 to 200. Telenursing is helped to reduce hospital congestion and healthcare costs and enhance the quality-of-care services and outcomes. It efficiently addresses care challenges to patients in remote areas and those with acute conditions.

 

 

 

 

Identifying the gap

From the above chart, the “gap” is the grey shaded areas representing the differences between where the organization is currently and where it wants to be. The organization now has a revenue of $50 million. With the increase in revenue by 30 percent towards the end of the fiscal year, the organization is likely to increase its revenue to $200 million with 30% growth in 12 months and $103 million with 8% growth in the same period. Therefore, the gap that needs to be bridged is $97 billion.

Why there are gaps

Baylor University Medical Center uses the traditional medical approaches, such as face-to-face, which have become outdated today. The pandemic subjected patients to stay at home and acquire medical services in the comfort of their homes. the onset of the pandemic informed the need for other approaches such as telemedicine, telenursing and health informatics to address patient needs. These new approaches are effective in providing care to patients with acute conditions such as cancer, diabetes and cardiovascular infections. Baylor University Medical Center is popular for its exemplary services in the treatment of chronic conditions. It is also popular for its high-quality learning services to medical students, research and training. Many academic hospitals adopted telehealth as the primary technique of care. The powerful tools of telehealth are smartphones.

The implementation of smartphones presents a more significant opportunity for Baylor University Medical Center because it will enhance service delivery and the quality of clinical services. The performance of smartphones in Baylor University Medical Center will increase the number of patients attended to by nurses per day, which is essential in increasing returns to the organization. The Baylor University Medical Center enjoys the following privileges which are necessary for the successful implementation of smartphones in academic centers. These opportunities include excellent network coverage, availability of smartphones, skilled manpower, innovative workforce, high patient population, and medical students’ existence.

Work breakdown structure (WBS) for the implementation of smartphones in Baylor University Medical Center

The above work breakdown structure shows various activities undertaken when implementing smartphones in Baylor University Medical Center. From the diagram, it is evident that the implementation of the smartphones in Baylor University Medical Center will involve five major stages which include initiation, planning, execution, control and close out. Activities that will be undertaken in all these stages are reflected in the WBS. The WBS is an essential tool in project implementation (Sipes, 2019). The advantages of WBS in project management are that it defines and organizes all the work required and facilitates the quick development of a schedule by allocating effort estimates to sections of the WBS. In addition, WBS is used in project management to identify all the scope risks, and it provides a visual of the entire scope.

Project timeline

The project aims to implement smartphones in Baylor University Medical Center within 31 days. The proposed project’s impact will be felt after the close of the fiscal year. The major activities that will be undertaken during the project implementation include hiring nursing informaticists, purchasing smartphones, installing policies, security, and applications on the smartphones, and training the physicians, tutors, and students who will be the major stakeholders of the project. The project is scheduled to start in November and will close at the onset of December the same year. The project timeline has indicated how the activities identified in this project will be undertaken (Sipes, 2019). The use of a project timeline is essential in project management. It enhances project communication; there is ease in the tracking down of project progress, it outlines project goals and prioritizes activities

Responsibility chart: The RACI chart

The implementation of the proposed project will involve various stakeholders such as the project manager, consultant, team leaders, supervisor, finance manager, coordinator, and the project sponsor or project leaders. The RACI chart presents the tasks to be completed and the status of the tasks in this project. The task status included in the RACI chart shows whether the project is in progress, on hold, or is competing. The advantage of having a RACI chart is that it shows the stakeholders responsible for specific tasks. The chart also shows the statuses of the tasks to be completed. This helps determine whether or not the project will be completed within the timeline using the available resources. Completing the project within the stipulated time helps ensure that the activities are the roles are executed and are adhering to the set budget limits (Sipes, 2019). This helps to ensure that the project does not cost extra costs or delays.

Change management

The project seeks to introduce smartphones to Baylor University and Medical Center. The introduction of smartphones will improve academic students’ academic achievements and enhance communication to facilitate the execution of clinical practices. It also seeks to increase the organizational returns and cost of acquiring healthcare services. The project seeks to reduce physical contact amongst the corporate stakeholders by introducing smartphone applications that can be used virtually and with patients and students in remote areas. The change that the project seeks to introduce will be managed by ensuring effective communication amongst all stakeholders and reducing the project’s resistance. Also, the change will be managed through training and educating all stakeholders on the significance of the project.

Communication plan

The following tools will communicate with stakeholders during the project initiation. They include email, Slack, Asana, Zoom, Google Meet, and social media sites. The use of every tool will depend on the nature of the information being shared. For instance, we will use email to communicate with external stakeholders. We will use Slack for synchronized communication about daily updates and quick questions. We will use Zoom and Google Meet for team meetings such as project post mortem and project brainstorming. Asana will be used to communicate synchronously about work, project details, project status updates and key project documents.

Communication plan for the implementation of Smartphones to Baylor University and Medical Center

Description Frequency Channel Audience Owner
Status project updates Weekly Asana All internal stakeholders and project team members Project manager
Virtual team meetings Monthly Zoom all project team members, stakeholders optional Project manager
external stakeholder updates As needed Zoom Project manager and project stakeholders Project sponsor
milestone and deliverable updates As needed Asana Project team All project team members
Project check-ins Daily Slack Project team  All project team members

 

Risk management

The risks associated with this project include the effect of the pandemic, the war between Ukraine and Russia, and constant changes in technology. Economic, social and political risks characterize the pandemic. The pandemic has imposed major factors on the healthcare sector. The pandemic has reduced revenue collection in several healthcare organizations across the country and claimed many nurses and doctors. The implementation of smartphones in Baylor aims to counter the impacts of the pandemic by allowing digital learning, healthcare delivery, and access to electronic healthcare records. The risks of cyber actors who steal intellectual and business data are also a major issue for this project. However, project risks can be mitigated by developing strong security compliance and ensuring proper cryptography in smartphone apps to reduce cyber actors’ ability to hack them.

Conclusion

This paper has proposed the need to implement smartphones at Baylor University and Academic Center to counter the threats imposed by the pandemic to learners, healthcare providers, and patients. Smartphones are essential tools for sharing information, accessing electronic health records, learning resources, and changing clinical practices. It also acts as a medium for interacting with patients and learners in remote areas. The implementation of the smartphone will help in offering healthcare and learning services to learners remotely. The move is also characterized by increasing the annual organizational revenue, reducing hospital and classroom congestion, reducing the cost of accessing healthcare services, and increasing the quality of healthcare outcomes.

 

 

 

References

Al Kuwaiti, A., Al Muhanna, F. A., & Al Amri, S. (2018). Implementation of digital health technology at academic medical centers in Saudi Arabia. Oman medical journal, 33(5), 367.

Felbaum, D. R., Stewart, J. J., Anaizi, A. N., Sandhu, F. A., Nair, M. N., & Voyadzis, J. M. (2018). Implementation and evaluation of a smartphone application for the perioperative care of neurosurgery patients at an academic medical center: implications for patient satisfaction, surgery cancelations, and readmissions. Operative Neurosurgery, 14(3), 303-311.

Kostalova, J., & Tetrevova, L. (2018). Proposal of project management methods and tools oriented maturity model. Gestão e Projetos: GeP, 9(1), 1-23.

Lo, V., Wu, R. C., Morra, D., Lee, L., & Reeves, S. (2012). The use of smartphones in general and internal medicine units: a boon or a bane to the promotion of interprofessional collaboration?. Journal of interprofessional care, 26(4), 276-282.

Özkan, D., & Mishra, A. (2019). Agile Project Management Tools: A Brief Comprative View. Cybernetics and Information Technologies, 19(4), 17-25.

Sipes, C. (2019). Project management for the advanced practice nurse. Springer Publishing Company.

Wu, R. C., Morra, D., Quan, S., Lai, S., Zanjani, S., Abrams, H., & Rossos, P. G. (2010). The use of smartphones for clinical communication on internal medicine wards. Journal of Hospital Medicine, 5(9), 553-559.

 

 

 



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Recommending an Evidence-Based Practice Change

/in /by


Part 4: Disseminating Results
Create a, 8-9-slide narrated PowerPoint presentation of your Evidence-Based Project:
Briefly describe the following: your healthcare organization and culture, current opportunity for change, scope of issue, and EBP best practice recommendation.
Explain how you would plan knowledge transfer and dissemination.
Describe measurable outcomes with the implementation of EBP best practice.
Summarize lessons learned. 68 (68%) – 75 (75%)

The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.

The narrated presentation accurately and clearly describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.

The narrated presentation accurately and clearly describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.

The narrated presentation clearly and accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.

60 (60%) – 67 (67%)

The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence-based project.

The narrated presentation accurately describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.

The narrated presentation accurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.

The narrated presentation accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.

53 (53%) – 59 (59%)

The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence-based project.

The narrated presentation inaccurately or vaguely describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.

The narrated presentation inaccurately or vaguely describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.

The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.

0 (0%) – 52 (52%)

The narrated presentation vaguely and inaccurately summarizes the evidence-based project or is missing. The narrated presentation is not professional in nature and inaccurately and incompletely addresses the components of the evidence-based project or is missing.

The narrated presentation vaguely and inaccurately describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation, no examples are provided, or it is missing.

The narrated presentation vaguely and inaccurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing no specific and relevant examples.

The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.

PowerPoint Presentation:
The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 5 (5%) – 5 (5%)

The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.

4 (4%) – 4 (4%)

Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.

3 (3%) – 3 (3%)

Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.

0 (0%) – 2 (2%)

Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.

Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation. 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (one or two) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (three or four) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.



Source link

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now