NURS 6053: Assignment Paper
NURS 6053 : To prepare:
Review the Meyer article, “Nursing Services Delivery Theory: An Open System Approach,” in this week’s Learning Resources. Focus especially on the information presented in Table 1 (p. 2831) and Figure 2 (p. 2833).
Reflect on your organization or one with which you are familiar. Within a particular department or unit in this organization, identify a problem the staff is encountering. NURS 6053: Assignment Paper
Using Table 1 in the Meyer article as a guide, analyze the department or unit, identifying inputs, throughput, output, cycles of events, and negative feedback. Consider whether the problem you have selected relates to input, throughput,
To complete:
Write a 4 page paper (page count does not include title and reference page) that addresses the following:
Write a page paper – Describe a department or unit within a health care organization using systems theory terminology. Include a description of inputs, throughput, output, cycles of events, and negative feedback.
Write a page paper – Describe the problem you identified within the department or unit using an open- systems approach, and state where the problem exists using the systems theory model (input, throughput, output, cycles of events, or negative feedback). NURS 6053: Assignment Paper
Based on this information, explain how you would address the problem as follows:
Formulate a desired outcome.
Identify goals and objectives that would facilitate that outcome.
Translate those goals and objectives into policies and procedures for the department or unit.
Write a page paper – Describe relevant professional standards.
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Explain how your proposed resolution to the problem would uphold the organization’s mission and values and improve the culture and climate.
References
Article: Meyer, R. M., & O’Brien-Pallas, L. L. (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). Nursing services delivery theory: An open system approach. Journal of Advanced Nursing, 66(12), 2828–2838.
Retrieved from the Walden Library databases. NURS 6053: Assignment Paper
READINGS
Marquis, B. L., & Huston, C. J. (2015 – Research Paper Writing Help Service). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Review Chapter 7, “Strategic and Operational Planning”
See especially Figure 7.1 on page 147.
Chapter 8, “Planned Change”
Chapter 12, “Organizational Structure”
“Organizational Culture” (pp. 274–276)
Taking a Stand
Nursing profession is constantly changing with the development of new technologies that lead to a new level of responsibility. The new level of responsibility challenges nurses torespond to different and difficultsituations in the health care industry, especially in protecting the human right, dignity of patients and their safety. Nurses hold adistinctive position as patient advocates, regardless of their respective areas of practice; either in a home health, clinic, or in a hospital setting. Nursesare faced with ethical decisions, both personal and professional decisions.
One of the many roles played by a nurse is to advocate for his or her patients,provide holistic care for them, and make surethat…show more content…
She always worked as a team member anddedicated nurse.This is evidenced by the number of compliments she received each time our patient satisfactionsurvey report was reviewed, as well as the compliments from her patients. Strategies to help fulfill the role of an Advocate
Accepting diversity and being culturally sensitive arethe motivating factorsenhancing the readiness to be an advocate for someone else. Diversity is the variancesbetweenindividuals or amongpeople from different ethnic backgrounds. NURS 6053: Assignment Paper
Ethnic sensitivity and consciousnessenhance thereadiness to take a stand and advocate for somebody else especially in this case with my coworker. It has been almost 35 years since I left my Country, Nigeria, and I still speak with some accent.
Several characteristics of advocacy and the responsibility to the nursing profession increases the possibility that at some point in time, all nurses as well as managers will be confronted with ethical dilemmas in their practices (Marquis & Huston, 2014: 2024 – Essay Writing Service. Custom Essay Services Cheap).
COUN 8314 – Program Evaluation♦
(5 cr.) The skills required to assess research and work effectively with stakeholders are among
the many proficiencies required of professionals who evaluate and develop programs. In this
course, students examine these skill sets as well as the history, theory, and major approaches
underlying program evaluation. Students learn how to select appropriate quantitative and/or
qualitative models and techniques to perform evaluations, demonstrate program effectiveness,
and disseminate results. Additionally, students explore the procedures and techniques involved in
offering their evaluation services to a specific group or organization. They also examine
strategies to gain stakeholder interest in developing appropriate standards, research progress, and
evaluation outcomes. Students acquire practical experience evaluating a program of interest
through which they outline organizational structure, identify stakeholders, employ evaluation
models, explain steps in planning, and predict possible challenges or stakeholder fears, for which they recommend solutions. NURS 6053: Assignment Paper
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8315 – Tests and Measurements♦
(5 cr.) This course provides students with an overview of the different types of tests used in
clinical, educational, and organizational settings. It includes a comprehensive examination of
psychometric properties used to develop and evaluate these instruments. Topics include
normative sampling and standardization, reliability and validity, test score interpretation, and test
development. The course also addresses ethical, legal, and sociocultural issues including cultural
bias and fairness. Professional standards for testing provide a foundation for the course.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8316 – Techniques of Counseling♦
(5 cr.) Students in this course focus on principles and skills related to interviewing and
observation as well as related legal, ethical, and cultural issues. Students gain practice in
conducting interviews, making behavioral observations, collecting and interpreting data during
an interview, and developing written reports of findings. Note: In addition to the course materials
listed by the university bookstore, this course also requires that students have access to a video
recording device, a tripod, and an audio recording device, which they will begin using the first
week of class.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1
offering their evaluation services to a specific group or organization. They also examine
strategies to gain stakeholder interest in developing appropriate standards, research progress, and
evaluation outcomes. Students acquire practical experience evaluating a program of interest
through which they outline organizational structure, identify stakeholders, employ evaluation
models, explain steps in planning, and predict possible challenges or stakeholder fears, for which
they recommend solutions.
♦Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact
an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8320 – Counseling Practicum
(3 cr.) The focus of this course is on experiential learning, which is an essential component of
applied professional training. Students complete a supervised practicum experience at an
approved site with a minimum of 100 hours, allowing them to develop their counseling skills and
professional knowledge while under supervision. Students communicate their learning at the site
with their colleagues and Instructor in the practicum course and gain additional knowledge
regarding clinical practice by interacting with their colleagues and Instructor. There is an offline
requirement of a group supervision teleconference once a week with the practicum instructor.
(Prerequisite(s): Approval of the coordinator of field training.)
COUN 8326 – Research and Program Evaluation♦
(5 cr.) Students in this course are provided with a foundation in research methods, statistical
analysis, needs assessment, and program evaluation in counseling. They are introduced to
qualitative, quantitative, and mixed-method approaches; single case designs; action research; and
outcomes research. NURS 6053: Assignment Paper. Students can learn how to identify a topic for research, conduct a literature
search, and use research to inform evidence-based practice. They also learn the importance of
scholarly writing. Students examine the principles, models, and applications of needs assessment
and program evaluation, and they learn to use the findings to effect program modifications.
Emphasis will also be on the ethically and culturally relevant strategies for interpreting and
reporting the results of research and/or program evaluation studies. Statistical methods used in
conducting research and program evaluation are reviewed.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8333 – Vicarious Trauma and Compassion Fatigue♦
(5 cr.) Through this course, students gain an understanding and awareness of vicarious trauma
and compassion fatigue for trauma-response-helping professionals. They examine intervention
strategies and models of treatment and prevention of vicarious trauma and compassion fatigue
through the lens of counselor educators, supervisors, and clinicians. Applying course concepts,
students gain hands-on practice conducting a needs assessment and examining the use of
standardized instruments. They also propose social change recommendations related to vicarious
trauma and compassion fatigue to promote informed and competent trauma-response-helping
professionals. Students engage in course assignments that emphasize the ethical, legal,
multicultural, and spiritual implications for wellness and self-care, including personal,
professional, and organizational elements. As a final project, students interview a traumaresponse-helping professional and develop an organizational wellness plan for their setting.
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♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8336 – Crisis, Trauma, and Disaster Response♦
(5 cr.) This course is designed to provide students with an understanding of the personal and
systemic impact of crises, disasters, and other trauma-causing events on individuals, couples,
families, and communities. Students examine theories and response models as they relate to
sexual trauma, crisis in individuals and families, crisis in the community, and crisis in the nation
and in the world. They explore and discuss topics related to counselor competencies, vicarious
trauma and counter transference, specific diagnoses, and advocacy. Students also engage in
assignments designed to provide practical application of crisis assessment. NURS 6053: Assignment Paper. Through
contemporary articles and case studies, they consider and discuss cultural, legal, and ethical
issues related to crisis, trauma, and disaster events and response.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8360 – Assessment in Counseling and Education♦
(5 cr.) Students in this course are provided with an overview of individual and group approaches
to assessment and evaluation used in a variety of counseling, educational, and organizational
settings. Students examine the psychometric properties used to develop and evaluate these
instruments. Topics include a historical perspective of assessment, basic concepts of
standardized and nonstandardized testing, measures of central tendency, normative sampling and
standardization, reliability and validity, assessment report writing, test score interpretation, and
test construction. Students also address the ethical, legal, and multicultural issues related to
selecting, administering, and interpreting assessment and evaluation instruments and techniques
in counseling.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8550 – Writing a Quality Prospectus♦
(5 cr.) The prospectus a brief paper, typically 15–20 pages in length, which helps students
organize, delineate, and make decisions regarding their doctoral study and appropriate research
methodology. Students create a prospectus to establish the background for the problem
statement; the problem statement itself; a survey of the relevant literature (typically 25–75
references); and a research, implementation, and evaluation plan for the solution of the problem.
Students in this five-credit course focus specifically on the process of writing the dissertation
prospectus. They employ their preliminary research plan to develop a problem statement for their
dissertation. Students further refine the problem statement and carry out the planning and the
library research that lends to the formulation of a dissertation prospectus. NURS 6053: Assignment Paper
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8551 – Preparing for Dissertation
The focus of this course is on the preparation for the dissertation phase of training. In this course,
students identify a dissertation topic and potential dissertation committee members; begin to
conduct a literature review; develop a problem statement and research questions; and evaluate
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research designs, methods, and types of analyses to use for their dissertation. Students also
complete their initial premise in this course and an annotated outline of their prospectus. The
prospectus is a brief paper, typically 15–20 pages in length, which helps students organize,
delineate, and make decisions regarding their doctoral study and appropriate research
methodology. It is strongly recommended that students take this course after they have
successfully completed all research courses in their program of study.
COUN 8560 – Dissertation
(12 cr.) Doctoral students have the opportunity to integrate their program of study into a research
study through which they explore a specific area of interest in this course. Students complete the
dissertation with the guidance of a chair and committee members through a learning platform
classroom in which weekly participation is required. Students work with their dissertation chair
to write the prospectus, complete an approved proposal (the first three chapters of the
dissertation), complete an application for Institutional Review Board approval, collect and
analyze data, and complete the dissertation. During the final quarter, students prepare the
dissertation for final review by the university and conclude with an oral defense of their
dissertation. Once students register for COUN 8560, they are registered each term until
successful completion of the dissertation for a minimum of 4 terms. (Prerequisite(s): Residencies 2
and 3.) NURS 6053: Assignment Paper
COUN 8630 – Interviewing and Observational Strategies♦
(5 cr.) Personal attitudes, values, and beliefs often affect a counselor’s ability to establish an
appropriate relationship and rapport with clients. In this course, students learn to evaluate their
personal attitudes and beliefs to positively influence their counseling approaches. They explore
principles and skills related to interviewing and observation, and they examine related legal,
ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral
observations, collecting and interpreting data during an interview, and developing written reports
of findings. Synthesizing concepts, skills, and personal reflections, students demonstrate their
ability to engage in a counseling session using techniques learned throughout the course. Note:
This course also requires that students have access to a video recording device, a tripod, and an
audio recording device, which they will begin using the first week of class.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8631 – Treatment of Forensic Populations♦
(5 cr.) In this course, students gain the foundational knowledge necessary to evaluate and
subsequently treat many different forensic populations, such as sex offenders, substance abusers,
and white-collar criminals. Students analyze the use of traditional forms of intervention,
including individual and group psychotherapy, as well as recent developments in intervention,
such as restorative justice. Applying concepts and theories learned in the course, students
develop a project scenario in which they feature an offender and describe treatment approaches
as well as related ethical, legal, and multicultural factors that may impact treatment. Reflecting
on the course, students also consider and discuss professional identity and goals.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
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COUN 8632 – Mental Health Law♦
(5 cr.) This course examines several different aspects of the law related to mental health issues.
Laws and court decisions that affect the practice of psychology, such as the Tarasoff ruling,
mandated reporting, and the Health Insurance Portability and Accountability Act (HIPAA) are
addressed, as are the many areas of law that constitute forensic psychological practice, including
civil matters (such as personal injury and civil competency issues) and criminal matters (such as
competency to stand trial, criminal responsibility, diminished capacity, and death-penalty issues).
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information. NURS 6053: Assignment Paper
COUN 8641 – Individual Crisis, Trauma, and Recovery♦
(5 cr.) With an emphasis on post-traumatic stress disorder (PTSD), dissociative identity disorder
(DID), and vicarious trauma, this course is designed to address the mental health needs of
individuals who are traumatized by violence, neglect, natural disasters, emotional abuse, and
man-made disasters. Students will gain both practical and empirical information about how
trauma impacts the whole person, how to make assessments on trauma victims, and how to treat
trauma-related disorders. In addition, the course focuses on providing support for first-line
responders, such as mental health providers, military personnel, medical personnel, police and
fire personnel, victim advocates, and family members who care for traumatized people.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8642 – Crisis Intervention and Trauma♦
(5 cr.) This course is designed to provide students with an overview of the theory, issues, and
skills of crisis counseling, including models for working with children and adolescents; working
with victims of violence and their abusers; issues of health-related, school, and mental health
crises; and the ethical and legal factors of crisis intervention. In addition, students will be
introduced to models, leadership roles, and strategies for responding to community, national, and
international crises.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8650 – Introduction to the Nonprofit Sector♦
(5 cr.) Nonprofit organizations (NPOs) can serve to positively affect people’s lives through social
change, but they require leaders who have a fundamental understanding of the nonprofit sector,
including related ethical, legal, and global perspectives. Students in this course explore these
viewpoints as well as the history, foundations, and types of NPOs. They also examine the diverse
political, social, and economic contexts within which NPOs exist. Students explore and apply
marketing, public relations, and communication concepts and strategies to case studies and
contemporary situations. Gaining practical insight, students also apply theories presented in the
course to the development of a concept paper guiding the development of a nonprofit organization. NURS 6053: Assignment Paper
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8651 – Finance and Budgeting in the Nonprofit Sector♦
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(5 cr.) Sound financial practices are crucial to managing scarce funds in the public sector. This
course examines finance and budgeting concepts, policies, and practices related to organizations,
as well as the fiscal climate within which they operate. Students gain an understanding of
theories underlying fiscal policy; they read and analyze budgets, financial statements, and
financial reports. Other topics include the use of auditing practices, tax systems, financial
management, budgetary reform, and financial technology systems specific to government
organizations. Students apply what they learn to developing budget and financial projects
relevant to public organizations.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8652 – Board Governance and Volunteer Get research paper samples and course-specific study resources under homework for you course hero writing service – Manage ment♦
(5 cr.) Volunteers are the lifeblood of many nonprofit organizations. These organizations rely
heavily on their volunteer board of directors to govern and guide them toward their mission. The
success of nonprofit organizations is largely dependent on the effective management of program
volunteers and board members. This course explores the volunteer management process
(volunteer recruitment, orientation, training, supervision, and evaluation) with an emphasis on
creating and maintaining an effective board of directors. Students design a board development or
volunteer management plan based on the concept paper they developed in COUN 8650
Introduction to the Nonprofit Sector.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8660 – Social Change, Leadership, and Advocacy for Counseling Professionals♦
(5 cr.) Counselor educators have a responsibility to foster social change, provide leadership, and
service the counseling professional. Students have the opportunity to gain a thorough understanding of this responsibility as well as the prospect of enhancing their professional development plans by identifying specific goals for professional involvement and service,
including advocacy for their own community, clients, students, or profession.NURS 6053: Assignment Paper. Students examine
the processes of advocacy and social change. They use contemporary research to analyze the current trends and issues of the profession. Students also identify how community, national, and
international issues affect the counseling profession.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8661 – Prevention, Intervention, and Consultation♦
(5 cr.) This course is designed to prepare students for their roles as counselors in prevention,
intervention, and consultation endeavors with specific populations in specific settings. Using an
action research model, students will prepare a blueprint for a prevention, intervention, or
consultation project for a community, agency, or organization.
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8662 – Psychology and Social Change♦
(5 cr.) In this course, students analyze and evaluate theories of social and personal change.
Students engage in a variety of conceptual and application assignments focused on power and
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social inequalities, ethnic inequalities, global environment, and issues related to gender and
sexism, such as homophobia. In addition, students examine the impact of social change theories
on children, families, and societies. They explore the concepts of change agent and change
advocate as well as the role of the psychologist as change agent. Students also engage in an integrative written assignment to synthesize theories and analyze a current social problem in their community, for which they propose an action to address the issue and drive positive social change. NURS 6053: Assignment Paper
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8670 – Program Leadership and Consultation
(5 cr.) This course is designed to increase students’ awareness of, and skills in, the roles of
program leader, consultant, and program evaluator and assessor in various clinical, community,
and administrative settings. Throughout this course, students will focus on the competencies of
program leaders, theories of leadership, and models and methods of assessment and evaluations.
Additional coursework is designed to prepare students for grant writing.
COUN 8671 – Consulting for Organizational Change♦
(5 cr.) This course explores methods for accelerating individual, group, and organizational
performance through consulting, coaching, and change management. The course addresses topics
such as organizational assessment; team development; strategic planning; group dynamics;
power, politics, and influence; leadership; and conflict management. Applications include the assessment of an organization and the development of strategies to address identified needs for change. NURS 6053: Assignment Paper
♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program.
Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
COUN 8672 – Psychological Consultation
(5 cr.) What is the role of consultation in the delivery of psychological services and how does it
differ from therapy or counseling? Students in this course have the opportunity to answer such
questions as they examine the history, theory, process, and methods in the field of psychological
consultation. They explore the qualifications and techniques required of psychologists who
consult in various settings, including the courtroom; business and industry; and educational,
mental health, and medical situations. Students apply concepts and theories learned in the course
to a consultation action plan based on personal experience or one anticipated in a future
professional situation. Through this project, students consider multiple factors, such as setting,
clients, data collection, professional challenges, multicultural considerations, and ethical issues.
COUN 8682 – Counseling Internship
(6 cr.—3 cr. per term for 2 terms) The internship provides mental health counseling students with
an upper-level, supervised “capstone” clinical experience designed to refine and enhance their
basic counseling skills, integrate their professional knowledge and skills, and continue their
development in specialization areas. (Prerequisite(s): COUN 6671 and approval of the coordinator of field training.) NURS 6053: Assignment Paper
NURS 6053 Interprofessional Organizational & Systems Leadership Essay Discussions Week 1 discussion Organizational Foundations As you strive to grow in your leadership skills and abilities, you will find that the context in which you work influences your motivation and areas of focus. In a similar vein, your commitment to developing professionally can contribute toward organizational […]
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Conflict Get research paper samples and course-specific study resources under homework for you course hero writing service – Manage ment Styles Paper
admin | December 8, 2017
Conflict Get research paper samples and course-specific study resources under homework for you course hero writing service – Manage ment Styles Paper In Week 10, you considered how ethical, moral, and legal dilemmas can provoke internal conflict when a nurse’s values are not in alignment with the apparent demands of a situation or with others’ values, as well as external conflict that can arise as these dynamics are played out. Of course, conflict […]
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Essay assignments: NURS 6053 Interprofessional Organizational & Systems Leadership
admin | December 8, 2017
Essay assignments: NURS 6053 Interprofessional Organizational & Systems Leadership Week 2 assignment Assignment: Application: Systems Theory As noted in the Learning Resources, systems theory provides a meaningful and beneficial means of examining challenges in health care organizations. To do this effectively, however, it is essential to assess all system components, as some may be relatively […] NURS 6053: Assignment Paper
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Essay Assignment – Disorders of the Reproductive Systems
admin | December 8, 2017
Essay Assignment – Disorders of the Reproductive Systems While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, […]
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NURS 6501 – Advanced Pathophysiology
admin | December 8, 2017
NURS 6501 – Advanced Pathophysiology Advanced practice nurses must be equipped with an in-depth understanding of pathophysiological disease processes across the lifespan. In this course, students focus on understanding the biophysiological processes, the deviations from these processes, and an in-depth examination of the scientific concepts related to the biology of disease processes. Advanced practice nursing […]
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Factors That Influence Disease Essays: Diabetes, Digestive Disorders, Anemia, Respiratory Alterations, Anaphylactic Shock, Cardiovascular Disorders, Arthritis, Reproductive Systems, Urinary Tract Infections
admin | December 8, 2017
Factors That Influence Disease Essays: Diabetes, Digestive Disorders, Anemia, Respiratory Alterations, Anaphylactic Shock, Cardiovascular Disorders, Arthritis, Reproductive Systems, Urinary Tract Infections Week 1 discussion Factors That Influence Disease In clinical settings, some of the most common questions that patients ask are Why do I have this? What caused this disorder? Will it ever go away? […] NURS 6053: Assignment Paper
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Pathophysiology of Disorders PowerPoint presentation
admin | December 8, 2017
Pathophysiology of Disorders PowerPoint presentation During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the […]
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Gastrointestinal Tract: Disorders of Motility Essay
admin | December 8, 2017
Gastrointestinal Tract: Disorders of Motility Essay Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts […]
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Assignment: Disorders of the Veins and Arteries
admin | December 8, 2017
Assignment: Disorders of the Veins and Arteries Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must […] NURS 6053: Assignment Paper
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NURS 6501 – Advanced Pathophysiology Essay Assignments
admin | December 8, 2017
NURS 6501 – Advanced Pathophysiology Essay Assignments Week 2 assignment – NURS 6501 – Advanced Pathophysiology Essay Assignments Assignment: Adaptive Response As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. […]
NEUR 5000 – Basic Clerkship in Neurology
NEUR 5001 – Acting Internship in Adult Neurology at MCG
NEUR 5002 – Acting Internship in Adult Neurology at VA Hospital
NEUR 5003 – Consultation and Clinics in Adult at MCG Hospital
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others. NURS 6053: Assignment Paper
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
· Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
· To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style. NURS 6053: Assignment Paper
· Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
· What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between ethical, moral, and legal leadership.
· Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so? NURS 6053: Assignment Paper
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
· Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
· Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
· Analyze the moral, ethical, and legal implications utilized in this situation. Write a page paper – Describe your role as a moral agent or advocate for this specific issue.
· Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
Self Assessment results
Guardians (SJ’s) are the cornerstone of society, for they are the temperament given to serving and preserving our most important social institutions. Guardians have natural talent in managing goods and services–from supervision to maintenance and supply — and they use all their skills to keep things running smoothly in their families, communities, schools, churches, hospitals, and businesses.
Guardians can have a lot of fun with their friends, but they are quite serious about their duties and responsibilities. Guardians take pride in being dependable and trustworthy; if there’s a job to be done, they can be counted on to put their shoulder to the wheel. Guardians also believe in law and order, and sometimes worry that respect for authority, even a fundamental sense of right and wrong, is being lost. Perhaps this is why Guardians honor customs and traditions so strongly — they are familiar patterns that help bring stability to our modern, fast-paced world. NURS 6053: Assignment Paper
Practical and down-to-earth, Guardians believe in following the rules and cooperating with others. They are not very comfortable winging it or blazing new trails; working steadily within the system is the Guardian way, for in the long run loyalty, discipline, and teamwork get the job done right. Guardians are meticulous about schedules and have a sharp eye for proper procedures. They are cautious about change, even though they know that change can be healthy for an institution. Better to go slowly, they say, and look before you leap.
Guardians make up as much as 40 to 45 percent of the population, and a good thing, because they usually end up doing all the indispensable but thankless jobs everyone else takes for granted.
You are most comfortable when your life is structured. As a result you usually prefer a workplace that lets you create a routine you can settle into. Because you are dependable and exacting, your colleagues and customers rely on your work. Your ideal job offers you a clear chain of command, and lets you progress through a hierarchy based on your meeting expectations.
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. NURS 6053: Assignment Paper
Course Readings
· Marquis, B. L., & Huston, C. J. (2015 – Research Paper Writing Help Service). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
o Chapter 4, “Ethical Issues”
This chapter examines ethical frameworks for decision making and principles of ethical reasoning. You are also introduced to the ANA Code of Ethics and Professional Standards, MORAL decision-making model, and ethics committees.
o Chapter 5, “Legal and Legislative Issues”
Chapter 5 provides an overview of the many legal and legislative issues of which leaders and managers need to be aware. As you read this chapter, keep these issues in mind.
o Chapter 6, “Patient, Subordinate, and Professional Advocacy”
Nurses are the best advocates for patients and the profession. This chapter examines more closely the role of becoming an advocate, patient rights, subordinate advocacy, whistle-blowing, professional advocacy, advocacy in legislation and public policy, and media.
· Cianci, A. M., Hannah, S. T., Roberts, R. P., & Tsakumis, G. T. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). The effects of authentic leadership on followers’ ethical decision-making in the face of temptation: An experimental study. The Leadership Quarterly, 25(3), 581-594. doi:10.1016/j.leaqua.2013.12.001. NURS 6053: Assignment Paper
Abstract excerpt: The present research investigates the impact of authentic leadership on followers’ morality, operationalized as ethical decision-making, in the face of temptation. This experiment finds that authentic leadership and temptation interacted to affect individuals’ ethical decision-making. Specifically, authentic leadership significantly inhibited individuals’ from making unethical decisions in the face of temptation, whereas followers of neutral or less authentic leaders were more likely to succumb to temptation..
· Disch, J. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Using Evidence-Based Advocacy to Improve the Nation’s Health. Nurse Leader, 12(4), 28-31. doi:10.1016/j.mnl.2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay.05.003
Abstract excerpt: Evidence-based practice is 1 of the 5 competencies that the Institute of Medicine has identified for all health professionals. Its intent is to employ evidence-based practice and integrate best research results, clinical expertise, and patient values to make patient care decisions. This article will explore the concept of evidence-based advocacy and describe ways in which one prominent nursing organization, the American Academy of Nursing, uses evidence-based advocacy to positively impact the nation’s health and advance the nursing profession
· Martin, M. B. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Transcultural Advocacy and Policy in the Workplace: Implications for Nurses in Professional Development. Journal for nurses in professional development, 30(1), 29-33. doi: 10.1097/NND.0000000000000027. NURS 6053: Assignment Paper
Abstract: This article introduces the role of nursing professional development specialists in serving as a resource for both patient and staff advocacy regarding cultural and linguistic matters. The impact of changing demographics, support for civil rights, and established policy related to culture and linguistics is emphasized. An overview of policy at local, state, and national levels is suggested to promote nursing professional development in the interest of culturally and linguistically compliant nursing practice.
· Woods, M. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Beyond moral distress preserving the ethical integrity of nurses. Nursing Ethics, 21(2), 127-128.
This guest editorial discusses the difficulties involved in dealing with those sometimes-painful moral problems encountered in practice.
“Those who study systems theory tends to view any system as the result of a dynamic interrelationship between its component parts and its whole. They view the parts as mutually determinate with the whole. Social workers utilizing systems theory view societies and social groups as dynamic systems. They are concerned with bettering the conditions of the individuals who make up such systems.” (Flamand, 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer) Systems theory is used by many social workers. This theory helps social workers understand how the surroundings of the client’s environment determine and are determined by those who make up the environment. Once the social workers are able to acknowledge the dynamics of the system, the social worker will try to figure out a way to create a positive change in the system to bring about a better way of living for that client. Some of the factors that may affect a client’s environment are: family, friends, social policy, and mental health. Systems theory is the same as family therapy. The history of this theory can be traced all the way back to the 1940s and 1950s. However, marriage and family counseling began to really grow in the late 1970s and 1980s. In 1968, Ludwig von Bertalanffy, came up with a theory that said organisms (couples and families) affected one another (Parrott, III, 2003). Parrott, III (2003) stated that, “the focus of the theory of the family is on the interaction of the parts, which influences the system as a whole” (p. 366). In the 1950s, another aspect came to surface when learning how to deal with a family member who has schizophrenia. Many individuals, such as: Jackson, Bateson, Lidz, and Bowen, all focused and observed how families and couples functioned with a schizophrenic member (Parrott, III, 2003). Parrott, III (2003) stated in the text that “Gurman and Kniskern (1981) report that approximately 50 percent of all problems brought to counselors are related to marriage and family issues” (p. 367-368). Families and married couples bring many different issues and problems into counseling sessions, such as: parenting difficulties, rebellion, spouse abuse, and self-concept issues. All of these problems and numerous other issues, make family therapy one of the most popular counseling areas in the past, and currently (Parrott, III, 2003). System theory beliefs are based on all things can be viewed as a web of relationships among elements, and all systems can be understood and used to develop greater insight into behavior of complex things and to move closer towards a unity of science. Kenneth Boulding, an economist, had concerns over the manipulation of the systems concepts and he concluded that the affects of the Cold War that abused the power always prove consequential and that systems theory might address these issues. Many of the theorists wanted to find a general systems theory that could explain all systems in all fields of science. Ludwig von Bertalanffy emphasized that real systems are open to, and interact with, their environments, and that they can acquire qualitatively new properties through emergence, resulting in continual evolution. There are many approaches that have been influenced by systems theory, which makes for numerous important contributors and practitioners to this theory. Structural therapy was founded by Salvador Minuchin in 1974. He believed that the goal in this therapy was to make a new structure, and in turn, a new therapeutic system. Strategic therapy focuses on not altering the family structures, but focuses on resolving the problem. Jay Haley and the Milan Group were founders of this therapy. Virginia Satir and Carl Whitaker were founders of the well-know approach known as experiential family therapy. This therapy is focused on growth experiences that troubled… NURS 6053: Assignment Paper
