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Core and Advanced Skills of Family Interviewing

Core and Advanced Skills of Family Interviewing

Interviewing with Family Members Present

• Special attention should be given to privacy and confidentiality while interviewing an adolescent in the presence of a family member.
• There may be ethical dilemmas involving confidentiality and privacy when family members are present with a patient of any age.
• Family members might have additional questions or concerns about the patient’s health. The physician must make sure they avoid a potential breach of HIPPA: Patients should agree and not object to their relevant health care information being disclosed.
• The patient should have time to communicate privately with the physician at some point during the visit.
• There could be legal issues whenever a third party is involved in making financial and legal decisions for the patient, such as the mother of a child or the guardian of an adult who is impaired or has dementia.
• Family members can be a valuable source of information and can help in the implementation of a treatment plan, which can result in better patient outcomes.
• A family member strengthens the alliance between the physician and the patient without lengthening the office visit.
• Family involvement may have a positive influence on medical encounters.

Core family interviewing skills are used routinely during interviews in which another person accompanies the patient. Core skills are sufficient when family members communicate effectively and when the differences between the family members, patient, and physician are minimal.

Using these skills, the physician can conduct an efficient and productive interview that involves everyone present. They include:

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• Greet and build rapport
• Identify each person’s agenda
• Check each person’s perspective
• Allow each person to speak
• Recognize and acknowledge feelings
• Avoid taking sides
• Respect privacy and maintain confidentiality
• Interview the patient separately, if needed
• Evaluate agreement with the plan

Advanced family interviewing skills are useful in situations where the family exhibits ineffective communication, as a result of a conflict and intense emotions.

The advanced family interviewing skills will help the family communicate or manage conflicts to address the immediate patient care issues; however, unlike therapy, these skills are not intended to create a permanent change in the family’s interaction patterns.

The physician may use the following skills:

• Guide communication
• Manage conflict
• Reach common ground
• Consider referral for family therapy

All students can be expected to learn and practice the core skills. The advanced skills are generally learned during residency training and are described in more detail in the article by Lang, et al., listed in the References section, below.

You enter the exam room and find Andrew lying down in an uncomfortable position on the exam table. His mother, Ms. Hailey, is sitting next to her son visibly worried and anxious.

You introduce yourself and explain, “I understand you are not feeling well. Would it be okay if I get some information about how you’re feeling? First, I would like to talk with you and your mom; then I would like to talk to you by yourself for a bit.”

You ask,

“Can you tell me more about your pain?”

You note that Andrew has already told you the location, quality, character, onset, and duration of his pain. You still have a few more questions to ask:

“Do you have other concerns, like nausea, sweating, chills, vomiting, or fever?”

TEACHING POINT

Important Features of the History for a Patient in Pain

The following acronym can be helpful: LAQ CODIERS:

• Location
• Associated symptoms
• Quality
• Character
• Onset
• Duration
• Intensity
• Exacerbating factors
• Relieving factors
• other Symptoms

You have a few more questions:

“How bad is the pain? On a scale from 1-10, with 1 being the slightest pain and 10 being the worst pain you have ever felt?”

Andrew grunts, “It is the worst pain I have ever had. I would give a score of 10.”

 “Does anything make it worse? What happens if you . . .?”

Andrew getting annoyed with these multiple questions and interrupts “It is already worse.”

You reply, “I am very sorry for bothering you with all these questions. I need this information to find out what is going on with you.

“Has anything made it better?”
“Nothing is relieving the pain.”

Ms. Hailey interjects, “He had similar pain few months ago and it was relieved without any treatment.” She looks worried, “I hope he didn’t hurt himself while playing.”

You complete the history. Andrew denies any increased urinary frequency, dysuria, urethral discharge, abdominal pain, or vomiting.

Ms. Hailey wants to know, “Could you tell me what is going on with Andrew?”

You respond, “Well, I have to ask Andrew a few more questions and then examine him before I could tell you anything. Can you please excuse us for now and I will call you back as soon as we are done.”

After obtaining information about his pain you want to inquire about his sexual history.

Before Mrs. Hailey leaves the room, you reassure Andrew by saying, “What you and I talk about is confidential, which means that I am not going to tell your mother anything we talk about unless I am worried that you are hurting yourself, hurting someone else, or someone is hurting you.”

Mrs. Hailey leaves the room, and you begin your conversation:

“You must be in eleventh grade. How is school going?”

Andrew responds, “My schoolwork is going pretty well. I am getting As and Bs. Next month I am going to take the SAT.”

“Do you have a romantic or sexual relationship with anyone?”

Andrew reports that he has been sexually active with a single female partner for the past year and uses condoms sometimes for protection.

“Have you ever been pressured to do something sexually that you didn’t want to do?”

Andrew denies being subjected to any kind of pressure.

On further questioning, he denies past history of sexually transmitted diseases, urological/surgical procedures (aside from the appendectomy), or congenital anomalies.

You ask him about his diet and he tells you that he maintains a healthy diet and feels satisfied with his current weight and shape. He adds, “I have never experimented with dietary supplements or steroids, although I know of some kids on the football team that have tried them.”

Cough Diagnosis Reflective Question Sample Paper

Situation

In Danny’s case, I applied the SOAP model to interview him and his grandmother during his clinical check-up visit. Unclear answers were referred to Danny’s grandmother to verify, hence give a better understanding of the symptoms and history. I utilized the opportunity to educate the patient and his grandmother on aspects relevant to Danny’s cough such as his smoking grandfather. I utilized my clinical guidebook, notes and online resources to better understand the symptoms presented, and to rule out differential diagnoses. Past medical history of the patient and his family guided me in developing a diagnosis. I also performed a comprehensive assessment including physical examination and review of the body systems. Physical examination followed the inspection, palpation, percussion, and auscultation order as guided by my notes. The respiratory system was emphasised as guided by the cough diagnosis.

Feelings

The above shadow case felt less complicated as compared to previous case studies. I felt ready to handle the Danny’s case from assessment to planning for care. My confidence helped me settle on my established diagnosis, which came out correct. I felt comfortable performing the head-to-toe examination without referring to a secondary source as it was last time. Review of the systems was however confusing, especially differentiating the lung sounds. The results were encouraging, especially in the assessment and history taking sections, that are definitive of the final diagnosis. I feel more at ease with medical patient care and prepared to handle a clinical case during my practice. In general, the shadow case offered an excellent case study for me to sharpen my clinical skills as a nurse. Subsequent assessments will gradually boost my competence.

Clinical reasoning

Decision making on the final diagnosis was resolved after critical analysis of the patient’s symptoms and medical reports. Danny presented at the clinic with no shortness of breath, and his subjective history revealed no acute distress. This made it easier for me to conduct a subjective and objective assessment. The history report guided my decision and plan for management. Follow-up made to my clinical notes and online resources agreed with my established care plan. My decision narrowed down to the clinical diagnosis of upper respiratory infection, attributed by the recurrent coughs with clear sputum. The patient denied any allergies, fevers, headaches, or chest pains but reported mild pain when swallowing. I recommended management with broad-spectrum antibiotics, which have higher potential in management of upper respiratory infections. Antihistamines, although frequently used, have no evident therapeutic effect when compared to placebos (Sharma, Hashmi & Alhajjaj, 2020). Danny is likely to develop recurrent upper respiratory infections if exposed to smokers, especially in the same house.

Learning opportunities

From the assessment results and recommendations, I felt I did better this time as compared to previous ones. I realize I need to be quicker with my interviews, by making more problem-focussed questions and applying better communication skills. The exercise helped me realise the need to review patient’s chart before commencing an interview. Information from the chart can act as guide to the areas of focus during history taking. I could also better my competence by practising more as there is room for improvement. As a student nurse, I observe and seek advice from peers and clinical mentors on how to better these skills. I will use this practice and results as a basis for my competence enhancement plan before the next assessment.

Plan of care

For patients presenting with cough, it is ideal to indicate baseline investigations to avoid missed symptoms and misdiagnosis. A chest x-ray is commonly done to assess the anatomy of the chest cavity and to rule out pneumonia. Although they are normal in most cases, the film could indicate fluid or air outside the lungs as a critical symptom. Also performed is a complete blood count test to establish the presence of an infection in the body. Patients with upper respiratory infections are likely to have elevated white blood cells. This test, however, does not establish the specific causative agent which is necessary in directing the mode of antibiotic therapy (Amos, 2018). Specimen culture of the sputum conducted in the laboratory helps to identify the microorganism. Although this test is time-consuming, the results help clinicians administer an antibiotic specific to the causative agent, hence quick recovery.

Danny’s presenting symptoms are indicative of various possible diagnoses. His cough, with clear sputum could indicate asthma. Although asthma mostly presents with wheezing and difficult breathing, cough may be the only symptom. A complete blood count test done in asthmatic patients indicates elevated eusionophils (Ajay & Kamerman-Kretzmer, 2019). Cough could also be the result of gastro-oesophageal reflux disorder (GERD). GERD presents with frequent coughs due to sensation of a lump in the throat. This diagnosis however presents with heartburn that worsens with eating and night fall, a feature absent in Danny. Acute bronchitis is characterised by persistent cough, sore throat, nasal congestion and fever. Although a possible diagnosis, Danny’s does not present with sore throat and chest tenderness. A broad-spectrum antibiotic such as Amoxicillin would be ideal for coughs among paediatrics. In the case of Danny, I prescribed Robitussin 10ml PO taken every six hours or as needed. A non-steroidal anti-inflammatory drug such as ibuprofen is also recommended as an antipyretic and analgesic. Also included in the plan of care are health promotion and anticipatory guidance, which entail increased fluid intake for hydration, knowledge of worsening symptoms, such as shortness of breath, wheezing, etc.

References

• Kasi, A. S. & Kamerman-Kretzmer, R. J. (2019). Cough. Pediatrics in Review, 40(4), 157-167. DOI: 10.1542/pir.2018-0116
• Amos L. B. (2018). 2 – Cough. Nelson Pediatric Symptom-Based Diagnosis, 15–38. https://doi.org/10.1016/B978-0-323-39956-2.00002-9
• Sharma, S., Hashmi, M. F., & Alhajjaj, M. S. (2020). Cough. StatPearls Publishing. Available from: https://www.ncbi.nlm.nih.gov/books/NBK493221/

 

 

COUN 5279 Unit 4 Assignment Job Loss Case Study

Abstract

Counseling is an intricate discipline consisting of vital components. Careful consideration of each component is mandatory if the counseling process should be effective. This paper analyzes the case of three individuals of different ages who are having job loss. The author discusses the career developmental stage of each individual, impact of job loss, career assessment, appropriate career counseling strategies and advocacy.

Introduction

Counseling consists of more than providing directions to clients facing life challenges. In a special way, the counselor must understand the client in terms of personality, phase of life development, problem-solving skills and appropriate counseling strategy for him/her. Ignorance of careful evaluation of the case would lead to ineffective counseling processes, which would be hurting to both the client and counselor. As such, the importance of keen consideration of the tenets of counseling before engaging in the process cannot be overemphasized.

Career Development Stages

Joe is 60 years old, hence, in the consolidation phase of career development, which consists of individuals aged at thirty five years and above. At consolidation phase, he should experience advancement followed by seniority in his career, according to Super Theory. It is expected that Joe has experienced the earlier four stages: crystallization, specifications, implementation and stabilization, at ages 14-18; 18-21; 21-24 and 24-35, respectively (Super, 2020). Angela is also at the consolidation phase of vocational development. At age 40, it is expected she has undergone the previous four stages as her father. Peter, the grandson, is in the specifications stage, aged 20 years.

The cultural considerations are varied for each individual. Joe is entering his senior ages, and the job loss could result in depression due to loss of self-esteem; anxiety owing to failure to provide for his family and negative self-image owing to imagined depressing perception from his peers who attained self-actualization at earlier stages of their lives. In particular, older citizens are more sensitive to respect from youngsters; and any gesture interpreted as disrespect would translate to failure to cooperate during the counseling process or total rejection of counseling altogether.

The cultural implications for Angela could not be ignored. She is a mother aged at 40 years, and at her age, she is expected to provide readily for her family. Also, she is expected to advance in career since she is within the consolidation phase. Such expectations would point her to becoming a senior employee or even part of the managerial team. Besides, female persons are particularly sensitive to emotional content of speech and social interactions. Thus, during the counseling sessions, the counselor should exhibit emotional intelligence. At some point, therapeutic conversations would yield remarkable results.

Peter’s cultural implications are equally significant. At 20 years, he has aspirations which are common among young adults. Also, acquiring the employment most likely imparted a sense of responsibility on him, which motivated him further towards achieving his life goals. Besides, at 20 years, his self-esteem is still developing while his personality is being molded before attaining self-actualization. Therefore, while counseling him, the professional should pay close attention to building the young man’s self-esteem. Also, young individuals tend to be jovial and open to social interactions, which means the counselor should try to make the session lively to encourage Peter’s active participation.

Impact of Job Loss

The implications of loss of employment for Joe are expected to be immense. At age 60, he is not far from becoming a senior citizen, which is highly associated with increased health risks due to a weaker immune system. Moreover, certain medical conditions such as prostatic cancer and benign prostatic hyperplasia affect older men more than younger ones. The loss of employment brings into question the source of finances to meet Joe’s health needs in senior years (Hsu, 2019).

Without health insurance, he is unlikely to meet the needs out of his own pocket. In addition, he is expected to leave substantial property as inheritance to his daughter and grandson. He will be incapable of giving them property if he has not been saving and making reliable investments. The mentioned factors are likely to drive him to depression and other mood disorders.

Angela at 49 years is the main bread winner and is looked upon to fend for her aging father and newly adult son. The aging father may not be able to partake in income earning in his senior years, and he might be fully dependent upon her support. Besides, the son has just entered adulthood and is yet to establish himself as financially competent. Thus Angela may be the family’s sole bread winner, and the employment loss may contribute to depression and other mental disorders.

Peter has just begun his life as an adult. He is expected to plan his future by acts such as saving capital to pay fees for higher learning and engaging in wise investments to increase the family’s financial power. Moreover, he could lend his mother a helping hand in meeting the family’s needs. Thus, the loss of employment would be detrimental to his well-being. He could develop depression, anxiety and similar mental disorders. Nonetheless, Joe and Peter may have better mental prognosis than Angela, as studies reveal individuals at the extreme of ages cope with emotional trauma better than middle-aged individuals (Hsu, 2019). Thus the counselor should note that more sessions may be required for Angela than Joe or Peter.

Career Assessment

Self-Concept would be an appropriate assessment strategy for Joe. What Joe believes about his personality, his goals, achievements and failures would be instrumental for the counselor. Self-concept enables ruling out disorders such as depression and working out reliable solutions (Fouad, 2017). The Self-Concept would likewise yield remarkable results in career assessment of Angela. At forty, what she believes about herself, her achievements and pitfalls would point the counselor to what intervention to apply.

The Trait and Factor Theory would assist in assessing Peter. Assessing his traits and capabilities using a standard assessment tool might aid the counselor in finding reliable interventions (Fouad, 2017). The Trait and Factor Theory is particularly successful for younger persons for whom Self-Concept would yield dismal results due to fewer life experiences compared to older persons.

Career Counseling Strategies

For Joe, the most appropriate strategy would be creating and maintain a therapeutic relationship. Majority of career counselors apply career aptitude tests besides personality tests, but Joe is in the stabilization stage. His primary need would be expressing the fears, worries, desires and interests, which would yield more desirable results than aptitude tests or personality tests (Walden University, 2020). Angela would benefit more from defining goals. Since she is aged 40 and has attained the stabilization phase, she would need to know her desired place for the next five years.

An additional strategy in defining goals would be to ask her which other job she would enjoy doing, apart from the lost one. She may apply career adaptability to increase satisfaction and success (Hartung & Cadaret, 2017). Peter would benefit from understanding the job market. Owing to his young age, the counselor may engage him in a conversation that creates room for self-exploration such that Peter gets to understand his potential talents and abilities. At the specifications stage, self-exploration would enable him understand what tasks he handles perfectly. Also, an understanding of the job market would protect him from unprecedented career decline while engaging in a profession that is dwindling.

Advocacy

Counselors have a variety of means for advocating the career and educational development of their clients. Firstly, they could attend municipal and community meetings that discuss workforce and career development. The action would make them acquainted with career development approaches that could be extended to the clients’ service. Furthermore, counselors could testify at local hearings regarding legislations having direct influence on clients. The counselors may also assist clients who would endeavor to testify or write articles for local and international newspapers.

Conclusion

In a nutshell, counseling is a broad discipline with intricate components that should be considered for the counseling process to be effective. Various items that are evaluated include the client’s age, stage of career development, cultural identity and habits and the appropriate career counseling strategy. These facts have been well described in this paper.

COUN 5279 Unit 4 Assignment Job Loss Case Study References

• Fouad, N. A. (2017). The role of theory in improving evidence-based career interventions. Society for Vocational Psychology: Integrating Theory, Research, and Practice. https://doi.org/10.17125/svp2016.ch7
• Hartung, P. J., & Cadaret, M. C. (2017). Career adaptability: Changing self and situation for satisfaction and success. In Psychology of career adaptability, employability and resilience (pp. 15-28). Springer, Cham.
• Hsu, H. C. (2019). Age differences in work stress, exhaustion, well-being, and related factors from an ecological perspective. International journal of environmental research and public health, 16(1), 50. https://dx.doi.org/10.3390%2Fijerph16010050
• Super, D. E. (2020). Life-Span, Life-Space Career Theory and Counseling. Career Development and Counseling: Putting Theory and Research to Work, 95.
• Walden University (2020) Top Five Techniques of Career Counselors. Walden University, Education for Good. Retrieved from https://www.waldenu.edu/online-masters-programs/ms-in-clinical-mental-health-counseling/resource/top-five-techniques-of-career-counselors at 1230 H GMT, 29th January.

Also Read: NRNP 6540 Week 2 RaymondYoung Assignment

COVID-19 Pandemic and the mental health impact DQ 3

COVID-19 Pandemic and the mental health impact DQ 3

The selected topic that I have found for my paper will be focused on the COVID-19 Pandemic and the mental health impact that it has had on healthcare professionals.

My research on the articles I have selected focuses on COVID-19, the mental status of healthcare workers, and the state of mind they are in returning to the workplace since cases have declined.

The articles that I selected primarily focus on the COVID-19 Pandemic. Plenty of articles speak of the mental health that healthcare workers are in at this time and even when the Pandemic was starting and at its peak.

Even workers who were not fortunate to be able to stay home dealt with a lot of mental, emotional, and physical stress. Seeing and hearing about death is one thing, but experiencing its hard to explain and deal with.

Like many healthcare professionals, this is why it is very important to shed light on these heroic people who stayed within the workplace despite the stress they were burdened with and understand why they need as much assistance to work through the stress of the profession they choose to honor.

Response 2.) Tomeka

The topic I am interested in for completing my dissertation is African American Females Self Efficacy On Advancement Opportunities in Higher Education in Rural South Mississippi.

The problem to be addressed in this qualitative descriptive study is African American females lived experiences on advancement opportunities in higher education and efficacy: a descriptive study.

According to Nikki Katz, African American females have the most post-secondary education compared to other ethnic groups (Katz, 2020). However, although African American females have the most post-secondary education, they are often underrepresented in higher positions in Rural South Mississippi.

I want to focus on self-efficacy, sources of information: personal experience, observation, encouragement, and emotion for women in rural South Mississippi, and determine what advancement opportunities were available for their leadership development.

The study will explore lived experiences of African American females who have succeeded as leaders in higher education. The related articles to my topic will give me supportive information to support my qualitative descriptive study, such as,

• How do African American Females Describe Their Self-Efficacy As Leaders in Rural South MS?
• Self-Efficacy of African American Women in Leadership Roles
• African American Women Leaders in Higher Education
• Self-Efficacy, Motivation, and Academic Adjustment Among African American Women Attending Institutions of Higher Education

Inventing Ourselves: a scholarly essay for Black female scholars in educational leadership.

Reference

Katz, N. (2020, June 19). Who are the most educated women in America? Black women. ThoughtCo. https://www.thoughtco.com/black-women-most-educated-group-us-4048763 (Links to an external site.)

Requirements: 100 words each

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Creating a Common Nursing Vision and Strategic Priorities across a System

CASE STUDY 7-1 Creating a Common Nursing Vision and Strategic Priorities across a System

Joyce Young XYZ Health System (HS) is one of the largest health systems in the United States, and it is continuing to grow. The health system comprises more than 56,000 full-time equivalent employees, which includes more than 11,000 active physicians (3,400 employed physicians and residents) and more than 16,000 registered nurses (RNs) practicing in 47 hospitals across 10 states. A shared mission and common values connect these 47 diverse hospitals. Additionally, XYZ HS understands the importance of a shared vision to bring leaders together in strategy and the pursuit of transformational change.

Creating a common nursing vision to determine and drive strategy across a large, diverse health system is clearly a challenge but is worthy of undertaking. The XYZ HS nursing leaders recognized the power of leveraging the talent bank of 47 diverse hospitals and nursing leaders toward a common vision and strategies; in fact, they saw this as critical to leading change and preparing for a reformed future of healthcare delivery.

The leaders recognized that success in this endeavor required essential keys steps, beginning with awareness or understanding of the pivotal role of nursing. Only with awareness and understanding can an effective strategy be determined. Awareness Events of the past decade, and certainly since the Patient Protection and Affordable Care Act was signed into law on March 23, 2010, have fueled interest within the healthcare industry and in the nursing profession in understanding what a reformed healthcare delivery system looks like and how to position the industry and profession for success.

In the IOM and Robert Wood Johnson Foundation report The Future of Nursing: Leading Change, Advancing Heath (IOM, 2010), it was noted that the U.S. healthcare industry is fraught with fragmentation as well as barriers to care and the ability to provide cost-effective, high-quality care. The report said the solutions may reside in a transformed nursing profession. The report outlined recommendations directing not only nursing leaders but also policy makers, payers, licensing bodies, and other healthcare leaders to align the industry and care delivery system with the current era of reform.

Similarly, the Advisory Board Company’s report Perfecting the Patient Care Services Strategic Plan (2012) wove nursing innovation strategy throughout the five core components of service, quality, finance, people, and growth. The universal theme in these reports clearly points to the pivotal role that nursing must play in designing the future of health care.

In a seminal speech given at the Institute for Healthcare Improvement national forum, Berwick articulated what he called “the moral test” (Berwick, 2011). Berwick spoke to the impending changes that the healthcare industry is facing and stated, “This is the threshold we have now come to, but not yet crossed; the threshold from the care we have to the care we need…. Our vision is for healthcare that is just, safe, infinitely humane, and that takes only its fair share of our wealth” (2011, p. 11).

The vision Berwick spoke of was embraced by the XYZ HS nursing leaders. This vision became the impetus for unifying the XYZ HS nursing leaders’ commitment to a system-wide strategic focus and transformational change. In an industry bombarded with high-velocity change, focus was quickly identified as the next key to success in this important strategic work. Focus Given the size and complexity of XYZ HS, along with the pace of change in the industry, the need for focus could not be understated.

For XYZ HS, the ability to focus was fostered through the commitment of dedicated time (over several months) and to a clear understanding of the current state. Focus enables the ability to identify what is most important. An appreciative inquiry approach was used to integrate feedback and information that had been gathered over a dedicated time period (Tagnesi, Dumont, Rawlinson, & Byrd, 2009).

The numerous nurse leaders from the 47 diverse hospitals were then divided into three small work groups. In the spirit of shared leadership, each work group was tasked with identifying and proposing three to five strategic goals. The resulting 9 to 15 proposed strategic goals were then taken back to the full group for voting. The voting results served as the basis for determining three system-wide strategic nursing priorities. Guided by a vision of health care that is just, safe, and infinitely humane, the three strategic priorities promoted the pivotal role of nursing. The size and scope of nursing leaders from 47 diverse hospitals across 10 states leveraged the profession in leading change and readiness for a reformed future of healthcare delivery.

Focus ensured the appropriate strategic goal selection and prioritization; this set the direction for the work required to execute the strategy. Commitment and accountability round out the keys to success in creating a common nursing vision and strategic priorities across a system. The XYZ HS leaders understood that it was through commitment and accountability that they would get where they desired to go. Accountable, empowered work teams were created to execute each strategic priority. Milestones were identified along with due dates, metrics, and reporting requirements. The process described in this case exemplar was grounded in the shared leadership principles of partnership, equity, commitment, and accountability.

One year later, progress is encouraging and the journey continues. Thanks to a common vision, thoughtfully determined strategic priorities, and empowered, accountable, highly committed leaders, the XYZ HS is successfully positioned to meet the challenges of the future. Case Study Questions 1. What lessons are learned from reviewing the strategic plan and progress made in XYZ HS? 2. What factors were most significant in driving 47 diverse hospital nursing leaders toward a common vision and strategic priorities? 3. Of the key steps articulated, which do you think was most important? 4. Are there other steps that you would advise employing in this process? 5. How does size and scope help or hinder strategic success?

Critical Appraisal Tool Worksheet Template Part 4A

Evaluation Table

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research

Full APA formatted citation of selected article.Article #1Article #2Article #3Article #4Whitcombe, A., Cooper K. & Palmer, E. (2016). The relationship between organizational culture and the health and wellbeing of hospital nurses worldwide: a mixed methods systematic review protocol. The Joanna Briggs Institute. DOI: 10.11124/JBISRIR-2016-002650Shin, S., Park, J-H. & Bae, S-H. (2018). Nurse staffing and nurse outcomes: Asystematic review and meta-analysis. Nursing Outlook, 66(3), 273–282. https://doi.org/10.1016/j.outlook.

2017.12.002.

Pradas-HernaÂndez, L., Ariza T, Gomez-Urquiza J. L., Albendin-Garcia, L., De la Fuente E. I., & Cañadas-De la Fuente, G. A. (2018) Prevalence of burnout in paediatric nurses: A systematic review and meta-analysis. PLoS ONE, 13(4): e0195039.https://doi.org/10.1371

/journal.pone.0195039

Woo, T., Ho, R., Tang, A. & Tam, W. (2020). Global prevalence of burnout symptoms among nurses: A systematic review and meta-analysis. Journal of Psychiatric Research, 123, 9-20.Evidence Level *(I, II, or III) iiiiiiiiConceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**The basis of this study was to examine the relationship that exists between the health and the well-being of nurses and organizational culture. The authors sought to explore the relationship between organizational culture and the indicators of health such as: safe workplace, burnout, work-related injuries, and the general well-being of nursesIn this study, the researchers sought to study the relationship between nurse outcomes and nurse staffing. In particular, the study sought to evaluate the factors that lead to burnout in nurses.The basis of this study was to analyze the characteristics of burnout in nurses. The researchers sought to find out the prevalence of burnout, the severity of burnout in nurses, and risk factors.In this article, the authors use the recent declaration by WHO of burnout as a serious health issue to examine the symptoms and the prevalence of burnout in nurses globally.Design/MethodDescribe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).The authors used both published and unpublished studies to analyze the impact of burnout in nurses. The authors adopted a three-step search strategy in their systematic review of literature using databases such as MEDLINE, CINAHL and AMED.For this work, the researchers used systematic review of literature to assess the relationship between nurse outcomes and nurse staffing through a meta-analysis. The researchers reviewed articles published between January 2000 and November 2016 from databases such as: CINAHL, PubMed, PsycINFO, Cochrane Library, EBSCO, RISS, and DBpiaThe authors used a mixture of systematic review and meta-analysis of literature. The data bases used to acquire information include; CINAHL, LILACS, PubMed, the Proquest Platform (Proquest Health & Medical Complete), Scielo and ScopusIn this work, the researchers conducted a systematic review together with a meta-analysis to evaluate the symptoms and prevalence of burnout in nurses. 8 academic research databases were used to acquire information.Sample/Setting  The number and characteristics of

patients, attrition rate, etc.

Not defined52 potential articles were identified. 13 cross-sectional studies met the inclusion criteria.The sample population was composed of 9,075 paediatric and neonatal nurses113 studies were included for systematic review and 61 studies for the meta-analysis, consisting 45,539 nurses worldwide in 49 countriesMajor Variables Studied List and define dependent and independent variablesIndependent variables-nurse staffing and dependent variable-nurse outcomesEmotional exhaustion was examined as a variable that lead to burnout in nurses.An examination of depersonalization levelsAn assessment of barriersMeasurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done).1. Nurse shortages2. Longer working hours3. Emotional exhaustion

4. The workplace environment

1. Physical and emotional exhaustion2. Work environment1. Nurse shortage2. Longer working hours3. Work environment1. Long working hours2. Physical exhaustionData Analysis Statistical or Qualitative findings(You need to enter the actual numbers determined by the statistical tests or qualitative data).The perception of nurses to the organizational culture of their organizations impacted on their well-being.From the selected studies, 92% quoted nurse to patient ratio as the major cause of burnout in nurses.From the 34 studies used, a majority found moderate-high values for 3 factors of burnout i.e. socio-demographic, psychological, and job-related factors as the biggest contributors to nurse burn-outThe selected 113 studies selected for review revealed that nursing specialty and geographic location were the biggest contributors to burnout in nurses.Findings and Recommendations General findings and recommendations of the researchShortage of nurses lead to burnout as nurse-patient ratio becomes more unequal.Nurses who attended to many patients daily recorded highest levels of job dissatisfaction. Thus, nurse-patient ratio is a critical factor in burnout in nursesPediatric nurses recorded moderate-high levels of emotional exhaustion leading to burnoutPrevalence rate of nurse burnout differed depending with nurse specialty. High prevalence rate was recorded in intensive and critical care nurses.Appraisal and Study Quality  

Describe the general worth of this research to practice.

What are the strengths and limitations of study?

What are the risks associated with implementation of the suggested practices or processes detailed in the research?

What is the feasibility of use in your practice?

This research is of high quality because it the authors reduced biasness in the study.The research and design methods used are appropriate for the study.This research uses a large number of population sample. 9000 participants participated in the study. This large number of participants ensure better results leading to better qualityThis research is of high quality because it the authors reduced biasness in the study.  Key findings

 

 

 

Work-place injuries has adverse impact on nurses leading burnoutsNurse-patient ratio is a critical contributor to burnouts in nursesPhysical and emotional exhaustion cause burnout in nursesNurses working in more demanding specialties have high burnout rate  Outcomes

 

 

 

The perception of nurses to the organizational culture of their organizations impacted on their well-being.Balancing the nurse-patient ratio is critical in curbing burnoutsThe level of physical and emotional exhaustion determines the rate of burnoutsNurses working in more demanding specialties have high burnout rateGeneral Notes/Comments

*These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide

• Level I

Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis

• Level II

Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

• Level III

Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis

• Level IV

Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence

• Level V

Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

**Note on Conceptual Framework

• The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework
• Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.
• As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”
• Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.
• Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

Also Read: Cognitive Behavioral Therapy Sample Paper

Critical Evaluation of a Research Study Sample Paper

Nursing research studies are geared towards informing evidence-based practice. Research studies form the basis of evidence-based practice, and improved health outcomes can be highly attributed to research study findings. Critical evaluation of a study aims at utilizing and also refuting research methods or findings in a study. Critical evaluation reviews the professionalism of a study, objectives, methods used, and their credibility. It also evaluates the credibility and reliability of results and applicability in future practice. This paper critically evaluates a study done to evaluate the health-related quality of life for older women after vertebral or hip fractures.

The study evaluated, that of Hallberg et al. (2019), is a qualitative study that examined the quality of life of women after vertebral or hip fractures. The authors utilized short semi-structured interviews with 10 Spanish women. The qualitative inductive content analysis method was used to analyze the data collected. The data collection approach ensures that data collected is first-hand and not categorized or influenced by theoretical perspectives (Nieswiadomy & Bailey, 2018). The advantage of the approach is that it allows the participants to express themselves, give perspectives about life freely, and explain their lives and experiences. The study employs purposive sampling to achieve the selection of a varied sample. Of the 3030, only 51 women who had completed a seven-year follow-up after vertebral hip fracture met the inclusion criteria.

The results revealed three prominent themes, namely, “A threatened independence, Strategies for maintaining independence, and the importance of maintaining independence,” (Hallberg et al., 2010). The themes all pointed towards ‘a strive to independence.’ However, the sample size was too small to generalize the findings to the initial number of participants, 303 patients. The findings can also not be generalized to all populations (Hallberg et al., 2010). However, they can only be used for inference and to inform further research using more extensive group studies to ensure the sample is more inclusive, making generalizations more reliable.

The study utilizes the IEEE referencing style. The in-text citations are arranged in a numerical sequence and not alphabetically like in other referencing styles (Bryan, 2017). The in-text citations are numbers in square brackets that correspond to the citation in the reference list (Smith et al., 2019). The references format is as follows; bracketed number, first name and last name initials of authors, paper title and sub-title, name of the journal, volume number and issue number, and the year of publication (Smith et al., 2019). The citations in this article follow all the formats of the IEEE referencing style. The citation format is professional and easy to use as the number referred directly to the article listed in the reference section (Brian, 2017; Hallberg et al., 2019).

The research design informs data collection, measurement, and analysis logically and coherently (Nieswiadomy & Bailey, 2018). The research study applies a typical phenomenological research design. The design dramatically resembles other qualitative research approaches such as ethnography, symbolic interactionism, and hermeneutics (Nieswiadomy & Bailey, 2018). As seen earlier, the research approach allows the patients to explain their own experiences using semi-structured questionnaires without the influence of theoretical perspectives. The questions responses provide the generic and disease-specific health-related quality of life. The similarity of questions used gives a foundation for analyzing the different responses offered by the participants.

The phenomenological research design in data collection aims at correcting raw data, as seen in this study (Nieswiadomy & Bailey, 2018). The design analyses discussions and reflections of direct sense perception and individual experiences on the researched phenomena. The researchers then analyze this basic information without the influence of external forces such as theories. The data, in this case, were analyzed using an inductive content analysis method. The inductive content analysis seeks to identify words, themes, or concepts similar in a qualitative data set (Nieswiadomy & Bailey, 2018). Using the findings, researchers can quantify, analyze and comment on the presence of various themes, concepts and words just like it is in this case. The above reflects a fundamental aspect of a phenomenological research design. Thus, the research design used in this article meets the requirements of a professional qualitative article.

The procedures in a research article are clearly indicated. The foundation is well laid in the introduction, where the reader is prepared on what the paper entails. A purposive sampling method was utilized (Hallberg et al., 2010). After sampling, data collection was a rather hectic, semi-structured generic and disease-specific health-related quality of life questionnaire, but manageable due to the small number of participants. The inductive content analysis method was used in data analysis to identify common themes and draw conclusions on the population (Nieswiadomy & Bailey, 2018). Ideally, each author had the opportunity to critically review the paper independently before its presentation for review and publishing. The article was peer-reviewed, and the information it entails was approved. It is a professional paper following procedures outlined for a research article. However, inductive content analysis is a limitation in itself. It is virtually impossible to accurately draw theoretical perspectives and conceptual frameworks from any study utilizing this data analysis method.

The primary objective of any research study is to improve the quality of life and individuals’ health outcomes by providing plausible evidence regarding an intervention. The study by Hallberg et al. (2010) was not an exception. Hallberg et al. (2010) aimed at determining the impact of vertebral and hip fractures on the generic and health-related quality of life several years after diagnosis and management. Several conclusions can be made from the study. Threatened independence was the first central theme. It results from back pain, anxiety, a negative impact on self-image, and consequences in daily life (Hallberg et al., 2010). Strategies for maintaining independence such as coping, support, and self-care are other concerns. The third was the importance of maintaining independence through the ability to perform daily living activities, social support, and a meaningful occupation. The three themes and associated findings from the study shall form the basis for future practice.

The results from the study show significant impact/ effects of vertebral/hip fractures among women of older ages. The condition imposes severe psychological effects years after diagnosis and management. It indicates that these women require psychological support besides curative treatment (Hallberg et al., 2010). An intervention to improve the quality of life would be to integrate self-management strategies teaching women after vertebral and hip fractures to enhance self-care and positively impact their health-related quality of life. As seen from the study, these women suffer significantly from psychological trauma. The trauma begins after the injury and lasts years after the incidence and healing (Hallberg e al., 2010). Psychological trauma can thus be a chronic problem requiring attention. Counseling them on ways to manage anxiety, have a positive self-image, cope with new changes, seek social support, and adjust in performing daily living activities would be helpful (Hallberg, 2020).

The study had several limitations. The sample chosen was through purposive sampling and could thus lack proper representation of the population. The study does not reflect a theoretical framework due to the chosen research design. Thus, it is difficult to generalize on the entire population of women of older ages who suffer who have suffered vertebral or hip fractures. Patients’ illnesses experiences vary significantly from one patient to another. Thus, to have more representative samples, studies utilizing random sampling techniques and larger study samples to validate the results therein and give more generalizable results to the population are ideal. Nonetheless, the article thus serves to lay a foundation for future researchers to improve the quality of patient care.

The critical evaluation above helped identify the reliability of the information provided, professionalism in developing the article, and reliability and credibility of the generated information. The findings from the study can be used to inform future practice through implementing suggested interventions to inform future research. As seen earlier, research studies are the foundation of evidence-based practice. The results obtained from a study can be used to form interventions that inform future care. Scholars should utilize research studies to keep their practice up to date. Evidence-based practice is associated with improved health outcomes and should thus be advocated for by the nurses and other healthcare providers.

References

• Bryan, S. (2017). Library Guides: IEEE Style Guide: IEEE Referencing-the basics. https://libguides.jcu.edu.au/IEEE
• Hallberg, I., Ek, A. C., Toss, G., & Bachrach-Lindström, M. (2010). A striving for independence: a qualitative study of women living with vertebral fracture. BMC nursing, 9(1), 1-10. DOI: 10.1186/1472-6955-9-7
• Nieswiadomy, R. M. & Bailey, C. (2018). Foundations of nursing research (7th). Pearson.
• Smith, J., Ashman, M., Dunphy, B., & Stracuzzi, A. (2019). 3.5: Documenting Sources in APA, MLA, or IEEE Styles. Professional Communications. Retrieved 1st August from https://ecampusontario.pressbooks.pub/llscomm/chapter/3-5-documenting-sources-in-apa-mla-or-ieee-styles/

Critical Decision Making for Providers Sample Paper

Decision making forms a critical part of healthcare. Among the many qualities a healthcare provider is required of, decision making is outstanding. In day-to-day practice of nursing and medicine, healthcare providers come across various opportunities that test their ability to independently make decisions. The decisions made can either directly or indirectly impact patient outcomes. According to Leso, Fontana and Lavicoli (2018), the decision to remove or preserve an occupational health hazard in a working environment has impacts on the health of the workers. This is in unity with the case scenario described where Mike is faced with a conundrum of whether to report or ignore a spill on a doorstep, which ultimately causes a patient to fall in the lobby. The purpose of this writing is to discuss the impact of decision making on patient outcomes using the case scenario provided.

Risk Management

            Due to idiosyncrasy, human beings have ability to make distinctive decisions. Each decision, however, is associated with specific risks. The first decision is to report the problem while risking clocking in late. Being that he had already been warned by his supervisor about late reporting, he risks being terminated. This would adversely affect his life and family as he is the sole provider for his wife and the newborn baby. The other decision is to ignore the spill and clock in to avoid facing termination. According to Almost et al. (2018), any unsafe acts or unsafe conditions are considered as hazards in a workplace. In this case, the spill causes a patient to fall, an incidence which could otherwise be avoided.

Mike decisions have an impact on both the patient and the procedural policies. First, the decision to report the spill would trigger a rapid response from the housekeeper to safeguard the place, hence preventing injuries. Contrarily, the decision to ignore the problem is associated with injuries to patients and colleagues. Procedural policies refer to how something is done or who is to act. Being that majority of the institutions emphasize on safety of the workplace, and obliges its own employees with the role, Mike would likely face termination should he be found to defy the policies. The legal considerations that exist in occupational health protect employees’ safety and health (Almost et al., 2018). The laws regulate specific aspects of the work environment such as working hours and occupational safety and health. In this case, occupational safety and health laws seem to protect the employee (Mike) more that it impacts the patient who is not a worker of the institution.

Risk Management and Leadership

            In a recent discussion with his supervisor, Mike received a warning concerning risk of termination should he proceed with his late clocking in. Being that every institution puts emphasis on the importance of being responsible, it is in order that Mike reports the problem and inform the supervisor of the cause of late clocking in. As a good leader, the supervisor is therefore required to consider Mike’s situation and decide on the outcome. The other option, which included snubbing the problem and clocking in has been shown to have adverse repercussions. As a lab technician and a responsible employee, Mike has already acquired the professional competence required to perform his job. However, he needs constant education and training regarding occupational safety and health. The primary aim of the training is to inform the employee about existence and identification of potential health hazards in a work environment.

Additionally, the manager should inquire about Mike’s cause for constant clocking in. Hersona and Sidharta (2017) denote that employees deal with diverse situations in work and off-work that require the influence of their leaders. For example, Mike has a newborn baby and that might the reason for late reporting to work. Further, as part of ethical competence, an employee is required to make decisions and act on them, and to be responsible to take into account legal, social and economic consequences. If Mike did not report the spill, this would mean that he is not ethically competent and that confers professional incompetence. Additionally, Mike has a sound mind and can perform essential functions. According to most organizational constitutions, an employee is rendered incompetent in performing functions when he/she is medically proven to be a psychiatric patient.

Transcultural

            Language barrier is a significant socio-cultural hindrance to effective healthcare delivery. In a bid to mitigate the barrier, healthcare organizations have increasingly adopted the use of translation technologies or personnel (Steinberg et al., 2017). This has led to employment of translators and establishment of translation departments. This would greatly help in providing education to the patient. Patients who understand the discharge instructions may ask questions for further clarification. Alternatively, if the patient answers questions correctly, it proves that she has mastered the discharge instructions. The actions and decisions of the staff members affect patient outcomes as evidenced in Mike’s case scenario. For example, the decision to report the problem could have prevented the history of fall. Failure to report the situation led to the fall and injury of the patient. Finally, non-maleficence is an ethical principle that refers to assurance that no harm should befall the client. In this case, it was breached by ignoring the spill at the doorstep. The decision to ignore the spill led to an adverse experience and admission of a patient.

Conclusion

            One of the qualities of healthcare workers is the ability to make decisions independently. The decisions impact patient outcomes either positively or negatively. The decisions make a crucial part in the practice of occupational safety and health as evidenced in the case scenario provided. Mike’s case presents a dilemma where two decisions impact patient’s life is different ways. The choice to report the problem protects the patient. Contrarily, the decision to ignore the problem risks the life of the patient. Of note, the choices made do not only affect the patients but also the decision maker as clearly illustrated in the case scenario.

References

• Almost, J., VanDenKerkhof, E., Strahlendorf, P., Caicco Tett, L., Noonan, J., & Hayes, T. et al. (2018). A study of leading indicators for occupational health and safety management systems in healthcare. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-3103-0
• Hersona, S., & Sidharta, I. (2017). Influence of Leadership Function, Motivation and Work Discipline on Employees’ Performance. Jurnal Aplikasi Manajemen, 15(3), 528-537. http://dx.doi.org/10.21776/ub.jam.2017.015.03.18.
• Leso, V., Fontana, L., & Lavicoli, I. (2018). The Occupational Health and Safety Dimension of Industry 4.0. La Medicina Del Lavoro 110 (5), 327-338. https://doi.org/10.23749/mdl.v110i5.7282.
• Steinberg, E., Valenzuela-Araujo, D., Zickafoose, J., Kieffer, E., & DeCamp, L. (2016). The “Battle” of Managing Language Barriers in Health Care. Clinical Pediatrics, 55(14), 1318-1327. https://doi.org/10.1177/0009922816629760

Critical Reasoning Week 2 Discussion

Critical Reasoning Week 2 Discussion

Required Resources Read/review the following resources for this activity:

Introduction

In 2012, Psychologist Heather Butler studied the importance that critical thinking plays in our everyday lives. “Critical thinking is not just the new buzzword in education. Critical thinking involves real outcomes that can be measured, predicted, and—perhaps for the negative life events—avoided” (Butler, 2012, p. 725).

In 2013, studies by Grossmann, Varnum, Kitayama, and Nisbett concluded that wise reasoning, rather than intelligence, was a predictor of well-being. In 2017, Dr. Butler and her colleagues, referencing the Grossmann study and based on their own research, determined that the ability to think critically was a better predictor of effective life decisions than was intelligence (Butler, Pentoney, & Bong, 2017).

Critical Reasoning Week 2 Discussion Initial Post Instructions

For the initial post, address the following:

Follow-Up Post Instructions

Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification. Look at your peers’ definitions. Do you agree with them? If yes, why, if no, why not?

Textbook: Chapter 1, 2, 3 Lesson Minimum of 1 scholarly source (in addition to the textbook)

Do you agree that wisdom/critical thinking is a better predictor of well-being than intelligence? To answer, you will have to define what the following terms mean for you:

Reflect on what you read in the text this week. Think of the people you know.

Critical thinking Wisdom Intelligence Well-being

Are the good people smart? Are the smart people good? How do you define “good”? How do you define “smart”? Can we use our intelligence to become “good”? If yes, how? If no, why not?

Critical Reasoning Week 2 Discussion Writing Requirements

Grading This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Critical Reasoning Week 2 Discussion References

• Butler, H.A. (2012, Sep/Oct). Halpern critical thinking assessment predicts real- world outcomes of critical thinking. Applied Cognitive Psychology, 26(5), 721-729. 10.1002/acp.2851
• Butler, H.A., Pentoney, C., & Bong, M. P. (2017). Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence. Thinking Skills and Creativity, 25, 38-46. https://www.umass.edu/preferen/You%20Must%20Read%20This/ThinkingSkills.pdf
• Grossmann, I., Na, J., Varnum, M.E.W., Kitayama, S., & Nisbett, R.E. (2013). A route to well-being: intelligence versus wise reasoning. Journal of Experiential Psychology: General, 142(3), 944–953. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3594053

Minimum of 3 posts (1 initial & 2 follow-up) Minimum of 2 sources cited (assigned readings/online lessons and an outside source) APA format for in-text citations and list of references

Greetings Students,

An examined life or a reflective life. . . the question is, is there a difference or are they the same? John Dewey (1909), Edward Glaser (1941), and Richard Paul (1993), each have a definition of critical thinking

Edited by Sonja Sheffield (https://chamberlain.instructure.com/courses/65138/users/97891)

” Reply & or critical reasoning. Consider each definition below and consider which best defines critical thinking/reasoning to you. Think about how this exhibits an examined life and answer this question in your post.

1) “Active, persistent, and careful consideration of a belief or supposed form of knowledge in the light of the grounds which support and the further conclusions to which it tends” (Dewey, 1909, p. 9).

2) According to Glaser (1941, p.5) critical thinking is as follows:

• (1) An attitude of being disposed to consider. . .the problems and subjects that come within the range of one’s experience;
• (2) knowledge of the methods of logical inquiry and reasoning; and
• (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends.

3) Critical thinking is that mode of thinking – about any subject, content or problem – in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul, Fisher and Nosich, 1993, p. 4).

Just consider the following

• “If textbooks used more critical thinking exercises, students would learn the material better.” What do you suppose are the best arguments for and against this claim? You don’t need to take a position on this but by responding to the discussion this week, think about how to develop the strongest arguments possible for both sides.
• Think about what additional information would you need to investigate, to ground each side’s arguments and solid facts? What assumptions about learning and schooling would you consider to make each side’s argument as strong as possible?

These are questions one needs to ask throughout the course.

REMINDER:

You are only required to post an initial answer post and ONE follow-up post in each required discussion, each week.

Please make your TWO posts each week between Monday and Sunday. Your posts must occur on different days with the first post occurring by Wednesday. If there are extenuating circumstances, please communicate with your professor.

Critical Reasoning Week 2 Discussion References:

• Dewey, J. (1909). How we think. Retrieved from https://www.gutenberg.org/files/37423/37423-h/37423- h.html (https://www.gutenberg.org/files/37423/37423-h/37423-h.htm)
• Facione, P. & Gittens, C. A. (2016). Thinking critically. 3 . Ed. Pearson:Boston, MA.

Hello Professor and Class,

Critical thinking– The objective analysis and evaluation of an issue order form a judgement in known as critical thinking. ” The stronger our critical thinking skills and habits of mind, the greater our prospects for success, whatever the endeavor” (Facione pg 2).

Having good critical thinking skills helps one comprehend our own abilities and put our knowledge to the test to become victorious.

Wisdom- The ability to use one’s knowledge and being wise is termed as wisdom.

Intelligence- The ability to acquire the apply knowledge one has learned and skills.

Well-being- A good satisfactory condition of existence characterized by health, happiness and welfare.

Intelligence is more the ability to acquire knowledge but critical thinking is analyzing and evaluating a problem step by step and being able to find a solution.

According to the article 6 Critical Thinking Skills You Need to Master Now states “In fact, lacking such skills can truly make or break a person’s career, as the consequences of one’s inability to process and analyze information effectively can be massive” (Erstad 2018).

Acquiring is not as important or compulsive as critical thinking in a perspective in the healthcare field. Critical thinking skills are more important and a better predictor in a society.

Good is something which is morally the right thing to do. Smart is known to be a vigorous strength in something. Sometimes good people are smart bu not all smart people are good.

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Critical Reasoning Week 2 Discussion References:

• Erstad, W. (2018). 6 Critical Thinking Skills You Need to Master Now.
• Facione, P. A., & Gittens, C. A. (2016). Think critically (3rd ed.). Boston: Pearson.
• Chapter 1 shows a model of Bloom’s taxonomy – they are the steps to mastery of any learning endeavor and the basic components of critical reasoning. They have recently been simplified and reordered as follows: • Remember • Understand • Apply

• Analyze • Evaluate • Create

• How do you think Bloom’s steps will apply to you as you pursue your career in the healthcare professions? How do you see yourself creating (the top of Blooms) in your current or nursing profession? Explain.

Hi Monica,

• I agree that intelligence and critical thinking are two difference characteristics that an individual may possess. I agree that intelligence is acquired knowledge and critical thinking is analyzing and evaluating a situation to help create a favorable outcome.
• You gave me a different perspective regarding good people being smart but not all smart people are good. I can see your point of view being that you defined being smart as having skill according to certain things. Thanks for sharing

(https://chamberlain.instructure.com/courses/65138/users/143371)Chloe Williams (https://chamberlain.instructure.com/courses/65138/users/143371) Monday

Critically analyze some aspect of a personality theory

Critically analyze some aspect of a personality theory

I have 3 parts to essay that have to be done and should be separated as i explain and its the same topic you  pick

Part 1

• Enter your proposed topic for this final paper
• Explain your rationale for selecting this topic

You may choose to critically analyze some aspect of a personality theory, or report the results of personality research on a particular topic. Or, you may use our aspects of personality theory and research to critically analyze a particular character or personality in history/society/literature/film.   If you choose the last topic you’ll need to communicate clearly with me about how to make sure you are clear on understanding what is expected.  A critical analysis must include a full description of the aspect of theory that you are analyzing AND results of research published in reputable journals that support your points of view/argument about the personality. A research review paper must include summaries of peer-reviewed journal articles

Part 2

An annotated bibliography is a standard source listing with an explanation of the sources. It is an opportunity to give your reader a synopsis of the sources and strengthen the credibility of your sources.

• Provide an annotated bibliography of at least 6 [and not more than 10] sources to support your final course paper.

Part 3

You may choose to critically analyze some aspect of a personality theory, or report the results of personality research on a particular topic. Or, you may use our aspects of personality theory and research to critically analyze a particular character or personality in history/society/literature/film.   If you choose the last topic you’ll need to communicate clearly with me about how to make sure you  understand what is expected.  A critical analysis must include a full description of the aspect of theory that you are analyzing AND results of research published in reputable journals that support your points of view/argument about the personality. A research review paper must include summaries of peer-reviewed journal articles.

All papers must meet the following criteria:

• 8-10 pages in length (excluding the title and reference pages), double-spaced, typed 12-point font
• Utilize APA (American Psychological Association – 7th edition) format
• Include references from at least 6, but no more than 12 peer-reviewed journal articles
• Articles must come from reputable journals (i.e., Journal of Personality and Social Psychology, Personality and Social Psychology Bulletin, Journal of Personality, Personality and Individual Differences).
• Journal articles are paraphrased. There are only a handful of quotes, or less, in the paper. Quotes are no longer than one sentence.
• The paper includes a thesis statement, a body that includes the research/information, and a conclusion that ties key points together in the paper.
• The paper must demonstrate an understanding of the chosen topic.

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