Analyze various companies’ mission or organizational vision statements to determine how such statements guide leadership practices within an organization.

Discussion
This assignment asks you to analyze various companies’ mission or organizational vision statements to determine how such statements guide leadership practices within an organization.
Select a mission statement or organizational vision statement from one company that professes to practice servant leadership and one that practices a standard leadership model. Some well-known companies that practice servant leadership are Southwest Airlines, REI, and Aflac. Conduct additional research to locate others.
Once you have selected two companies, write a 1,000-1,250 word analysis that addresses the following:

  1. Compare and contrast the mission and/or organizational visions statements of the two companies. What are the similarities and differences? How do you think these statements impact the culture of each organization?
  2. What servant leadership principles or values are either explicitly or implicitly apparent in the mission/vision statement of the company that professes to be servant-led?
  3. Explain how you see the principles expressed in the statements manifested in each company’s public reputation, and how they treat their employees in the services they provide, their marketing, etc. Provide a few specific examples to demonstrate your points.
  4. Do you think each company is living out the values/principles expressed in their statements? Why or why not? If the more traditionally led company adopted a servant leadership model, what revisions to their mission/values statement would be warranted? Be sure to comment on your understanding of how such mission/vision statements can or should guide a company’s treatment of its employees and clients.

Include the mission or organizational vision statements of the companies you selected in your analysis.
You are required to locate four articles that support your selected organization’s mission or vision statement. Two of the selected articles must be peer reviewed journal articles. Include information from the articles in your discussion. (Vision Statement and Company name Nordstom) : Our purpose  is to empower  the  young minds for our  servant  leadership. The task is to focus and allow our leaders to help us achieve  our goals. Also to innovative our thinking for today’s and tomorrow culture and  opportunties.

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Envision What The Health Care System Of 2030 Might Look Like?

QUESTION 2: Envision What The Health Care System Of 2030 Might Look Like?

This is a discussion post, about 250 WORDS, tittle page not require In- text citation is required original work please, scholarly references are required for this assignment, website source strongly preferred.
QUESTION 2:
Envision what the health care system of 2030 might look like? Describe at least two technological advancements that would be available to patients. How would technology help providers make health care decisions? How would patients and families interact with providers from their homes or in their communities? What would health care systems be able to do “in real time? A minimum of THREE academic references from credible sources are required for this assignment
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Presentation of audit findings

coding assingment

·  W7A1 AUDITOR REVIEW FORM.xlsx (15.107 KB)
Assignment Objectives:
 
1. Meet CAHIIM Curriculum requirement for Associate Degree
a. Domain III. Informatics, Analytics and Data Use
b. Subdomain III.C. Analytics and Decision Support
c. Section 1. Explain analytics and decision support
d. Competencies Analytics and decision support o Data visualization, dashboard, data capture tools and technologies
2. Meet CAHIIM Curriculum requirement for Associate Degree
a. Domain VI. Leadership
b. Subdomain VI.F. Strategic and Organizational Management
c. Section 5. Utilize enterprise-wide information assets in support of organizational strategies and objectives
d. Competencies Data/information visualization and presentation
3. Meet CAHIIM Curriculum requirement for Bachelor Degree
a. Domain III. Informatics, Analytics and Data Use
b. Subdomain  III.C. Analytics and Decision Support
c. Section 5. Apply knowledge of database querying and data  exploration and mining techniques to facilitate information retrieval
d. Competencies: Data presentation standards and tools
4. Meet CAHIIM Curriculum requirement for Bachelor Degree
a. Domain III. Informatics, Analytics and Data Use
b. Subdomain III.D. Health Care Statistics
c. Section 2. Analyze statistical data for decision making
d. Competencies: Data reporting and presentations techniques
 
Assignment Purpose:
 
Presentation of audit findings
 
Assignment Description:
 
Information:
DRG 193: Simple Pneumonia with MCC (Wt. 1.4261)
            DRG 194: Simple Pneumonia with CC (Wt. 0.9695)
            DRG 195: Simple Pneumonia without CC/MCC (Wt. 0.7111)
            Hospital Base Rate = $1,234.56
 
Step One:  Review the attached audit findings for five coders
 
Step Two:  Determine the following
1. Overall accuracy rate for all coders
2. Each Coder’s overall accuracy rate
3. Overall DRG (all DRG’s) assignment accuracy rate
4. Each Coder’s DRG (all DRG’s) assignment accuracy rate
5. Overall accuracy of each DRG assignment (193, 194, and 195)
6. Each Coder’s overall accuracy for each DRG assignment (193, 194, and 195)
7. Pre-audit CMI
8. Post-audit CMI
 
Step Three:  You have been asked to present your audit findings to the CEO. Create a Power Point Presentation (10 slides) which will demonstrate your audit findings. Be sure to use graphs, charts, diagrams, etc. Use the notes section of the power point. Be prepared to answer any of the questions that the CEO may ask about the data. Show overall and individual results. Identify overall and individual strengths and weaknesses. This should be a voice-over presentation.
 
Step Four:  Submit your presentation for grading
Your Power Point should:
1. Be 10 slides in length
2. Contain Voice-Over
3. Cover each point (1-8) above
4. Be audience ready
5. Appropriate use of color, font and graphics
6. Appropriate use of Notes section with majority of information in the Notes and just highlights in the slides.
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GENERATING AND ASSESSING EVIDENCE FOR NURSING PRACTICE

GENERATING AND ASSESSING EVIDENCE FOR NURSING PRACTICE

 NO COMMENTS
Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
For this week’s Discussion, you are assigned to a group. Each group is assigned one of the following chapters. You are only be responsible for reading your assigned chapter. The Instructor will notify you of your group and assigned chapter by Day 1 of this week.
Chapter 18, “Multivariate Statistics” In this chapter, the focus shifts to multivariate statistics. These are often used when the data analysis involves three or more variables. The multivariate tests described include simple linear regression, multiple linear regression, analysis of covariance (ANCOVA), causal modeling, and event history analysis.
Discussion: Data Analysis—Small Group Discussion As a nurse engaged in evidence-based practice, it is important to recognize how statistics and other data analysis tools are used to generate and assess evidence. Most nurses need only a foundational understanding of statistical tools and terminology to understand the majority of research studies. As a nurse, you should be able to recognize the most commonly used statistical tests, how and when they are used, and how significance is determined. In this Discussion, you examine different types of statistics and statistical tests, when and why these particular tests would be selected for use, and, most importantly, what the results indicate. To this end, you will be assigned to a group by Day 1 of this week. Each group will be assigned one of the five chapters listed in this week’s Learning Resources and will develop a study sheet on their chapter that will be shared with the other groups. Review the information in your assigned chapter. As a group, develop a 1-page study sheet that includes the following: The key concepts of the chapter: Focus on the basic concepts that are important for nurses to understand as they review research studies. A description of the statistical methods covered in the chapter, what they measure, and under what circumstances they are used. Identify examples of how the statistical methods have been used in research studies. An explanation of the key statistical tests and how they measure significance (if applicable). Note: This should be a collaborative effort, with each member of the group making contributions to the design and content of the study sheet. Use the Groups link on the left navigation bar to collaborate with your group. When you have developed your 1-page study sheet, select one member to post it to the Week 9 Discussion Forum so that the rest of your colleagues can access it. To prepare: By Day 5 Post your group’s study sheet. Discuss why it is important for nurses to understand the basics of these statistical methods.
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what are the four factors that influence obedience according to Milgram?

 Psychology homework help
 Module Chapter 14 Discussion Assignment

Details

One form of social influence is obedience, which involves “going along with direct commands, usually from someone in a position of authority” (Huffman & Sanderson, 2014, p. 406).
The following video clips are replications of Milgrams’ study on obedience and Zimbardo’s Stanford Prison experiment. After viewing, answer the discussion questions.
Replication of Milgram’s Experiment by the BBC (5:59)
https://www.youtube.com/watch?v=BcvSNg0HZwk
Zimbardo’s Prison Experiment (5:24)
http://www.ebaumsworld.com/videos/stanford-prison-experiment/854678/
Discussion Questions
1. In your opinion, why did the “teachers” in the Milgram study obey the orders to administer deadly shocks to the “learner” despite his moral objection?
2. According to your text, what are the four factors that influence obedience according to Milgram?
3. Compare and contrast the findings of Milgram’s study and Zimbardo’s experiment. In your opinion, which was more more disturbing? Explain why?

Guidelines

Before you begin, remember to review the class Discussion Board Guidelines.
Your original post, in response to the discussion prompt above, should contain a minimum of 125 words, not including restatement of questions or reference sections. Utilize critical thinking, and support your work with additional resources as applicable.
Finally, any content that is paraphrased, summarized or quoted in your discussion post or response must be must be cited using APA format. For more information on APA format, review the OWL Guide: APA General Format (Links to an external site.)Links to an external site.

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Making Collaboration Work

Making Collaboration Work

Resources

  • Discussion Participation Scoring Guide.
  • Case 1 (Joseph) Collaboration Meeting.
  • Case 2 (Mark) Collaboration Meeting.

The readings this week present why collaboration is important. The media piece engaged you in a collaborative situation involving a real-world case. Based on what you learned this week regarding the collaborative process, address the following:

  • What are some of the challenges that you feel you might face when participating in collaborative session in the field?
  • How might you address these challenges?
Case 1 Collaboration Meeting
Introduction
The purpose of this exercise is to observe a collaborative session focused on a specific case. As you observe, you may want to take notes for your reference. Once you have read through the entire session, you will be asked to synthesize the multiple viewpoints that were given and come up with additional recommendations that might be relevant to the team. You will take this information back to the course room to complete several activities with this case.
The Meeting
Nicole Chesapeake, Case Manager:
Good afternoon, everyone. Thanks for being here today. The team has been brought together to discuss Joseph Lansing and his recent suspension from Samuals Elementary School for stating he wanted to bring a gun to school. Each of you should have received a case file prior to this meeting.
Just to recap, Joseph has attended Samuals since kindergarten. He is currently in the second grade after repeating first grade last year following a significant number of absences. He was recently removed from his home and the care of his mother and placed in foster care. He didn’t have to change schools. Since the change his attendance has been consistent and academically he is doing well. He was sent to the principal’s office earlier this week after several of his classmates overheard him stating that he was going to bring a gun to school. When asked why he wanted to do this, he stated, “I want to be closer to my mother.” The purpose of this meeting is to discuss Joseph and how to proceed. The team will look at the more appropriate punishment and recommendations for an intervention plan to assist this student. We will start the discussion with Mrs. Porter, Joseph’s classroom teacher.
Mrs. Porter, Joseph’s Classroom Teacher:
Good afternoon, everyone. It was during my class that Joseph made the disturbing comments. We were at recess and he mentioned this to other students who were in line around him. I didn’t overhear the statement personally, but I was approached by several students. Once I heard the story from the other students, I followed school procedure and called the office. I then took James into the hall and waited for the assistant principal to come. Mrs. Jobes and Mr. Jones, Joseph’s counselor, met me in the hall and escorted Joseph to the office. I was so surprised and upset about all of this. This boy has been through so much.
Dr. Matt Manning, Joseph’s Psychologist:
I have a quick question for you. Can you tell us a little bit more about Joseph as a student in your class and how his behavior has been in the weeks leading up to this event?
Mrs. Porter:
Yes, I can. I have known Joseph for about two years now. I knew of him last year and interacted with him at recess and lunch. I have had him in class now for about four months. Joseph has always been a quiet boy, very sweet and polite. He stayed mostly by himself, but was pleasant when you talked to him. I never noticed other kids teasing him. They seemed to like him. Even this year they continually ask him to join them in games and other activities. However, he prefers to be by himself. His work in most areas is above average. I have noticed that in the weeks prior to this event, his free writing topics seemed to focus more on his mom. The class was asked last week to write a fairy tale. Joseph wrote a story about a fairy godmother who would grant his wishes and he drew a picture of his family (mom, sister and him). He has never been a behavior problem in class. He is polite and cooperative. He does need prompting to engage and answer questions but will respond when asked.
Nicole Chesapeake:
Thank you, Dr. Manning and Mrs. Porter. These observations have been helpful.
Principal Walker, would you like to add your insights?
Principal Walker:
Joseph has not been a behavior problem at any point during his time here. This is the first time he has been sent to the principal’s office. When he was escorted down by Mrs. Jobes, he was cooperative and was not agitated. When asked if he knew why he was in my office he replied that he did. He stated that he knew what he said was wrong but just wanted to see his mom. He denied having a gun or access to a gun. Additional conversations with the foster family also didn’t indicate any access to a gun. I’m not a psychologist or a counselor, but he seemed very sad. We have been dealing with the family for several years, and this kid has really had a hard go of it.
Nicole Chesapeake:
Dr. Manning, would you mind jumping in here and talking a little bit about the work you have done with Joseph outside of school as his psychologist? What are your thoughts about his recent behavior?
Dr. Manning:
Joseph has experienced significant neglect over these early years of his life. However, he is very reflective and has a strong understanding of what has occurred. He has had to take on a caretaking role with his mother and feels that he has to be responsible for both his mother and his younger sister. He has expressed frustration as things have evolved over the past few months that he is not able to take control of the situation and that he feels that he does not have any choices. He concedes that the place he is in now is better for him and he will communicate that he feels happier. However, he continues to feel that he needs to be there for his mother and sister and that he wants to be the one to help them. I think we have to look at this incident as his way of taking control of his situation and as an expression of a more acute desire to see his mother, not to cause anyone harm.
Principal Walker:
But how can we be sure? That seems like a high-stakes risk to me. I feel for this young man, but I can’t take the risk that he will actually bring a gun to school. Can the team guarantee me that this is not going to happen?
Dr. Manning:
Human behavior is hard to predict. So no, I can’t make this kind of prediction. What I do know is that if the intervention team focuses on Joseph’s needs — the need to communicate his feelings, the need to be more a part of the decisions that are made on his behalf, and the need to see his mother — then I think that you will see a young man who won’t need to make a gesture such as this to get the attention of those around him. Developmentally, he can understand and communicate only to a certain extent. The communication skills and social-emotional development of an 8-year-old are not able to keep up with all that he has experienced. He communicated the best way he could figure out.
Nicole Chesapeake:
Thank you all for your thoughts and insights. This has been a great discussion. In summary, here is what I have heard:
Joseph has the ability to be successful in his educational environment and the incident that has occurred can be treated as an isolated incident.
Joseph’s coping strategy is to withdraw. Developmentally, he does not have the communication skills or the social-emotional development to deal with will that he has been faced with.
The team cannot guarantee that Joseph won’t carry out what he has stated or that he won’t act out again.
Supports and an intervention strategy need to be put into place to address the more significant underlying needs: Need to communicate, need to be included in the choices that are being made for him, and the need to see his mother.
Would you say that this is an accurate summation? Is there anything that I have missed?
Mrs. Porter:
I would like to add that I share some of the same concerns that Principal Walker has stated. I think Joseph is a sweet boy, and I feel for all that he has been through. But how can we be sure? This statement has been heard by my other students. How will they feel when he comes back to school?
Nicole Chesapeake:
Your concerns are valid, Mrs. Porter. There are many things to consider here. These points lead me to the next step in our process — the recommendation phase.
First, is there anyone here who believes that Joseph should not return to school?
Principal Walker:
Joseph is a young man who needs more than we can give him here at school. He has been through a great deal, but I also have to think about the entire school environment. I feel that time away from school at this point would be beneficial to Joseph.
Mrs. Porter:
I would agree. How can he learn when he has so much else to deal with? Another educational setting might be a better fit for him at this time.
Dr. Manning:
Interesting thoughts. I understand the larger concerns here. However, I feel I have to advocate for Joseph and feel that he can be successful here at school. School can be the one constant that he still has in his life. To be honest, it was probably the place he felt the safest. His comments were an attempt to get adults in an environment where he feels safe to pay attention to him. He was reaching out for help. I feel that with a more comprehensive support plan at school and more time working with me and his foster family outside of school, Joseph can successfully finish out his year at Samuals.
Nicole Chesapeake:
I want to thank everyone for their time today.
This is a difficult case without an easy answer.
Synthesis and Recommendation
Now, write a synthesis of the multiple points of view shared during the collaborative session. In addition, add any recommendation that you feel would be relevant to the team discussion.
Credits
Subject Matter Expert:
Paige Krabill, PsyD, LSP, HS-BCP
Interactive Design:
Estelle Domingos, Tessa Silver, Justin Lee, Marc Ashmore
Instructional Design:
Joe Lane
Project Manager:
Paula Varns, Julie Greunke
Voice Talent:
Rochelle William, Joe Lane, Kim Mason, Jim Nepp
Image Credits:
© iStockPhoto.com/nicole waring; © iStockPhoto.com/Igor Mojzes
Case 2 Collaboration Meeting
Introduction
The purpose of this exercise is to observe a collaborative session focused on a specific case. As you observe, you may want to take notes for your reference. Once you have read through the entire session, you will be asked to synthesize the multiple viewpoints that were given and come up with additional recommendations that might be relevant to the team. You will take this information back to the course room to complete several activities with this case.
The Meeting
Jane Adams, Job Placement Case Manager:
Good afternoon, everyone. Thanks for being here today. The team has been brought together to discuss the transition of Mark Fitzpatrick. Each of you should have received a case file for Mark prior to this meeting.
Just to recap, Mark has been an inmate at the Huntington Correctional Facility for four years. He is currently housed in the HCF Transition unit and has been working as part of the HCF Job Placement Program for the last three months. The purpose of this meeting is to discuss Mark and his ability to successfully transition into the Job Training program upon his release. We will start the discussion with James Patrick, Job Placement Program Coordinator.
James Patrick, Job Training Program Coordinator:
Good afternoon, everyone. Mark has been a solid student in our program and he has successfully met the competencies of the program. He was recommended for the program by the transition unit officers. They felt that his behavior on the floor was above average, and they felt that he would be able to successfully meet responsibilities and expectations of the program. I would have to say that this has been the case. Mark is currently working in the big engine mechanics program. His course instructor reports that Mark has been a stellar student and is very motivated to learn about this area of mechanics. We have been working with Mark on his ability to work well with others. He likes to keep to himself and seems to work better in environments such as this. We didn’t observe any difficulties taking orders from superiors.
Jessica Rimm, Mark’s Counselor:
I have a question for you. Is the nature of work that Mark will be going into more individually focused, or will he be expected to work in groups in an actual work setting?
James Patrick:
The majority of work that is done is on an individual basis. He will have to work with others at times when he needs to seek out information or when there are others who need to contribute. The advantage for Mark and what we know about his work style is that he is able to work well in these types of controlled settings and his work outcome is not dependent on others. He is more successful in situations like this and this is what he will find in the real work setting.
Jane Adams:
Thanks, James and great question, Jessica. Are there any other questions?
Okay, I will then ask Warden Lambert to speak next.
Warden Lambert:
I would have to agree with James when he says that Mark has been successful in the program. This has been a positive situation for Mark. However, outside of the program, we have seen some behavioral patterns the group needs to take into consideration when making this important decision.
Mark has worked hard during his time here, but he continues to struggle when he has to engage with others. We have seen that he can have difficulties controlling his emotions and his temper when he feels that he is asked to do something he doesn’t think is fair or isn’t appropriate for him to do. We have seen him work hard to contain these emotions. But I feel that he still has work to do when it comes to finding acceptable outlets for his feelings. Mark, like many of the guys in here, act before they think. I am concerned that if he is not in the right setting, there is potential for Mark to become aggressive.
Jessica Rimm:
I would agree with Warden Lambert in that Mark does have difficulty communicating his emotions appropriately. He becomes overwhelmed and easily frustrated. He is highly motivated to make a better life for himself and his young son, but at times does not have the skills he needs to appropriately cope. I am concerned about the unpredictable nature of the real world outside of this controlled setting and Mark’s ability to meet all of the challenges that he might be faced with.
Jane Adams:
Thank you all for your thoughts and insights. In summary, here is what I have heard:
Mark has the ability to be successful in a workplace setting if the conditions and environment allow him more time to work individually. Although he can work in group situation in a work context, there are concerns on the table that suggest that this might be a trigger for Mark.
Mark’s behavioral patterns suggest that he can become frustrated quickly. When this occurs he acts faster than he can think, often resulting in significant consequences.
Would you say that this is an accurate summation? Is there anything that I have missed?
Jessica Rimm:
I would also like to add that Mark has made great progress in recognizing triggers that cause him to react. His progress has been noteworthy in the limited time that he has been here. I do believe that with more time and work in this area, Mark has the potential to be able to appropriately manage his emotions. However, he still needs support.
Jane Adams:
This point leads me to the next step in our process — the recommendation phase. First, is there anyone here who believes that Mark is not ready to transition and his release time should be evaluated?
Warden Lambert:
I do believe that Mark would benefit from a few more months in the program and more time to continue his work with Jessica. We send these guys out too fast and they aren’t ready. I feel we really have a chance here to make sure that one of our guys has the skills he needs before we send him out.
Jessica Rimm:
I would have to disagree to some extent. I feel that Mark is capable of continuing his work and he is motivated to do so outside of this controlled setting. I feel that a transition plan that includes mandatory counseling sessions while working in the job placement setting would be ideal.
James Patrick:
I also feel that Mark can be successful in a job placement setting if the setting is right. A thorough review of the placement will need to be done to ensure that it is a good fit. Looking at a small setting with a willingness to allow for support would be ideal.
Jane Adams
This has been a great session! I want to thank you for your time as we work to create a transition plan that will be the most beneficial to Mark.
Synthesis and Recommendation
Now, write a synthesis of the multiple points of view shared during the collaborative session. In addition, add any recommendation that you feel would be relevant to the team discussion.
Credits
Subject Matter Expert:
Paige Krabill, PsyD, LSP, HS-BCP
Interactive Design:
Estelle Domingos, Tessa Silver, Justin Lee, Marc Ashmore
Instructional Design:
Joe Lane
Project Manager:
Paula Varns, Julie Greunke
Voice Talent:
Connie Lepro, Felicity Pearson, Al Harkrader, Kevin Allen
Image Credits:
© iStockPhoto.com/nicole waring; © iStockPhoto.com/Igor Mojzes
Licensed under a Creative Commons Attribution 3.
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Which theory speaks to your advanced nursing practice?

COMMENT THE DISCUSSION WHICH THEORY SPEAKS TO YOUR ADVANCED NURSING PRACTICE?

 NO COMMENTS
Purpose: Comment the Discussion (Which theory speaks to your advanced nursing practice?)Thing to Remember: Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside peer-reviewed sources. 1 References find resources that are 5 years or less No errors with APA format 6 EditionDiscussion:( Which theory speaks to your advanced nursing practice?)One of the theorists that speaks to my nursing practice is Madeleine Leiningers Theory of Culture Care Diversity and Universality otherwise known as transcultural nursing. The theory of transcultural nursing promotes understanding of both the universally held and common understandings of care among humans and the culture-specific caring beliefs and behaviors that define any particular caring context of interaction (Butts & Rich 2018 p. 572). Culture is the specific pattern of behavior that distinguishes any society from others and gives meaning to human expressions of care (McFarland & Wehbe-Alamah 2015). This theory is intended to view the patient as a whole being. As an APN this theory will allow me to be considerate of my patients needs. In turn they will feel respected and listened to and hopefully this will promote a long-lasting relationship.Leininger discovered that inadequate knowledge of cultural factors represented a missing link in her ability to provide care (Nelson 2006). As a future APN I recognize the need and sometimes missing component of culture care nursing in our womens health practice today. For example in South Dakota we have a lot of Native American reservations. Since we see a number of Native American women I think it would be beneficial for me to better understand their culture and beliefs related to healthcare in order to offer these women expert care.Also with Leiningers transcultural nursing theory she believes seeing the patient as a whole and to appreciate that the patient represents a complex constellation of physical emotional psychological spiritual social environmental and economic factors that interact and contribute to the patients unique wholeness and influence their ability to participate in health promotion health maintenance and disease modifying activities (McFarland & Eipperle 2008). As an APN by viewing the patient as a whole and recognizing their diversities I will provide better patient care in which caring will be the main focus and recognizing that their different beliefs and cultures play a part in their decision making to the different treatment options.ReferencesButts J. B. & Rich K. L. (2018). Philosophies and theories for advanced nursing practice.(3rd ed.). Burlington MA: Jones and Bartlett Learning.McFarland M. M. & Eipperle M. K. (2008). Culture care theory: A proposed practice theoryguide for nurse practitioners in primary care settings.Contemporary Nurse (1-2) 48.McFarland M. R. & Wehbe-Alamah H. B. (2015).Culture care diversity and universality: Aworldwide nursing theory.(3rded.). Burlington MA: Jones & Bartlett Learning.Nelson J. (2006). Madeleine leiningers culture care theory: The theory of culture care diversityand universality.International Journal for Human Caring 10(4) 50-56.
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psychological disorders and their treatment

Discussion
The DSM identifies many specific psychological disorders. While research has found that in general, no one type of therapy is substantially better than others, different treatments may be more appropriate for specific disorders. In this project, you are asked to choose a psychological disorder that is of interest to you. You will describe the disorder in detail, indicate what is known about its causes and progression, and identify a treatment or treatments that would be most appropriate.
As you complete this project, think about the following:

  • What do we know about psychological disorders and their treatment?
  • What does research tell us about the most effective treatment for disorders?

At the end of this activity, you will:

  • Submit your course project dealing with psychological disorders and their treatment.

At the end of this module you will be required to submit a course project on psychological disorders and their treatment. You will be asked to choose one of the following:

  1. Obsessive-Compulsive Disorder (OCD)
  2. Post-Traumatic Stress Disorder (PTSD)
  3. Major Depressive Disorder
  4. Bipolar Disorder
  5. Schizophrenia

After choosing the one disorder on which to focus, make sure to:

  • Describe key features of the disorder, including its symptoms
  • Address the biopsychosocial explanations that could account for the development of that disorder

After choosing a disorder, read the associated module in the textbook and choose an appropriate therapy or therapies for that disorder from the following choices:

  1. Psychoanalysis
  2. Humanistic Therapy
  3. Behavioral Therapy (you may choose combined Cognitive-Behavioral Therapy)
  4. Cognitive Therapy (you may choose combined Cognitive-Behavioral Therapy)
  5. Drug Therapies

When applying your chosen therapy or therapies (i.e. an eclectic approach), make sure to:

  • Discuss and explain the specific methods of that therapy that would be utilized in the treatment of your chosen disorder.
  • Provide a rationale for the effectiveness of your type of treatment (i.e. present evidence that supports the effectiveness of that therapy for your chosen disorder.

From the information presented in the Psychology webtext and from your research in the library or onthe Web (i.e. make sure to incorporate what psychological research and studies have shown that would support your points raised in the paper), present your position and support it with credible sources of information using APA style citations and references. You are required to use at least three (3) references, to include the course webtext; the other references should come from psychological journal articles or from relevant psychologyspecific websites. Before submitting your paper, use the CourseProject page in chapter 5 of the webtext to check your paper against the rubric.
You are expected to present a minimum 750 word response. The paper should be submitted in a WORD document in 12 point; Times New Roman font. Given this guideline, your paper should be 3 – 4 pages in length; excluding the title page, abstract, and reference page. Refer to the APA Style guidelines document for information on the title page, abstract, and reference page.

Submission Instructions

Compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.
Check your work and correct any spelling or grammatical errors. When you are ready to submit your work, click “Upload Submission.” Enter the submission title and then click on “Select a file to upload.” Browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to Submission File. Click on “Continue.”  Confirm submission is correct and then click on “Accept Submission & Save.”

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FB Pharmacological Interventions and Patient Education

FB Pharmacological Interventions and Patient Education

FB Pharmacological Interventions
Review the medications FB was prescribed.
Write a 175-word medication summary, analyzing FB’s medications. Include the following:

  • Class
  • Why it was selected over other medications
  • Mechanism of action/effect on the disease
  • Interaction with other medications, vitamins and herbal supplements, and food

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FB Patient Education Priorities
Identify FB’s patient education priorities.
Summarize each of the education priorities and explain FB’s risk(s).
Find a patient education pamphlet, module, website, or video that pertains to at least one of FB’s priorities.
Assess the patient education information using the CDC’s Index Widget.

  • Review the user guide to ensure you are using the tool as intended.
  • Follow the prompts to evaluate the patient education.
  • Include notes explaining each of your selections in the tool.
  • Save your results as a PDF for upload with your assignment.

Write a 260-word summary explaining:

  • Your experience with the tool
  • What surprised you about the assessment
  • A determination of whether this patient education is appropriate for FB based on the Index Widget score and the information you know about her

Click the Assignment Files tab to submit your assessment results and summaries.

FB Pharmacological Interventions and Patient Education

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Dominant and Subordinate Group Membership

 Psychology homework help
Dominant and Subordinate Group Membership
This week you are exploring what it means to have privilege in all aspects of life, whether it be that you are able to enroll in school and take this course, or that you are able to walk, type, see, taste, or purchase/have access to groceries. Having privilege also means that you have power of some sort. Even having access to goods and services can be seen as a privilege. Discrimination can accompany power and privilege as those who have power and privilege may not be consciously aware of how they benefit from it.

Instructions:

First, Chapter 4 of The Ecology of Diversity (Kahn, 2015) has a “Reflections on Diversity” section near the end entitled, “Membership in Dominant and Subordinate Groups.” Follow the instructions provided in the chapter and complete the chart considering who are you are and what relationships you have with each type of group.
Second, write at least three paragraphs (300 words) addressing the following questions:

  1. How has privilege, in any/all forms, shaped your life? Consider race, socioeconomic status, education, and other associations identified in Week 1.
  2. Have you been aware of the privileges in your life as you were growing up? Why or why not?
  3. As you learn more about privilege, and as you examine your life, what do you find most interesting or surprising?
  4. How has privilege shaped your life opportunities, life chances, experiences, etc.?

Post your discussion by Day 3 of the week. Before beginning, carefully review the Writing Center’s guide Writing a Good Discussion Board Post (Links to an external site.)Links to an external site..
Initial Post Checklist:

  • Did you use scholarly resources to support your work?
  • Did you discuss each area in the instruction and Grading Rubric?
  • Did you use APA?
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