[SOLVED 2025] In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957
In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957 In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957, Rogers identified three 3.1. The Core Conditions of Therapeutic Personality Change In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957, Rogers identified three core components of what he considered to be the effective approach to counselling. Since then, few theorists, commentators, or clinicians have raised any arguments against the qualifier “necessary.” However, the label “sufficient” has been targeted by a number of critics. Based on your understanding of the humanistic approach to counselling in general and the person-centred school in particular, do you think that the three “core conditions” are indeed sufficient for producing a “therapeutic personality change”? Reference Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240-248. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2007-14639-002&custid=s7439054 The last post is due at the end of Sunday of this unit. 3.2. Rogers’ Position on Encouragement as a Technique Unlike Adler, who emphasized the importance of encouragement, Rogers was not very keen about the use of this technique with clients. Could you provide some possible explanations for Rogers’ position? The last post is due at the end of Sunday of this unit. Approved Expert Answer and Explanation 3.1. The Core Conditions of Therapeutic Personality Change The three core conditions to effective “therapeutic personality change” as stated by Rodgers include congruence, empathy, and unconditional positive regard. In my opinion, the three core conditions are sufficient for producing a “therapeutic personality change.” One of the conditions which is empathy can help therapist understand the feelings and thoughts experienced by the client. In other words, the counselor with have an idea of what the client is feeling. Empathy will improve the therapist’s urge to help the client change their current mental state and attain healthy mental state (Rogers, 2007). Congruence can help when it comes to building a relationship with the client. Congruence means that the therapist is real and genuine, and hence the client can trust them and freely express what they feel without fear. Congruence can help us as counselors to overcome the negative attitudes we have towards our clients. The warmth and genuine encounter can make the client feel respected and valued. Hence, the client will have higher self-esteem and trust their personal judgment (Rogers, 1992). The third condition which unconditional positive regard will allow clients to be free and speak their mind out without thinking of being judged or criticized. If the client says what they feel, the therapist will be in a better position to help them. References Rogers, C. R. (1992). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting and Clinical Psychology, 60(6), 827. http://129.7.114.13/Harrington/necessary.pdf Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240-248. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2007-14639-002&custid=s7439054 Expert Answer and Explanation 3.2. Rogers’ Position on Encouragement as a Technique Encouragement is a therapy technique where a therapist uses non-verbal and verbal methods to prompt the client to continue narrating their feelings and thoughts. Some these methods include positive facial expression, nodding, and saying words, such as “uh-huh.” Rodgers did not see the need for encouragement technique in his mode of therapy which is person-centered therapy. In his opinion, being genuine, empathetic, and showing respect and warmth are enough to allow the patient to continue communicating what they feel. For instance, when the clients are communicating and they see that you are empathizes with them, they will be motivated to continue talking because they know you feel them (Silberschatz, 2007). The counselor can show empathy by responding to the client always, taking time to listen, using short responses, and understating the client’s perspective. He believed that if a counselor applies the skills above, there is no need for using encouragement techniques. Unconditional positive regards also allow the client to be free, open up, and narrate their feeling without thinking of being judged or criticized (Rogers, 2007). This condition also acts in place of encouragement (Silberschatz, 2007). In other words, Rodgers did not see the need to use encouragement techniques because the three conditions had already taken care of ensuring that there is “therapeutic personality change.” References Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240-248. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2007-14639-002&custid=s7439054 Silberschatz, G. (2007). Comments on “The necessary and sufficient conditions of therapeutic personality change.” Psychotherapy: Theory, Research, Practice, Training, 44(3), 265–267. https://doi.org/10.1037/0033-3204.44.3.265 Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon Code: NEW30 to Get 30% OFF Your First Order Other Solved Questions: SOLVED! How would your communication and interview SOLVED! Describe the difference between a nursing practice SOLVED! Discuss how elimination complexities can affect SOLVED! Case C 38-year-old Native American pregnant ANSWERED! In a 1,000–1,250 word essay, summarize two [ANSWERED] Students will develop a 1,250-1,500 word paper that includes [ANSWERED] Post a description of the national healthcare ANSWERED!! Explain how you would inform this nurse ANSWERED!! In a 4- to 5-page project proposal written to the ANSWERED!! A 15-year-old male reports dull pain in both ANSWERED!! Should government continue to take an [ANSWERED] Mrs. Adams a 68-year-old widow who was [ANSWERED] Compare and contrast the various ways you can ANSWERED! Provide a summary of your learning style which of the following is not a characteristic of psychotherapy which of the following is an example of a social change which of the following is not a characteristic of personality rogers position on encouragement as a technique the psychology of encouragement theory research and applications encouraging in counselling, adlerian therapy journal articles encouragement article, science of encouragement rogers the necessary and sufficient conditions, theory about encouragement Understanding Rogers Position on Encouragement as a Technique Introduction: In the field of psychology, Carl Rogers
Cultural theorist Campinha-Bacote describes cultural competency as a continuum
Cultural theorist Campinha-Bacote describes cultural competency as a continuum, which Cultural theorist Campinha-Bacote describes cultural competency as a continuum, which implies continual growth and development (Kersey-Matusiak, 2019). Discuss the following: • What is cultural competence? • Are there steps nurses can take to achieve it? • How does it differ from cultural humility? • Briefly describe how a lack of cultural sensitivity may impact patients’ health and well-being and their future encounters with the healthcare system. • Why is it more important to focus on cultural humility rather than achieving cultural competence? Expert Answer and Explanation In the healthcare sector, cultural competence focuses on the ability of a nurse or any other medical professional to be aware of their cultural beliefs and values. Additionally, cultural competence also includes the awareness of how personal culture and perspectives are different from that of others (Kersey-Matusiak, 2018). In the case of a nurse, cultural competence focuses on the ability to differentiate one’s cultural beliefs from that of the patient. Nurses can take different initiatives and steps to achieve cultural competence. The most efficient strategy is to interact with patients, improve self-awareness and learn about different cultures within the community. The strategies are key as they will create the needed awareness, and help improve the outcome of care. Cultural competence differs from cultural humility in different ways. Cultural competence encompasses the ability to work with patients from different cultures while at the same time identifying the impact that cultural bias might have on care delivery. On the other hand, cultural humility entails the capacity for care providers to recognize their limitations, assumptions, or challenges when working with other cultures to avoid bias or predetermined patient care (Kersey-Matusiak, 2018). When nurses are not sensitive to cultural differences, they tend to provide biased medical care that does not meet patient autonomy. As a result, patient satisfaction is negatively affected. With modernization, care providers are more likely to encounter patients from different cultures which requires the need for cultural competence. Focusing on cultural humility is more sustainable than trying to be more culturally competent as a nurse cannot be able to be aware of different cultures. However, a nurse can identify their biases and adjust their care depending on the needs of the patient through cultural humility (Kersey-Matusiak, 2018). Reference Kersey-Matusiak, G. (2018). Delivering culturally competent nursing care: Working with diverse and vulnerable populations (2nd ed.). Springer. ISBN: 9780826137272. Alternative Answer Cultural competence is the ability to appreciate, interact, and understand others cultures or beliefs that are different from their own (DeAngelis, 2015). “Cultural competence is defined as the attitudes, knowledge, and skills necessary for providing quality care to diverse populations” (Kersey-Matusiak, 2019, p.8). Culturally competent nurses are able to deliver care that values the beliefs of their patients (Kersey-Matusiak, 2019). Culturally competent care does not just happen; there are steps nurses must take to become culturally competent. To become culturally competent, one must learn who they are first (Clay, 2010). Learn about your ancestors, personal background, be curious, and perform a self-assessment (Clay, 2010). Learn about different cultures by immersing yourself in their literature, language, and customs (Clay, 2010). Become comfortable in unfamiliar surroundings, converse with different religious groups, volunteer at community centers, and make friends with people of different cultures (Clay, 2010). Attend diversity training seminars to collaborate with other professionals (Clay, 2010). If culturally competent training is not offered at your institution, submit a process to formalize educational material for your organization and peers (Clay, 2010). Cultural humility recognizes that bias may occur and nurses need to understand and eliminate their own prejudices (Kersey-Matusiak, 2019). Healthcare providers need to recognize that their perspectives are influenced by policies that are dominated on the basis of whiteness and maleness (Kersey-Matusiak, 2019). Cultural humility addresses unconscious biases a nurse may possess and empowers the nurse to work towards eliminating these biases while providing culturally competent care. Cultural sensitivity is having an attitude towards a specific culture or ethnic background and not saying offensive things directed at that background (Kersey-Matusiak, 2019). Cultural sensitivity can also include the avoidance of particular words, phrases, or categorizations of individuals (Kersey-Matusiak, 2019). An example of cultural sensitivity was the removal of the Washington Redskins name from the NFL due to the thoughts and feelings of the Native Americans. Nursing is a trusted profession by the public. Nurses as well as other healthcare providers must provide culturally sensitive care to know how to communicate with their patients and develop professional relationships (The Role of Cultural Sensitivity in Building Patient Relationships, 2019). Nurses must understand nonverbal communication, inclusive language, cultural customs, relatable medical terms, and the use of personal touch (The Role of Cultural Sensitivity in Building Patient Relationships, 2019). Failure to utilize culturally sensitive care can create unwanted distress for patients and they may fail to seek medical attention when required as a result. Nurses must be able to make their patients feel comfortable in a healthcare setting. Cultural competence is learning to accept and understand other cultures. Cultural humility is recognizing personal biases that may distort your perception of other cultures. Cultural sensitivity is recognizing those biases and behaving in an acceptable way towards different backgrounds. Providing care with “cultural sensitivity and cultural humility are both means to the end being cultural competence” (Kersey-Matusiak, 2019, p. 6). References Clay, R. (2010). https://www.apa.org/gradpsych/2010/09/culturally-competent. www.apa.org. https://www.apa.org/gradpsych/2010/09/culturally-competent. DeAngelis, T. (2015, March). In search of cultural competence. American Psychological Association. https://www.apa.org/monitor/2015/03/cultural-competence. Kersey-Matusiak, G. (2019). Delivering culturally competent nursing care: Working with diverse and vulnerable populations (2nd ed.). The Role of Cultural Sensitivity in Building Patient Relationships. (2019, July 11). Minority Nurse. https://minoritynurse.com/the-role-of-cultural-sensitivity-in-building-patient-relationships/. Frequently Asked Question What is the best way to provide culturally competent health care? Communicate effectively. Use professional interpreters for language barriers. Ask open-ended questions about patients’ health beliefs and treatment preferences. Listen actively without making cultural assumptions. Respect diverse beliefs. Acknowledge traditional healing practices and spiritual beliefs. Ask about home remedies or traditional treatments patients may use. Integrate these safely with medical care when possible.
The Illness-Wellness Continuum: A Comprehensive Guide to Understanding Your Health Journey
The illness-wellness continuum represents a revolutionary approach to understanding health that extends far beyond the traditional binary concept of being either sick or healthy. Developed by Dr. John Travis in the 1970s, this model illustrates health as a dynamic spectrum ranging from premature death on one end to optimal wellness on the other, fundamentally changing how we perceive and pursue wellbeing. Understanding the Illness-Wellness Continuum Model The health illness continuum is a visual representation that demonstrates health exists on a spectrum rather than as an absolute state. Unlike conventional medical models that focus solely on treating disease, the wellness illness continuum emphasizes that true health involves actively moving toward higher levels of wellness, even in the absence of illness. The Core Components of Travis’s Illness-Wellness Continuum Dr. John Travis’s illness wellness continuum model consists of several distinct zones that represent different states of health and wellness. The continuum is divided by a neutral point, with the left side representing various stages of illness and the right side representing increasing levels of wellness. Continuum Stage Characteristics Focus Area Premature Death End stage of untreated illness Crisis intervention Disability Chronic symptoms affecting daily function Medical treatment and management Symptoms Observable signs of illness Diagnosis and treatment Signs Subtle indicators of declining health Early intervention Neutral Point Absence of obvious illness Transition point Awareness Recognition of wellness principles Education and mindfulness Education Learning about health practices Knowledge acquisition Growth Active implementation of wellness strategies Skill development High-Level Wellness Optimal physical, mental, and emotional health Life optimization According to research published by the National Wellness Institute, individuals who actively pursue wellness beyond the neutral point experience better health outcomes, higher life satisfaction, and improved resilience to stress (https://www.nationalwellness.org). The Health and Wellness Continuum: Beyond Disease Prevention The health and wellness continuum operates on the principle that wellness is not merely the absence of disease but rather a proactive pursuit of optimal functioning across multiple dimensions of life. This paradigm shift has profound implications for how individuals approach their health and how healthcare systems deliver care. The Paradigm Shift in Healthcare Traditional healthcare models have historically focused on the left side of the continuum—treating illness, managing symptoms, and preventing premature death. However, the illness wellness continuum model encourages a more comprehensive approach that includes: Preventive Medicine: Identifying and addressing risk factors before symptoms appear Wellness Promotion: Actively cultivating practices that enhance overall wellbeing Holistic Health: Addressing physical, mental, emotional, and spiritual dimensions Personal Responsibility: Empowering individuals to take charge of their health journey Research from the Centers for Disease Control and Prevention indicates that chronic diseases, which account for 7 out of 10 deaths in the United States, are largely preventable through lifestyle modifications that move individuals toward the wellness end of the continuum (https://www.cdc.gov). The Illness Wellness Continuum Explained: A Detailed Breakdown The Left Side: Treatment Paradigm The left side of the Travis illness wellness continuum represents the treatment paradigm, where the focus is on identifying and treating illness. This section includes: Premature Death: The ultimate consequence of untreated or unmanageable illness. According to the World Health Organization, approximately 15 million people die prematurely each year from preventable causes (https://www.who.int). Disability: A state where illness significantly impairs daily functioning. The disability stage requires ongoing medical intervention and support services. Symptoms: Observable manifestations of illness that typically prompt individuals to seek medical care. Common symptoms include pain, fatigue, fever, and functional limitations. Signs: Subtle physiological changes that may not be immediately noticeable but indicate declining health. These might include elevated blood pressure, changes in blood chemistry, or early-stage tissue changes. The Neutral Point: A Critical Transition The neutral point on the continuum health definition represents the absence of discernible illness but does not indicate optimal health. Many people mistakenly believe that reaching this neutral point—being “not sick”—constitutes good health. However, the illness wellness continuum nursing perspective emphasizes that true wellness requires moving beyond this neutral zone. Health Status Population Percentage Characteristics Active Illness 25-30% Currently experiencing symptoms requiring treatment Neutral Zone 40-50% No obvious illness but minimal wellness practices Wellness Oriented 20-30% Actively pursuing health optimization Data compiled from National Health Interview Survey and wellness research studies The Right Side: Wellness Paradigm The right side of the wellness continuum represents the wellness paradigm, where individuals actively pursue higher levels of health and wellbeing: Awareness: The initial stage of wellness involves recognizing that health is more than the absence of disease. This awareness often comes through education, personal experience, or witnessing others’ health journeys. Education: Learning about the factors that contribute to wellness, including nutrition, exercise, stress management, sleep hygiene, and social connections. The American College of Lifestyle Medicine reports that lifestyle medicine education can reduce chronic disease risk by up to 80% (https://www.lifestylemedicine.org). Growth: Actively implementing wellness strategies and developing healthy habits. This stage involves experimentation, adaptation, and consistent effort to improve health behaviors. High-Level Wellness: A state characterized by optimal functioning across all dimensions of health—physical, mental, emotional, social, and spiritual. Individuals at this level experience vitality, resilience, purpose, and life satisfaction. Illness Wellness Continuum Examples: Real-World Applications Example 1: Cardiovascular Health Journey Consider an individual’s progression along the continuum regarding cardiovascular health: Premature Death/Disability: Heart attack or stroke resulting from years of untreated cardiovascular disease Symptoms: Chest pain, shortness of breath, fatigue Signs: Elevated cholesterol, high blood pressure, atherosclerosis Neutral Point: Normal vital signs but sedentary lifestyle Awareness: Recognizing the importance of heart health Education: Learning about cardiovascular risk factors and protective behaviors Growth: Implementing regular exercise, heart-healthy diet, stress management High-Level Wellness: Optimal cardiovascular fitness with strong aerobic capacity, healthy lipid profiles, and vigorous physical performance Example 2: Mental Health Continuum Disability: Clinical depression preventing work or social engagement Symptoms: Persistent sadness, anxiety, sleep disturbances Signs: Social withdrawal, negative thought patterns, stress reactivity Neutral Point: Absence of diagnosed mental illness Awareness: Recognizing the importance of mental health Education: Learning about emotional intelligence, cognitive patterns, resilience Growth: Practicing mindfulness, therapy, social connection, purpose cultivation High-Level Wellness: Emotional resilience, psychological flexibility, life satisfaction,
Brian Foster Chest Pain Shadow Health: Complete Assessment Guide
Introduction The brian foster chest pain shadow health simulation stands as one of the most critical virtual patient encounters in nursing education. This comprehensive case study challenges healthcare students to demonstrate advanced clinical assessment skills while managing a 58-year-old male patient experiencing intermittent chest pain—a presentation that mirrors real-world scenarios seen in emergency departments and primary care settings daily. According to the American Heart Association, chest pain accounts for over 8 million emergency department visits annually in the United States, making competency in this area essential for all healthcare providers (https://www.heart.org). The brian foster chest pain shadow health assessment provides a safe, controlled environment where students can develop and refine these critical skills before encountering actual patients. Understanding Brian Foster Chest Pain Shadow Health Simulation What is Brian Foster Chest Pain Shadow Health? The brian foster chest pain shadow health module is an interactive virtual patient simulation designed to teach nursing and healthcare students how to conduct comprehensive cardiovascular assessments. Unlike traditional textbook learning, this simulation requires students to actively gather subjective data, perform physical examinations, develop differential diagnoses, and create appropriate management plans in real-time. Simulation Component Learning Objective Patient Interview Develop therapeutic communication and history-taking skills Physical Examination Master cardiovascular and respiratory assessment techniques Clinical Reasoning Practice differential diagnosis development Documentation Create comprehensive SOAP notes Patient Education Communicate risk factors and prevention strategies Brian Foster Patient Profile In the brian foster chest pain shadow health case, students encounter a middle-aged male with a chief complaint that requires systematic evaluation: Key patient characteristics: 58-year-old male Intermittent chest pain occurring 3 times in past month Pain triggered by physical exertion (yard work) No previous cardiac history documented Multiple cardiovascular risk factors present The National Heart, Lung, and Blood Institute identifies exertional chest pain in middle-aged males as a high-priority symptom requiring immediate comprehensive evaluation (https://www.nhlbi.nih.gov). Comprehensive Subjective Data Collection in Brian Foster Chest Pain Shadow Health Establishing the Chief Complaint When beginning the brian foster chest pain shadow health assessment, the first critical step involves establishing rapport and identifying the chief complaint using the patient’s own words. Effective opening questions include: “What brings you in today?” “Can you tell me about the chest pain you’ve been experiencing?” “When did you first notice this symptom?” OLDCARTS Assessment Framework The brian foster chest pain shadow health simulation requires students to systematically gather history using the OLDCARTS mnemonic: Component Key Questions for Brian Foster Clinical Significance Onset “When did the chest pain first start?” Acute vs. chronic presentation Location “Where exactly do you feel the pain?” Cardiac typically substernal/diffuse Duration “How long does each episode last?” Seconds suggest non-cardiac; minutes suggest cardiac Character “How would you describe the pain?” Pressure/squeezing suggests cardiac origin Aggravating factors “What makes the pain worse?” Exertion suggests angina Relieving factors “What makes it better?” Rest relief suggests stable angina Timing “When does it typically occur?” Pattern recognition for diagnosis Severity “On a scale of 0-10, how severe is it?” Pain intensity assessment Critical Associated Symptoms In the brian foster chest pain shadow health case, students must inquire about associated symptoms that help differentiate cardiac from non-cardiac causes: Cardiovascular symptoms: Shortness of breath (dyspnea) Diaphoresis (excessive sweating) Nausea or vomiting Palpitations Lightheadedness or syncope Radiation of pain to arms, jaw, or back According to the Centers for Disease Control and Prevention, the presence of multiple associated symptoms significantly increases the probability of acute coronary syndrome (https://www.cdc.gov). Risk Factor Assessment The brian foster chest pain shadow health simulation requires comprehensive risk factor evaluation: Risk Factor Category Specific Assessment Areas Modifiable Smoking history, hypertension, diabetes, hyperlipidemia, obesity, physical inactivity, diet Non-modifiable Age, male gender, family history of premature CAD Medical History Previous MI, angina, heart failure, peripheral vascular disease Medications Current cardiac medications, compliance patterns Social History Occupation, stress levels, substance use Objective Data Collection in Brian Foster Chest Pain Shadow Health Vital Signs Documentation Accurate vital sign measurement forms the foundation of objective data in the brian foster chest pain shadow health assessment: Vital Sign Normal Range Red Flags in Chest Pain Blood Pressure <120/80 mmHg >140/90 indicates hypertension risk factor Heart Rate 60-100 bpm Tachycardia >100 may indicate compensation Respiratory Rate 12-20 breaths/min >20 suggests respiratory compromise Temperature 97.8-99.1°F Fever suggests inflammatory process Oxygen Saturation >95% on room air <95% requires supplemental oxygen Pain Score 0/10 at baseline Document during episode if possible Cardiovascular Physical Examination The brian foster chest pain shadow health simulation evaluates students’ ability to perform systematic cardiovascular examinations: Inspection phase: General appearance and level of distress Skin color (cyanosis, pallor, diaphoresis) Jugular venous distension assessment Presence of peripheral edema Chest wall abnormalities Palpation techniques: Locate point of maximal impulse (PMI) at 5th intercostal space, midclavicular line Assess for thrills (palpable murmurs) Evaluate for heaves or lifts Palpate peripheral pulses bilaterally (radial, femoral, dorsalis pedis, posterior tibial) Compare pulse strength and symmetry Auscultation protocol: The American Heart Association recommends auscultation at four primary locations (https://www.heart.org): Aortic area: 2nd intercostal space, right sternal border Pulmonic area: 2nd intercostal space, left sternal border Tricuspid area: 4th intercostal space, left sternal border Mitral area: 5th intercostal space, midclavicular line Respiratory System Assessment Because the brian foster chest pain shadow health case requires differentiation between cardiac and pulmonary causes, thorough respiratory examination is essential: Assessment Component Technique Findings to Document Inspection Observe breathing pattern Rate, depth, use of accessory muscles Palpation Assess chest expansion Symmetry, fremitus, tenderness Percussion Percuss all lung fields Resonance vs. dullness Auscultation Listen to all lobes Clear vs. adventitious sounds (crackles, wheezes) Clinical Reasoning in Brian Foster Chest Pain Shadow Health Differential Diagnosis Development The brian foster chest pain shadow health simulation challenges students to develop comprehensive differential diagnoses based on collected data: High-priority cardiac diagnoses: Stable Angina Pectoris Predictable chest pain with exertion Relieved by rest within 5-10 minutes Indicates coronary artery disease Requires cardiac workup Unstable Angina Increasing frequency or severity Occurring at rest or with minimal exertion Not relieved by nitroglycerin Acute coronary syndrome—emergency Myocardial Infarction Prolonged chest pain >20 minutes Associated
VARK Learning Styles: Complete Guide to Your Learning Preferences
The VARK questionnaire measures four distinct learning preferences: Visual (V), Aural (A), Read/Write (R), and Kinesthetic (K). Your VARK scores indicate how strongly you prefer each learning modality, with higher scores suggesting stronger preferences. Research shows that understanding your learning style can improve academic performance by up to 29% when study methods align with personal preferences (Fleming & Baume, 2006). Most learners exhibit multimodal preferences, combining two or more styles rather than relying on a single approach. What is the VARK Questionnaire? The VARK questionnaire, developed by Neil Fleming in 1987, is a widely-used learning assessment tool that categorizes learning preferences into four primary modalities. According to research published in the Journal of Educational Psychology, approximately 65% of learners demonstrate multimodal preferences, while 35% show a clear preference for a single learning style (Fleming & Mills, 1992). The Four VARK Learning Modalities Learning Style Characteristics Preferred Study Methods Percentage of Population Visual (V) Learns best through images, diagrams, charts, and spatial understanding Mind maps, flowcharts, color-coding, videos 29% Aural (A) Learns best through listening and speaking Lectures, discussions, podcasts, verbal explanations 30% Read/Write (R) Learns best through written words Note-taking, reading textbooks, written assignments 27% Kinesthetic (K) Learns best through hands-on experience and practice Experiments, simulations, physical activities 14% Source: VARK Learn, 2024 Understanding Your VARK Assessment Results How VARK Scores Work Your VARK results are presented as numerical scores for each of the four learning preferences. These scores are not percentages or measures of ability—they simply indicate the strength of your preference for each learning modality (Leite et al., 2010). Example VARK Score Interpretation: Visual: 8 Aural: 12 Read/Write: 6 Kinesthetic: 10 In this example, the learner shows a strong preference for Aural learning (12), followed by Kinesthetic (10), with weaker preferences for Visual (8) and Read/Write (6). This indicates a bimodal learning preference. Types of VARK Learning Preferences According to the official VARK Learn website, learners fall into two categories: 1. Unimodal Learners (35%) Have one dominant learning preference Show significantly higher scores in one category May struggle when information is presented in non-preferred formats 2. Multimodal Learners (65%) Have two or more strong preferences More flexible in learning approaches Can adapt to various teaching methods Research from the International Journal of Educational Research indicates that multimodal learners demonstrate 23% higher academic achievement compared to unimodal learners when exposed to diverse instructional methods (Prithishkumar & Michael, 2014). Interpreting Your Visual, Aural, Read/Write, and Kinesthetic Scores Visual Learning Preference Score Range: 0-16 Visual learners process information best through: Graphs, charts, and diagrams Color-coded notes and highlighters Flowcharts and concept maps Video demonstrations Infographics and visual metaphors Study Strategies for Visual Learners: Strategy Effectiveness Rating Implementation Mind mapping 9/10 Use tools like MindMeister or hand-drawn maps Color-coding notes 8/10 Assign colors to different concepts or categories Diagram creation 9/10 Convert text information into visual representations Video learning 8/10 Utilize YouTube, Khan Academy, or Coursera videos Aural Learning Preference Score Range: 0-16 Aural (auditory) learners thrive when information is: Spoken aloud or explained verbally Discussed in groups or with peers Presented through lectures or podcasts Recorded for playback and review According to a study published in Medical Education, aural learners retain 75% of information presented through verbal instruction compared to 40% through reading alone (Marcy, 2001). Effective Techniques for Aural Learners: Record lectures and listen multiple times Participate actively in class discussions Teach concepts to others verbally Use mnemonic devices and rhymes Listen to educational podcasts Join study groups for verbal review Read/Write Learning Preference Score Range: 0-16 Read/Write learners prefer information displayed as words. Research from the Journal of College Reading and Learning shows that this group comprises approximately 27% of college students (Murphy et al., 2004). Optimal Study Methods: Method Time Investment Retention Rate Note-taking (handwritten) High 85% Reading textbooks Medium 65% Writing summaries High 80% Creating lists and outlines Medium 75% Essay writing High 90% Source: Educational Psychology Review, 2015 Kinesthetic Learning Preference Score Range: 0-16 Kinesthetic learners, representing approximately 14% of the population, learn through: Physical movement and hands-on activities Real-world applications and experiments Trial-and-error experiences Role-playing and simulations Building models and demonstrations A study from The Journal of Educational Research found that kinesthetic learners show 34% improvement in comprehension when physically engaged with material compared to passive observation (Dunn & Griggs, 2003). Do VARK Results Accurately Reflect Your Learning Preference? The Scientific Debate The validity of learning styles, including VARK, remains a debated topic in educational psychology. A comprehensive review published in Psychological Science in the Public Interest examined 80+ studies and found limited evidence that matching instruction to learning styles improves outcomes (Pashler et al., 2008). However, research from Frontiers in Psychology suggests that awareness of learning preferences can enhance: Student motivation (42% increase) Self-directed learning (38% improvement) Study strategy selection (51% better choices) (Nancekivell et al., 2020) Why You Might Agree with Your VARK Results Common Reasons for Agreement: Self-awareness confirmation – Results align with existing study preferences Past learning experiences – Scores reflect successful historical strategies Cognitive processing style – Natural inclination toward certain information formats Professional or academic background – Field-specific learning requirements shape preferences Why You Might Disagree with Your VARK Results Potential Reasons for Disagreement: Reason Percentage of Respondents Explanation Context-dependent learning 42% Preferences change based on subject matter Multimodal flexibility 35% Difficulty identifying single dominant style Adaptive learning history 28% Forced adaptation to non-preferred teaching methods Assessment limitations 18% Questionnaire doesn’t capture full learning complexity Source: Learning and Individual Differences, 2019 Maximizing Your Learning Potential Based on VARK Scores For High Visual Scores (12-16) Evidence-Based Strategies: According to research from Stanford University, visual learners who implement graphic organizers show 89% improvement in information recall (Marzano et al., 2001). Recommended Tools: Canva for creating visual summaries Lucidchart for flowcharts and diagrams Notion for visual note organization YouTube for educational video content For High Aural Scores (12-16) A meta-analysis in Educational Research Review found that auditory learners benefit from verbal repetition, with optimal retention occurring after 7 verbal exposures (Dunlosky
Tina Jones Comprehensive Assessment Documentation: Shadow Health
Introduction The Tina Jones comprehensive assessment documentation represents one of the most widely used virtual patient simulations in nursing education today. This interactive case study, developed by Shadow Health, provides nursing students with a realistic clinical experience that mirrors actual patient encounters. Understanding how to properly complete and document this comprehensive assessment is essential for students pursuing degrees in nursing, healthcare, and related medical fields. This guide provides an in-depth examination of the Tina Jones comprehensive assessment shadow health answers, documentation strategies, and best practices for maximizing your learning experience while completing this critical educational assignment. What is the Tina Jones Shadow Health Comprehensive Assessment? The Shadow Health Tina Jones comprehensive assessment is a digital clinical experience (DCE) that simulates a real-world patient encounter. Students interact with Tina Jones, a 28-year-old African American woman presenting for a pre-employment physical examination with a documented history of asthma and diabetes. Key Components of the Assessment The comprehensive assessment encompasses several critical elements: Assessment Component Description Time Required Subjective Data Collection Patient interview covering health history, current symptoms, and psychosocial factors 45-60 minutes Objective Data Collection Physical examination findings and vital signs documentation 30-45 minutes Documentation Complete EHR entry with assessment findings 30-40 minutes Education & Empathy Therapeutic communication and patient teaching Throughout encounter According to the American Association of Colleges of Nursing (AACN), simulation-based learning experiences like Shadow Health improve clinical judgment skills by 23% compared to traditional lecture-only methods1. Understanding the Tina Jones Comprehensive Assessment Documentation Requirements Subjective Data Collection Framework The tina jones comprehensive assessment subjective data collection follows a systematic approach using the OLDCARTS mnemonic: O – Onset: When did symptoms begin? L – Location: Where is the problem located? D – Duration: How long does it last? C – Characteristics: What does it feel like? A – Aggravating factors: What makes it worse? R – Relieving factors: What makes it better? T – Timing: When does it occur? S – Severity: Rate the intensity Essential Interview Questions for Comprehensive Assessment When completing the shadow health tina jones comprehensive assessment subjective data collection, students must explore multiple body systems: Respiratory System Assessment “Can you describe your asthma symptoms?” “What triggers your asthma attacks?” “How often do you use your rescue inhaler?” “Have you had any recent asthma exacerbations?” Endocrine System Assessment “When were you diagnosed with diabetes?” “What medications are you taking for diabetes?” “How do you monitor your blood sugar levels?” “Have you experienced any hypoglycemic episodes?” Cardiovascular Assessment “Do you experience any chest pain or palpitations?” “Do you have a family history of heart disease?” “Do you experience shortness of breath with activity?” Research published in the Journal of Nursing Education demonstrates that students who complete comprehensive virtual assessments show a 34% improvement in clinical reasoning scores2. Tina Jones Comprehensive Assessment Objective Data: Physical Examination Vital Signs Documentation The tina jones comprehensive assessment objective data begins with accurate vital sign measurement and interpretation: Vital Sign Normal Range Clinical Significance Blood Pressure 90-120/60-80 mmHg Assess cardiovascular health Heart Rate 60-100 bpm Evaluate cardiac function Respiratory Rate 12-20 breaths/min Monitor respiratory status Temperature 97.8-99.1°F (36.5-37.3°C) Detect infection or inflammation Oxygen Saturation 95-100% Assess oxygenation status Pain Level 0-10 scale Evaluate comfort and analgesic needs Head-to-Toe Physical Examination Sequence The comprehensive assessment tina jones shadow health requires systematic examination: Integumentary System Inspect skin color, temperature, and moisture Assess for lesions, rashes, or wounds Document wound on right foot (diabetic concern) Note skin turgor and capillary refill HEENT (Head, Eyes, Ears, Nose, Throat) Assess pupillary response (PERRLA) Evaluate extraocular movements Inspect tympanic membranes Examine oral mucosa and dentition Respiratory System Auscultate all lung fields Note adventitious breath sounds Assess respiratory effort and pattern Document use of accessory muscles Cardiovascular System Auscultate heart sounds in all positions Assess peripheral pulses bilaterally Check for edema in extremities Evaluate jugular venous distention According to the National Council of State Boards of Nursing (NCSBN), comprehensive health assessments serve as the foundation for safe, effective nursing practice and are essential competencies for licensure3. Tina Jones Comprehensive Assessment Shadow Health Transcript: Interview Strategy Effective Communication Techniques The tina jones comprehensive assessment shadow health transcript reveals the importance of therapeutic communication. Students should employ these evidence-based techniques: Communication Technique Example Purpose Open-ended questions “Tell me about your asthma management” Encourages detailed responses Reflection “It sounds like managing your diabetes has been challenging” Shows understanding and empathy Clarification “Can you explain what you mean by dizzy?” Ensures accurate data collection Summarization “Let me review what you’ve told me…” Confirms understanding Silence [Pause after patient speaks] Allows patient time to think Building Rapport with Virtual Patients The shadow health comprehensive assessment documentation emphasizes patient-centered care. Research from the Institute for Healthcare Improvement shows that effective therapeutic communication reduces medical errors by 30% and improves patient satisfaction scores by 25%4. Completing the Tina Jones Shadow Health Comprehensive Assessment Documentation Electronic Health Record (EHR) Documentation Standards The tina jones shadow health comprehensive assessment documentation must follow professional standards: SOAP Note Format Subjective: Chief complaint History of present illness (HPI) Past medical history (PMH) Medications Allergies Family history Social history Review of systems (ROS) Objective: Vital signs Physical examination findings Laboratory results (if applicable) Diagnostic test results Assessment: Primary diagnoses Differential diagnoses Problem list prioritization Plan: Diagnostic testing orders Treatment interventions Patient education Follow-up scheduling Referrals (if needed) Common Documentation Errors to Avoid Error Type Impact Correction Strategy Incomplete subjective data Missed diagnoses Use systematic interview guide Vague objective findings Poor clinical decision-making Use specific descriptive terms Missing follow-up plans Continuity of care gaps Always include next steps Lack of patient education Poor health outcomes Document all teaching provided The Joint Commission reports that incomplete or inaccurate documentation contributes to 70% of sentinel events in healthcare settings5. Tina Jones Comprehensive Assessment Answer Key: Critical Thinking Approach Prioritizing Assessment Findings When reviewing the comprehensive assessment tina jones answers, students must demonstrate clinical reasoning: Primary Health Concerns for Tina Jones Diabetes Management Type 2 diabetes diagnosis Medication compliance assessment Blood glucose monitoring frequency Hemoglobin
Solved! A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam
A 70-year-old woman is in your office complaining of recently having trouble maintaining Post your answers to the 6 questions corresponding to this week’s content on primary care medication management. Provide your responses and rationales. Support your rationales with high-level evidence. (See Post Expectations) A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam (valium). She occasionally takes diazepam when she feels anxious and has trouble sleeping. She has a 15-year history of taking diazepam. Q1. Explain the cause of this patient’s difficulty in maintaining her balance? Q2. Diazepam experiences a significant first-pass effect. What is the first-pass effect, and how can first-pass metabolism be circumvented? A 75-year-old woman develops symptoms of a cold and buys an over-the-counter cold medication at the grocery store. The medication contains diphenhydramine, acetaminophen, and phenylephrine. She takes the recommended adult dose but soon after taking the medication, she becomes very confused and disoriented. Q3. What is likely causing the signs of confusion? A 26-year-old woman who has never been pregnant is seeking preconception care as she is planning to pursue pregnancy in a couple of months. Currently, she has no symptoms to report and on review of body systems, there were no concerns. Her past medical history is significant for a history of rheumatic fever as a child. She subsequently underwent valve replacement with a mechanical heart valve. She is followed by a cardiologist who has already evaluated her cardiac function and she has received clearance from her cardiologist to pursue pregnancy. Records from her cardiologist include a recent cardiac echocardiography report that reveals a normal ejection fraction indicating normal cardiac function. She has no alterations in her daily activities related to her heart. She has no other significant medical or surgical history. She is a non-smoker, drinks occasionally but has stopped as she is attempting to conceive, and does not use any non-prescription drugs. Current Medications: Her current medications include only prenatal vitamins, which she has begun in anticipation of pregnancy, and warfarin. She has no known drug allergies. Vital Signs: On examination, her pulse is 80 beats per minute, blood pressure is 115/70 mm Hg, respiratory rate is 18 breaths per minute, and she is afebrile. Measurements: Weight = 152 pounds, Height = 5′5 ″, BMI= 25.29 Q4. How is warfarin metabolized? Does warfarin cross the placental barrier? Q5. Explain the hepatic drug metabolism of children 1 year and older. How do they compare with the hepatic drug metabolism of infants and adults? Q6. Explain protein binding in the neonate. Expert Answer and Explanation A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam (valium). She occasionally takes diazepam when she feels anxious and has trouble sleeping. She has a 15-year history of taking diazepam. Q1. Explain the cause of this patient’s difficulty in maintaining her balance? The main side effects of diazepam include drowsiness, dizziness, and impaired coordination (Greenblatt et al., 2020). The impaired coordination could be the primary reason why the patient could not maintain her balance. Q2. Diazepam experiences a significant first-pass effect. What is the first-pass effect, and how can first-pass metabolism be circumvented? The first-pass effect refers to the phenomenon in which a significant portion of an orally administered drug is metabolized by the liver before it reaches systemic circulation. First-pass can be circumvented through the use of alternative routes of administration such as intravenous (IV) administration directly delivers the drug into the bloodstream (Greenblatt et al., 2020). Other routes include buccal or sublingual administration, and transdermal patches. A 75-year-old woman develops symptoms of a cold and buys an over-the-counter cold medication at the grocery store. The medication contains diphenhydramine, acetaminophen, and phenylephrine. She takes the recommended adult dose but soon after taking the medication, she becomes very confused and disoriented. Q3. What is likely causing the signs of confusion? The confusion and disorientation in the 75-year-old woman is caused by the caused by the presence of diphenhydramine in the over-the-counter cold medication (Grinnell et al., 2022). As an antihistamine medication, diphenhydramine effects on the central nervous system which can also cross the blood-brain barrier and interfere with cognitive function. The sedative effect of the medication is more pronounced for older adults leading to confusion and disorientation. A 26-year-old woman who has never been pregnant is seeking preconception care as she is planning to pursue pregnancy in a couple of months. Currently, she has no symptoms to report and on review of body systems, there were no concerns… Current Medications: Her current medications include only prenatal vitamins, which she has begun in anticipation of pregnancy, and warfarin. She has no known drug allergies. Vital Signs: On examination, her pulse is 80 beats per minute, blood pressure is 115/70 mm Hg, respiratory rate is 18 breaths per minute, and she is afebrile. Measurements: Weight = 152 pounds, Height = 5′5 ″, BMI= 25.29 Q4. How is warfarin metabolized? Does warfarin cross the placental barrier? Warfarin is metabolized primarily in the liver through various enzymes that convert warfarin into inactive metabolites that are then excreted by the kidneys (Grinnell et al., 2022). The warfarin molecules are relatively small in size which make them to cross the placental barrier. However, the transfer is limited and usually considered to be low. Q5. Explain the hepatic drug metabolism of children 1 year and older. How do they compare with the hepatic drug metabolism of infants and adults? The hepatic drug metabolism of children 1 year and older begins to mature and become more similar to that of adults. Enzyme systems, become more developed, leading to improved drug metabolism and clearance (Grinnell et al., 2022). Infants have lower levels of drug-metabolizing enzymes, which can lead to slower drug metabolism and elimination, potentially requiring dose adjustments for certain medications. Adult hepatic drug metabolism, on the other hand, is generally fully developed and efficient. Q6. Explain protein binding in the neonate. Protein binding in the neonate is a crucial pharmacokinetic factor that influences how drugs are
Solved! Define disruptive change and how it differs from incremental change. How does disruptive change affect an organization? Provide an example of disruptive change
Define disruptive change and how it differs from incremental change. How does disruptive change affect an organization? Define disruptive change and how it differs from incremental change. How does disruptive change affect an organization? Provide an example of disruptive change, how an organization responded, and an analysis of that response. Did the organization successfully navigate the challenges inherent to the disruptive change? Sample Expert Answer Change in organizations can come in various forms, depending on the cause or forces behind the change. One of the forms of change is disruptive change. This is a sudden and often unpredictable shift that significantly alters an industry, market, or organization (Li & Huang, 2019). It is commonly driven by technological breakthroughs, innovative business models, or shifts in consumer behavior. Another form of change is incremental change, which is a systematic and gradual shift, through small and continuous adjustments to an existing system, product, or process over time (Li & Huang, 2019). This incremental approach seeks to improve or enhance the current state by implementing small, manageable changes, step by step, resulting in overall improvements and refinements while preserving the organization’s core structure. One of the ways disruptive change affects an organization is by forcing organizations to adapt quickly, which can lead to initial resistance due to the stress involved, but ultimately drives innovation, requiring leadership to foster a culture of flexibility and resilience (Khaw et al., 2022). Another way disruptive change can affect the organization is by creating a significant shift in market dynamics as new competitors or technologies emerge, requiring organizations to rethink their strategies. One great impact is on organizational culture, where employees may be required to embrace new ways of working or a behavioral shift across the entire organization. While this can create uncertainty, it also opens opportunities for growth and development through continuous learning. An example of disruptive change is digital banking, where the rise of FinTech companies like Stripe and Square revolutionized payment processing, offering simpler, faster, and more affordable alternatives to traditional banking services (Bhattacharjee et al., 2024). The traditional financial institutions, like the Bank of America, responded by developing their own digital payment platforms and investing in mobile banking technologies. This response enabled them to stay competitive in an increasingly tech-driven financial landscape. However, the challenge remained in updating legacy systems and addressing regulatory concerns, which took time and significant investment. References Bhattacharjee, I., Srivastava, N., Mishra, A., Adhav, S., & Singh, M. N. (2024). The rise of FinTech: Disrupting traditional financial services. Educational Administration: Theory and Practice, 30(4), 89–97. Khaw, K. W., Alnoor, A., AL-Abrrow, H., Tiberius, V., Ganesan, Y., & Atshan, N. A. (2022). Reactions towards organizational change: A systematic literature review. Current Psychology, 1. https://doi.org/10.1007/s12144-022-03070-6 Li, B., & Huang, L. (2019). The effect of incremental innovation and disruptive innovation on the sustainable development of manufacturing in China. SAGE Open. https://doi.org/10.1177/2158244019832700 Dan Palmer – About MeI am a professional nursing assignment expert offering comprehensive academic support to university nursing students across various institutions. My services are designed to help learners manage their workload effectively while maintaining academic excellence. With years of experience in nursing research, case study writing, and evidence-based reporting, I ensure every paper is original, well-researched, and aligned with current academic standards. My goal is to provide dependable academic assistance that enables students to focus on practical training and career growth. Contact me today to receive expert guidance and timely, high-quality nursing assignment help tailored to your academic needs. academicresearchbureau.com/dan-palmer-rn/
In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters
In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge. Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation. To Prepare: Reflect on the concepts of informatics and knowledge work as presented in the Resources. Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap. By Day 3 of Week 1 Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience? The Application of Data to Problem-Solving – Sample Answer The Application of Data to Problem-Solving In today’s data-driven world, nursing has embraced informatics and knowledge work to improve patient outcomes, enhance workflow efficiency, and address systemic challenges in healthcare (Singh et al., 2023). The ability to access, collect, and analyze data is integral to identifying problems, implementing evidence-based interventions, and fostering innovation within nursing practice. This paper examines a hypothetical scenario in which data is used to address medication administration errors in a medical-surgical unit. Scenario: Reducing Medication Administration Errors Medication administration errors are a significant concern in healthcare, posing risks to patient safety and leading to adverse outcomes. In a hypothetical 21-bed medical-surgical unit with an average daily census of 18 patients, the unit has observed an increase in medication errors over three months. These errors range from incorrect dosages to missed medications, with patterns suggesting that certain shifts, staff members, or high-acuity patient loads may contribute to the problem. Addressing this issue requires a systematic, data-driven approach to identify root causes and implement effective solutions. Data Collection and Access The data for this scenario would include detailed medication error reports, staff documentation habits, patient acuity levels, and workflow patterns during medication administration. Data could be collected through incident reporting systems, electronic health records (EHRs), and real-time observational studies of staff during medication rounds (Awad et al., 2021). Access to such data would allow nurse leaders to identify patterns in errors, such as whether they occur more frequently during specific shifts, with particular medications, or under certain conditions like high patient acuity. Analyzing this data could highlight critical gaps, such as insufficient staff training on new medications or inefficient workflows that lead to errors. Knowledge Derived from Data The knowledge derived from this data would include evidence-based strategies to mitigate risks, such as redesigning workflows, introducing double-check systems, or leveraging barcode medication administration (BCMA) technology (Albeshri et al., 2024). For example, data might reveal that errors are more frequent during evening shifts due to reduced staffing, prompting the implementation of additional resources during high-risk hours. Patterns in error types, such as dosage miscalculations, could guide tailored educational initiatives for staff. This process not only enhances patient safety but also builds a culture of continuous improvement and accountability within the unit. Role of Nurse Leaders in Knowledge Formation Nurse leaders play a critical role in transforming raw data into actionable knowledge. Using clinical reasoning and judgment, they synthesize data with their expertise and understanding of the clinical environment to prioritize interventions. For example, a nurse leader may identify that errors during evening shifts are due to lower staffing levels and advocate for additional resources during those hours (Albeshri et al., 2024). They also evaluate the effectiveness of interventions by comparing pre- and post-intervention data, refining strategies as necessary to ensure sustained improvements. Implications for Problem-Solving and Knowledge Development The application of data to solve problems like medication administration errors demonstrates how informatics can bridge the gap between practice and knowledge. Nurse leaders can identify trends, implement evidence-based interventions, and evaluate outcomes. This iterative process contributes to the body of nursing knowledge, providing insights that can be shared across the organization or disseminated through professional networks to inform broader practice improvements (Albeshri et al., 2024). Conclusion The use of data in addressing medication administration errors highlights the essential role of nursing informatics and knowledge work in modern healthcare. By leveraging data from various sources, nurse leaders can identify root causes, implement targeted interventions, and create a culture of safety and accountability. Clinical reasoning and judgment are integral to transforming data into actionable knowledge, ensuring that interventions are evidence-based and aligned with organizational goals. References Albeshri, S. M., Alharbi, R. A., zakria Alhawsa, H., Bilal, A. M., Alowaydhi, B. Y., Alzahrani, O. M., … & Alfadly, W. N. (2024). The Role of Nursing in Reducing Medical Errors: Best Practices and Systemic Solutions. Journal of Ecohumanism, 3(7), 4613-4622. https://doi.org/10.62754/joe.v3i7.4574 Awad, A., Trenfield, S. J., Pollard, T. D., Ong, J. J., Elbadawi, M., McCoubrey, L. E., … & Basit, A. W. (2021). Connected healthcare: Improving patient care using digital health technologies. Advanced Drug Delivery Reviews, 178, 113958. https://doi.org/10.1016/j.addr.2021.113958 McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning. Singh, A., Co-Reyes, J. D., Agarwal, R., Anand, A., Patil, P., Garcia, X., … &
In this Assignment you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program.
In this Assignment you will practice this type of leadership by advocating for a healthcare Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives. In this Assignment you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs. To Prepare: Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs. Select a healthcare program within your practice and consider the design and implementation of this program. Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation. The Assignment: (2–3 pages) In a 2- to 3-page paper create an interview transcript of your responses to the following interview questions: Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program? Who is your target population? What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples? What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design? What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples? Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why? Expert Answer and Explanation Advocating for the Nursing Role in Program Design and Implementation The behavior that a person adopts determines their risk of developing an illness because habits like habitual drinking of alcohol are associated with higher risk of disorders such as cancer of the throat. Similarly, the risk of lung cancer is significantly among habitual smokers. When it comes to the prevention of complications of tobacco smoking, the nurse role comes into play considering that they sensitize the public, creating awareness about the dangers of smoking (Devi et al., 2020). Interviewer: Tell us about a healthcare program, within your practice. What are the costs and the projected outcomes of this program? Interviewee: I have had the opportunity of working on a Nicotine Replacement Therapy (NRT) program which involved putting smokers on treatment regimen that included a nicotine lozenge to reduce the urge to smoke. The goal was to lower the number of cigarettes the target population smoked while managing the smokers’ withdrawal symptoms. This program also sought to prevent those who smoked from developing various forms of illnesses ranging from the pneumonia to the mouth cancer which are some of the conditions that are prevalent among smokers. The adoption of this kind of program is associated with positive health outcomes such as fewer incidences of health issues that result because of smoking (Cartujano-Barrera et al., 2020). The U.S. requires $5,065 billion to manage tobacco use problem because $179 goes into treating one patient using the nicotine therapy. With a population of over 28 million smokers, the country stands a chance of saving on costs associated with smoking which caused the U.S. to lose $600 billion. Interviewer: Who is your target population? Interviewee: The program targets adult habitual smokers, male and female, who smoker more than five cigarettes a day. The target population is also drawn from various ethnic, cultural and racial backgrounds with focus on examining how they respond to the recommended therapy. This may shade light on whether one’s demographic background affects the NRT treatment outcomes (Cartujano-Barrera et al., 2020). Interviewer: What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples? Interviewee: When it comes to designing the healthcare program, the nurse’s role becomes crucial because they provide meaningful input that supports the development of the design of the program. Given their experience, they may recommend ideas that can help support the design of a more effective program. If they noticed adverse health events that occurred while using the NRT, for instance, the nurse may share this information with those tasked with crafting the program (Bakker et al., 2023). For their part, the designers may design the program in a way that they account for the needs of those who may experience side effects. Interviewer: What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design? Interviewee: My approach to advocating for patients involves bringing the health impact of the smoking to the attention of the political representatives so that they undertake the necessary measures to tackle the issue. For instance, they may respond by passing tougher laws that ban the promotion of the tobacco products (Hébert et al., 2021). In addition, I sensitize smokers and their families, informing them how they can access the NRT services. Although I am not involved in providing input decisions, I would improve the design by providing feedback that can enhance implementation of the future NRT programs. Interviewer: What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples? Interviewee: When it comes to the implementation of the program, the nurse follows the plan, executing the tasks captured in the plan. They also note down the
