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Local, State & Federal Advocacy
What are specific actions that health professionals can take regardless of their practice area and site to promote population and community health?
What advocacy actions might you take to improve health care through legislation at the state or federal level?
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Measure the Effectiveness of an Improvement , Workbook Project 5-3 help
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Measure the Effectiveness of an Improvement , Workbook Project 5-3 help
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Beth is a social worker at a community mental health program in a large city. She provides individual and group therapy in ...
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Beth is a social worker at a community mental health program in a large city. She provides individual and group therapy in an outpatient mental health program. In addition to mental health and substance abuse problems, most of Beth’s clients have anger management issues and have spent time in prison. The purpose of the program is to help clients to alleviate and/or cope with co-morbid mental health and substance abuse problems and their tempers that have contributed to their committing crimes. One of the groups that Beth leads is for female offenders with histories of violent behavior. The group consists of ten members. Beth prefers her groups to have eight members, yet even though these clients are mandated by the legal system to attend all treatment requirements, including group, rarely do all members show up. The group has met five times so far. On most days between five and seven women attend and a core of five members has attended each of the first five sessions. Beth starts each week by asking the women how they are doing, and if anyone would like to share what happened during their week. She believes that this helps members to take ownership for their own treatment. For the past two weeks, members have not spoken in response to her invitation. By picking up on nonverbal cues, Beth believes that Carol wants to share, but that something is stopping her. She remembers a few weeks ago, when Carol was sharing an emotionally charged issue from her past (incest), that she immediately stopped in the middle of her story. When she stopped, she averted her eyes from one side of the group. One of the members of the group appeared to be staring at her very intently, with a smile on her face that Beth and other group members noticed. Beth, a young, white social worker decided to conduct a check in go round to see how the members were doing, to get them to share at least some information, and to break what she perceived to be tension in the room. Beth decided to start the go round with Mary so that it ended on Luisa, the Latina woman who had been staring so intently at Carol while she spoke about her childhood. Beth asked the members to rate how they were feeling and doing this past week, on a scale from one to ten, ten being fantastic, one being terrible. The majority of the women in the group reported numbers between 3 and 6. However, Janelle an African American woman who suffers from bipolar disorder reported a 2. Luisa reported a nine. When the go around stopped, Beth asked Janelle if she would like to share about why she scored her week so low. Scanning the group to gauge the responses of the members, Beth noticed that several members were looking at Luisa, and that they were shifting uncomfortably in their chairs. Janelle seemed to look at Luisa before deciding if she wanted to share or not. Luisa said, “I don’t think we should focus on people who had bad weeks. I had a great week, and I want to talk about it. Why do we always have to focus on the garbage? I mean, I had a messed up week in some ways, but that’s life, why should we talk about it, you know.” Beth thanked Luisa for speaking up, and told her that she understood her feelings about discussing negative events. These could be very painful to share, yet she believed that sometimes people needed to get things off their chest, or get feedback about things so they can be changed. Tomika, a young African American woman with a history of being sexually abused, started to laugh uncontrollably. She said that she had the funniest thing happen to her during the week, and something Jill said had reminded her of this. She started to get up from her chair and began to do an impression of a friend. Carol began to cry and Luisa started to get up and leave the group. Beth asked for everyone to sit down. She said that she understood that the group was going through a difficult period, and that it was important to figure out what was going on. She asked the group if they would take a few minutes to sit in silence so that “we could try to get ourselves together.” Jill and Tomika sat down and the group slipped into momentary silence.Discuss your observations of the group dynamics on the forum provided. Answer the following questions to help guide you in your assessment and discussion. Then, provide feedback on 2 or more classmates posted observations. What are the communication and interaction patterns in the group?Describe the group’s cohesion.Describe the norms of the group.Describe the rules of the group.Discuss the various roles different group members play.Discuss status hierarchies that may be operating.How would you describe the culture of the group?What did Beth do well as the leader of the group? What needs improvement?How do you think that ethnicity/race may have affected the development and current functioning of the group?What would it be like to lead such a group?What would you do differently?
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UST Nutrition And Hydration Cure & Care Essay
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Evidence Based Practice Project Paper and powerpoint on diabetes
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Analyzing Financial Position
Deliverable Length: 2 pagesThe CEO of a 400-bed hospital has scheduled a board of directors meeting to discuss the cu ...
Analyzing Financial Position
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Instructions1. Presume you are the quality manager in a hospital that conducted an improvement project to eliminate pulmon ...
Measure the Effectiveness of an Improvement , Workbook Project 5-3 help
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Social Work Question
Beth is a social worker at a community mental health program in a large city. She provides individual and group therapy in ...
Social Work Question
Beth is a social worker at a community mental health program in a large city. She provides individual and group therapy in an outpatient mental health program. In addition to mental health and substance abuse problems, most of Beth’s clients have anger management issues and have spent time in prison. The purpose of the program is to help clients to alleviate and/or cope with co-morbid mental health and substance abuse problems and their tempers that have contributed to their committing crimes. One of the groups that Beth leads is for female offenders with histories of violent behavior. The group consists of ten members. Beth prefers her groups to have eight members, yet even though these clients are mandated by the legal system to attend all treatment requirements, including group, rarely do all members show up. The group has met five times so far. On most days between five and seven women attend and a core of five members has attended each of the first five sessions. Beth starts each week by asking the women how they are doing, and if anyone would like to share what happened during their week. She believes that this helps members to take ownership for their own treatment. For the past two weeks, members have not spoken in response to her invitation. By picking up on nonverbal cues, Beth believes that Carol wants to share, but that something is stopping her. She remembers a few weeks ago, when Carol was sharing an emotionally charged issue from her past (incest), that she immediately stopped in the middle of her story. When she stopped, she averted her eyes from one side of the group. One of the members of the group appeared to be staring at her very intently, with a smile on her face that Beth and other group members noticed. Beth, a young, white social worker decided to conduct a check in go round to see how the members were doing, to get them to share at least some information, and to break what she perceived to be tension in the room. Beth decided to start the go round with Mary so that it ended on Luisa, the Latina woman who had been staring so intently at Carol while she spoke about her childhood. Beth asked the members to rate how they were feeling and doing this past week, on a scale from one to ten, ten being fantastic, one being terrible. The majority of the women in the group reported numbers between 3 and 6. However, Janelle an African American woman who suffers from bipolar disorder reported a 2. Luisa reported a nine. When the go around stopped, Beth asked Janelle if she would like to share about why she scored her week so low. Scanning the group to gauge the responses of the members, Beth noticed that several members were looking at Luisa, and that they were shifting uncomfortably in their chairs. Janelle seemed to look at Luisa before deciding if she wanted to share or not. Luisa said, “I don’t think we should focus on people who had bad weeks. I had a great week, and I want to talk about it. Why do we always have to focus on the garbage? I mean, I had a messed up week in some ways, but that’s life, why should we talk about it, you know.” Beth thanked Luisa for speaking up, and told her that she understood her feelings about discussing negative events. These could be very painful to share, yet she believed that sometimes people needed to get things off their chest, or get feedback about things so they can be changed. Tomika, a young African American woman with a history of being sexually abused, started to laugh uncontrollably. She said that she had the funniest thing happen to her during the week, and something Jill said had reminded her of this. She started to get up from her chair and began to do an impression of a friend. Carol began to cry and Luisa started to get up and leave the group. Beth asked for everyone to sit down. She said that she understood that the group was going through a difficult period, and that it was important to figure out what was going on. She asked the group if they would take a few minutes to sit in silence so that “we could try to get ourselves together.” Jill and Tomika sat down and the group slipped into momentary silence.Discuss your observations of the group dynamics on the forum provided. Answer the following questions to help guide you in your assessment and discussion. Then, provide feedback on 2 or more classmates posted observations. What are the communication and interaction patterns in the group?Describe the group’s cohesion.Describe the norms of the group.Describe the rules of the group.Discuss the various roles different group members play.Discuss status hierarchies that may be operating.How would you describe the culture of the group?What did Beth do well as the leader of the group? What needs improvement?How do you think that ethnicity/race may have affected the development and current functioning of the group?What would it be like to lead such a group?What would you do differently?
16 pages
Msn Fp6103 Assessment 5
Turn in work or parts of work you had already Write about someone’s ideas as if they are Knowledge on plagiarism will co ...
Msn Fp6103 Assessment 5
Turn in work or parts of work you had already Write about someone’s ideas as if they are Knowledge on plagiarism will contribute to more success in ...
UST Nutrition And Hydration Cure & Care Essay
answer each point onlyModule 7 Assignmentjust answer each question. Nutrition & Hydration / Persistent Vegetative State ( ...
UST Nutrition And Hydration Cure & Care Essay
answer each point onlyModule 7 Assignmentjust answer each question. Nutrition & Hydration / Persistent Vegetative State (PVS)After studying the course materials located on Module 7: Lecture Materials & Resources page, answer the following:Cure / care: compare and contrast.Basic care: Nutrition, hydration, shelter, human interaction.Are we morally obliged to this? Why? ExampleSwallow test, describe; when is it indicated?When is medically assisted N/H indicated?Briefly describe Enteral Nutrition (EN), including:NJ tubeNG tubePEGBriefly describe Parenteral Nutrition (PN), including:a. Total parenteral nutritionb. Partial parenteral nutritionBioethical analysis of N/H; state the basic principle and briefly describe the two exceptions.Case Study: Terry Schiavo (EXCEL FILE on Module 7: Lecture Materials & Resources page). Provide a bioethical analysis of her case; should we continue with the PEG or not? Why yes or why not?Read and summarize ERD paragraphs #: 32, 33, 34, 56, 57, 58.Submission Instructions:The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.If references are used, please cite properly according to the current APA style. Refer to your syllabus for further detail or contact your instructor. Nutrition & Hydration / Persistent Vegetative State (PVS)
Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).ReadEthical and Religious Directives (ERD) for Catholic Health Care Services (6th ed.). (2018). Paragraphs: 32, 33, 34, 56, 57, 58PHI 3633 WK 7.pdfTERRI SCHIAVO TIMELINE.xlsxWatchCioffi, A. (2018, March 24). BIO 603 3 24 18 [Video file]. Retrieved fromBIO 603 3 24 18 (Links to an external site.)https://youtu.be/8yxIRjW9x7w
Evidence Based Practice Project Paper and powerpoint on diabetes
Identify a research or evidence-based article that focuses comprehensively on a specific intervention or new diagnostic to ...
Evidence Based Practice Project Paper and powerpoint on diabetes
Identify a research or evidence-based article that focuses comprehensively on a specific intervention or new diagnostic tool for the treatment of diabetes in adults or children. In a paper of 750-1,000 words, summarize the main idea of the research findings for a specific patient population. Research must include clinical findings that are current, thorough, and relevant to diabetes and the nursing practice. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Based on the summary of research findings identified from the Evidence-Based Project—Paper on Diabetes that describes a new diagnostic tool or intervention for the treatment of diabetes in adults or children, complete the following components of this assignment: Develop a PowerPoint presentation (a title slide, 6-12 slides, and a reference slide; no larger than 2 MB) that includes the following: A brief summary of the research conducted in the Evidence-Based Project – Paper on Diabetes.A descriptive and reflective discussion of how the new tool or intervention may be integrated into practice that is supported by sound research. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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