What is our obligation when communicating with diverse others?

Nonverbal Communication

Topic: Engage

North America is filled with a variety of people from all over the world. While Derek’s family has lived in his hometown for generations , Derek’s boyfriend Marcus has recently emigrated from Europe and Marcus’s extended family is still learning the local language . Although Derek likes Marcus’s family quite a bit, he feels a little left out because of not knowing exactly what they are saying . Plus , there was “the incident . ” Last time he visited the house, Derek used the restroom and ran out of toilet pap3r . Coming out from the bathroom and realizing his own boyfriend had taken a quick trip to the store, Derek had a heck of a time trying to get another roll without having a shared language system . Although he was able to eventually get them to figure it out , Marcus confides that his family still makes some odd gestures every time Derek’s name comes up. Aside from being one of the more awkward moments of his life, Derek feels like an outsider as he navigates his boyfriend’s life . Recently , his best friend Sadie encouraged him to think about all the nonnative English speakers that he interacts with daily, immigrants and new citizens who don’t have his considerable English speaking skills. Derek realized that he himself has been complicit in making others feel badly when they don’t embrace the majority language, even to the point of dismissing them as people without relevant opinions or feelings

1.  What is our obligation when communicating with diverse others? 2. Does that obligation change when we don’t share a common language? 

Nonverbal communication is often described as a “universal language.” 

3. Does that idea of universality impact our opinion at all when realizing that we can, in fact, send messages to one anotherand have had that shared nonverbal language system since our earliest years as a child ?

What conflicts do you have between your personal values and those of your future profession? 

Facilitative Communication and Helping Skills

Topic: Applying Legal & Ethical Concepts

1. Explain the differences between professional and personal values (one paragraph)

a. What conflicts do you have between your personal values and those of your future profession? 

Read the following practice case

Jonna is a 16-year-old high school student who has been working with a school counselor for the past six months. Over that period of time, Jonna has improved her grades, made new friends at school, and her father, a single parent, reports her behavior has also improved at home with fewer conflicts with her 13-year-old brother and himself. During the last session, Jonna stated that she is going to start dancing at a strip club a few nights a week, using a fake ID that shows her to be 18 years old. 

2. Apply the Congress ETHIC model to the case (one paragraph)

3. What should the counselor do?  (one paragraph)

a. Include a discussion about confidentiality and what information should be revealed to parents.

Which of the three segments would you target, and why?

Please restrict your case discussions ONLY to the (A) part of the case.

Which of the three segments would you target, and why? Pick one and argue why it makes sense to target that customer and why it doesn’t make sense to target the other 2.

Explain the relationship between personality and criminal behavior.

 Psychiatric Theories

Most early psychological theories emphasized either behavioral conditioning or personality disturbances and diseases of the mind. The concept of the psychopath or sociopath was developed by Hervey Cleckley. Currently, these terms have fallen out of favor and have been replaced by the concept of antisocial personality.

Individuals with the characteristics of an antisocial personality are likely to become criminals at some point. Another theory emphasizing personality characteristics was developed by Hans Eysenck. Eysenck described three personality dimensions (psychoticism, extroversion, and neuroticism), each with links to criminality. He stated that personality traits were dependent on the autonomic nervous system; those whose nervous systems require stimulation are more likely to become offenders.

· Explain the relationship between personality and criminal behavior.

· Recognize the importance of learning theory to an understanding of criminality.

· Distinguish between the different insanity tests and rules and understand the concept of being found not guilty by reason of insanity.

· Recognize how the process of social interaction between people contributes to criminal behavior.

· Identify and discuss the social process theories including learning theory, social control theory, labeling theory and reintegrative shaming theories.

· Distinguish between the social process theories.

Write at least 2 paragraphs on one item of interest you read in the chapter and explain why you found it important. 

1. Read Ch. 4 in Shock of the new: The challenge and promise of emerging technology book.

2. Write at least 2 paragraphs on one item of interest you read in the chapter and explain why you found it important. 

3. Read Ch. 4 in The innovation delusion: How our obsession with the new has disrupted the work that matters most book.

4. After reading Ch. 4, write a 1-page summary and then give your opinion on page 2 on the material from the chapter.

What is the most useful skill or concept you learned while pursuing your MSN degree?

Submit your 20-25 page final capstone project that synthesizes the work you completed in the previous four assessments.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Congratulations! The finish line is in sight for both the capstone project you have been working on all quarter and your Master’s of Science in Nursing program. Take a moment to appreciate all you have accomplished and give yourself a pat on the back; you have earned it!

Your final submission for your capstone project will bring together all of the sections you have worked on throughout this course, as well as the relevant revisions you have made to those sections based on feedback from your instructor, as well as feedback you have received or observations you may have made during your practicum experience. True professionals can learn to strive for continuous improvement in their work and incorporate feedback from colleagues and leaders to help scaffold improvement efforts. As a master’s-level nurse you will be expected to create and implement plans and evaluate their outcomes. Being able to envision a pathway for a project to move from the idea phase all the way through the evaluation phase is a critical skill. By successfully synthesizing the various sections of this project together into one final artifact, you will have demonstrated your competence in this essential skill.

Preparations

• Read Guiding Questions: Final Project Submission [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  • What is the most useful skill or concept you learned while pursuing your MSN degree?
  • How will you leverage your degree to help you reach your ideal practice career path?
  • How will you be able to apply the work you have done on your capstone project to improve your personal practice?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

For your final capstone project submission you will synthesize the work you completed in the previous four assessments. Please make sure that you have made relevant revisions as suggested by your instructor, as well as relevant additions that you uncovered during your practicum experience. The only brand-new content that you will need to create for this assessment is an Abstract and an Introduction.

This final submission will be graded using the seven program outcomes (POs) for the Master’s of Science in Nursing program. As a reminder they are:

1. Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
2. Evaluate the best available evidence for use in clinical and organizational decision making.
3. Apply quality improvement methods to impact patient, population, and systems outcomes.
4. Design patient- and population-centered care to improve health outcomes.
5. Integrate interprofessional care to improve safety and quality and to decrease cost of care.
6. Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care.
7. Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

In addition, you will be assessed on how well you incorporated the feedback you received from your instructor on your previous work in this course via the following criterion:

• Integrate writing feedback to improve the clarity and quality of final product.

You will also be assessed on the completion of hours toward your practicum experience.

• Demonstrate completion of hours toward the practicum experience.

Discuss what questions you would ask the patient

Advanced Health/Physical Assessment

Case 1: Jonas is a 22-year-old athlete who presents with complaints of irritation and fullness in his right ear. He has been training for six hours a day, including swimming, running, cycling, and weightlifting. He is concerned that the fullness in his ear and the irritation could require him to limit his training. He denies any recent upper respiratory infections, nausea, vomiting, or dizziness.

1. Discuss what questions you would ask the patient (One paragraph)

a. What physical 3xam elements you would include

b. what further testing you would want to have performed.

2. In SOAP format, list:(One paragraph)

a. Pertinent positive findings that validate your main diagnosis

b. Pertinent negative findings that make you think of other differential diagnoses

3. Treatment plan, including: (One paragraph)

a.Pharmacotherapy with complementary

b. OTC therapy

c. Diagnostics (labs and testing)

d.Health education and lifestyle changes

e. Age-appropriate preventive care

f. Follow-up to this visit.

Define what is meant by strength-based leadership in nursing

Nursing Leadership

1. Define what is meant by strength-based leadership in nursing (One paragraph)

2. Give one profound/complete example of strength-based leadership in nursing (One paragraph)

3. What characteristics have the nurses capable of demonstrating strength-based leadership (One paragraph)

What is the relationship between teacher use of formative assessment practices and student achievement based on grade level?

List the strong (nonweak) entity types in the ER diagram.

Consider the ER diagram shown in Figure 3.22, p. 99 for part of a BANK database (also below for reference). Each bank can have multiple branches, and each branch can have multiple accounts and loans. (chapter 3, pp. 79-99; also see ER Notations, p.83)

(a) List the strong (nonweak) entity types in the ER diagram.

(b) Is there a weak entity type? If so, give its name, its partial key, and its identifying relationship.

(c) What constraints do the partial key and the identifying relationship of the weak entity type specify in this diagram?

(d) List the names of all relationship types, and specify the (min,max) constraint on each participation of an entity type in a relationship type. Justify your choices.

300 words, APA-7 format