Organizational behavior positive or negative emotional contagion
Share an example of either positive or negative emotional contagion. How did it start and stop?
must be a minimum of 350-500 words and be substantiated by a minimum of 2 peer-reviewed sources. No internet search sites, blogs, or Wikis, for example, will be accepted.
Science of Nursing Decision-Making
For this assessment, you will need to select a patient/ service user from a recent placement. Identify one health need experienced by the patient/service user and explore the impact this will have, using a person-centered, holistic approach. You will need to include a critique of the care given related to this need using evidence to support your views. This needs to focus on the decisions made by the care team, including any reasoning for interventions and treatment. From the evidence used, you need to offer recommendations for how this care could be enhanced or improved to ensure that the team and nurses provide a person-centered, evidence-based care approach.
Glucose Regulation Case Study
Case Presentation
Maria is a 34-year-old woman with who presents to a healthcare provider to establish primary care and management of her diabetes. She was diagnosed with type 2 diabetes 3 years ago, and has a history of polycystic ovary syndrome and hypertension. She works as a pharmacy technician at a local pharmacy chain, and has been married for 1 year. She lives with her husband and recently moved to the area from across the country for better job opportunities. Her A1C 1 year ago was at the recommended goal of 7.0%. Her current medications include metformin ER 2000 mg daily, enalapril 10 mg daily, and a prenatal vitamin daily. She has no allergies, and does not smoke or drink alcohol. She has been checking his glucose levels at home once daily, and readings vary from 110 to 165 mg/dL. She walks for 30 minutes 2 days a week (her days off), as she feels she is on her feet enough when she is at work. She would also like a referral to obstetrics/gynecology, as she and her husband want to start a family in the coming year and are not using any contraception.
Vital signs are as follows: weight, 72.5 kg; height, 63 in.; body mass index, 29.5; temperature, 98.4°F; pulse, 84 beats/min; respiratory rate, 20 breaths/min; and blood pressure, 140/82 mm Hg.
Lab results are as follows: A1C, 7.6%; glucose, 155 mg/dL; sodium, 135; blood urea nitrogen, 19; creatinine, 0.8; total cholesterol, 186 mg/dL; triglycerides, 186 mg/dL; HDL, 44; and LDL, 104.
Case Analysis Questions
1. What is your overall assessment of Marla’s current diabetes management status?
2. What considerations should be made regarding Marla’s desire to get pregnant?
3. How should Marla focus her self-management activities prior to becoming pregnant?
Patient Fall Protection Plan
Instructions
Summary:
This assignment requires you to write a fall protection plan.
Given Conditions:
Your role is a safety professional (safety manager or other similar title) working for a commercial contractor, R & R Industrial.
The prime/controlling employer (general contractor and/or GC) has hired your company for renovation work on a large office building.
The GC requires that your company provide a fall protection plan for the job prior to the start of the job. The GC requires that your fall protection plan (at a minimum) comply with OSHA standards at Subpart M.
a. The only type of work your company will be involved is the removal of old paint via abrasive blasting.
b. Your employees will be exposed to falls ranging from 6 to 75 feet.
c. Your fall protection plan must address potential fall hazards that require the use of personal fall arrest systems (PFAS).
d. Fall restraint systems will not be available.
e. Your employees will not be using ladders, scaffolds, or any type of mechanical lift.
f. Guardrails and safety nets will not be available.
g. Access to work areas will be provided via temporary stairs which are the responsibility of the GC and do not need to be addressed in your company’s fall protection plan.
Key Elements of Your Plan
1. PFAS equipment provisions
2. Training provisions
3. Rescue provisions
4. Other miscellaneous provisions
Directions
1. Use OSHA’s sample plan: https://www.osha.gov/sites/default/files/2020-03/Model%20Fall%20Protection%20Plan.pdf. You will have to tailor the OSHA sample plan substantially according to the Given Conditions above.
2. Include Key Elements listed above in your Plan.
3. Follow Parameters listed below.
Evidence Based Practice In Exercise Science Case Study
The remaining written assignments in this course will build upon each other as you develop a fictional case study in the style of the case studies presented in chapters 12 through 15 of your textbook. Be sure to save your assignment in a safe place on your computer to build upon for next week’s lesson.
To begin, think of a problem in exercise science that can be addressed through evidence-based practice. Develop a question in the EBP style that will accurately address the problem. Then, use the tools mentioned in this week’s lesson to research your topic. Include at least 5 links to research papers on your topic. Write an opening statement, a Background statement, and a Search Strategy for your case study.
Ryan is a 12 year old diagnosed with Oppositional Defiant Disorder (ODD). As a small child, Ryan was first diagnosed with Attention Deficit, Hyperactivity Disorder. He had just started preschool and was unable to remain in one place for more than a minute or two. His parents had already had a very difficult time in disciplining him, because he would become very upset and throw temper tantrums when he could not do as he wished. He just seemed to be an unhappy, irritable child. This behavior continued in school. As time progressed, Ryan was diagnosed with Oppositional Defiant Disorder, because he continued to refuse to listen to adults and comply with the rules.
By the age of 12, he has begun to bully and annoy others. His parents have decided that the approaches they have used in the past are not working, and they are more afraid his behavior will only get worse.
Provide explanations for these questions and statements:
Describe the behaviors apparent for each disorder in this scenario (Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder).
If this behavior becomes worse and Ryan starts to violate the rights of others, what medical diagnosis will be given and why?
Discuss at least two types of medication appropriate to treat Ryan and support your choices with rationale and credible resources
Describe why therapy for the parent is important in this scenario including at least two supporting rationales.
S.O.A.P Note completed on the attached case study also attached is the essay written on the case study. A copy of a blank S.O.A.P note uploaded from the professor to utilize, along with documents to assist you.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Discuss the impact of a clinical practice problem on the patient(s) and the organization it affects.
1. Identify the following PICO components of the clinical practice problem:
• patient/population/problem (P)
• intervention (I)
• comparison (C)
• outcome (O)
2. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part A and the PICO components identified in part
A1.
Note: Refer to “Appendix B: Question Development Tool” for information on the creation of an EBP question.
B. Select a research-based article that answers your EBP question from part A2 to conduct an evidence appraisal.
1. Discuss the background or introduction (i.e., the purpose) of the research article.
2. Describe the research methodology.
3. Identify the level of evidence using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.
Note: The article you select should not be more than five years old.
Note: Refer to “Appendix E: Research Evidence Appraisal Tool” for information on how to level a research-based article.
4. Summarize how the researcher analyzed the data in the article.
5. Summarize the ethical consideration(s) of the research-based article. If none are present, explain why.
6. Identify the quality rating of the research-based article according to the JHNEBP model.
Note: Refer to “Appendix E: Research Evidence Appraisal Tool” for information on how to establish the quality rating.
7. Analyze the results or conclusions of the research-based article and explain how the article helps answer your EBP question.
C. Select a non-research article from a peer-reviewed journal that helps to answer your EBP question from part A2 to conduct an evidence appraisal.
1. Discuss the background or introduction (i.e., the purpose) of the non-research article.
2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline).
3. Identify the level of evidence using the JHNEBP model.
Note: The article you select should not be more than five years old.
Note: Refer to “Appendix F: Non-Research Evidence Appraisal Tool” for information on how to level the non-research-based article.
4. Identify the quality rating of the non-research-based article according to the JHNEBP model.
5. Discuss how the author’s recommendation(s) in the article helps to answer your EBP question.
D. Recommend a practice change that addresses your EBP question using both the research and non-research articles you selected for Part B and Part C.
1. Explain how you would involve three key stakeholders in supporting the practice change recommendation.
2. Discuss one specific barrier you may encounter when implementing the practice change recommendation.
3. Identify one strategy that could be used to overcome the barrier discussed in part D2.
4. Identify one outcome (the O component in PICO) from your EBP question to measure the recommended practice change.
E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
You are assigned to create a strategic plan that facilitates change to improve outcomes in your organization. Knowing that change is based on data, relative position within the dynamics of an organization, and a theoretical foundation, you agree to complete a SWOT analysis supported by a change theory.
Instructions
Generate a SWOT analysis that reflects an understanding of a problem within the context of the organization’s needs and potential for change. As a nurse leader or manager, develop your analysis based on a change theory to improve outcomes by addressing one of the following processes:
Healing spaces
Retention of new nurses
Increase the number of BSN RNs
Nurse leader succession planning
Clinical ladder
This SWOT analysis will include a description of the strengths of the proposed change, weaknesses within the context of the organization, opportunities for improving outcomes if the proposed change is implemented, and threats to the success of this proposal. A thorough analysis must include the following:
Identify and integrate a change theory as the foundation of your SWOT analysis justifying the selection of the theory used.
Description of the problem to be analyzed to promote a change and improve an outcome.
SWOT analysis to include the following elements:
Strengths of the proposal for change
Weakness of the proposal within the context of the organization
Opportunities for improved outcomes if the proposed change is implemented
Threats to this proposal, both internal and external to the organization.
Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.
You are assigned to create a strategic plan that facilitates change to improve outcomes in your organization. Knowing that change is based on data, relative position within the dynamics of an organization, and a theoretical foundation, you agree to complete a SWOT analysis supported by a change theory.
Instructions
Generate a SWOT analysis that reflects an understanding of a problem within the context of the organization’s needs and potential for change. As a nurse leader or manager, develop your analysis based on a change theory to improve outcomes by addressing one of the following processes:
Healing spaces
Retention of new nurses
Increase the number of BSN RNs
Nurse leader succession planning
Clinical ladder
This SWOT analysis will include a description of the strengths of the proposed change, weaknesses within the context of the organization, opportunities for improving outcomes if the proposed change is implemented, and threats to the success of this proposal. A thorough analysis must include the following:
Identify and integrate a change theory as the foundation of your SWOT analysis justifying the selection of the theory used.
Description of the problem to be analyzed to promote a change and improve an outcome.
SWOT analysis to include the following elements:
Strengths of the proposal for change
Weakness of the proposal within the context of the organization
Opportunities for improved outcomes if the proposed change is implemented
Threats to this proposal, both internal and external to the organization.
Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.