Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool “Role modelling in ethical principles of equality, non-discriminatory practice, confidentiality and trustworthiness“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool “Cultural aspect of safeguarding and advocacy of clients/patients and their rights“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool “Performing culturally competent assessment of clients/patients’ needs“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool “Giving person- centred culturally appropriate and compassionate care“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool “Role modelling in ethical principles of equality, non-discriminatory practice, confidentiality and trustworthiness“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool “Cultural aspect of safeguarding and advocacy of clients/patients and their rights“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool “Performing culturally competent assessment of clients/patients’ needs“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool “Giving person- centred culturally appropriate and compassionate care“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
From the textbook Called to Care Read the passage and answe.pdfinfo334223
From the textbook Called to Care. Read the passage and answer 1-6 questions.
Amy, a junior nursing student, was assigned to care for Flora, an eighty-fiveyear-old woman with
bilateral gangrene of the lower extremities secondary to diabetes mellitus. Flora's treatment
regimen included maggot therapy. She was on strict contact isolation due to methicillin resistant
staph aureus (MRSA). Amy came to clinical well prepared but with some obvious apprehension as
she began her day. She donned a gown, gloves and mask before entering Flora's room for an
initial nursing assessment. The usual morning care followed: breakfast, medication administration,
bathing and tedious dressing changes. Flora was hearing impaired, so Amy leaned close to her
and spoke clearly in her ear. Flora chewed her food slowly, but Amy very deliberately helped her
take each bite of breakfast, a process that took over thirty minutes. Flora was afraid and in pain,
so Amy touched her gently and combed her hair carefully, gave good skin care and held her hand.
Flora said she couldn't remember when her family last visited, so Amy read each of her greeting
cards to her and listened as Flora reminisced about family. Amy opened the curtains to let Flora
feel the warmth of the sun and see the activities outside her window.Flora was confused, due to
sleep deprivation, so Amy developed a plan for a soothing bedtime routine. When Flora refused to
take her medications, Amy 26 helped her with each pill, calling pharmacy to get liquid meds where
possible. Flora dreaded the painful dressing changes to her lower extremities, but Amy carefully
explained each step in the process and used strategies to minimize the pain Flora experienced.
When a wandering maggot escaped from under the edge of the dressing, Amy unobtrusively
removed it. Amy was weary as she came out of the room after morning care, sweat matting the
hair around her face as she sat down for the first time in two hours to do her charting. When her
instructor returned later, she found Amy back in isolation gear, sitting in Flora's room, holding her
hand. When her instructor asked Amy why she returned to Flora's bedside, she replied, "I saw
Jesus going back into that isolation room to bring comfort to a lonely woman, but I knew Flora
would not be able to see him, so I went instead." (Adapted from Carol Bence, "I Went
Instead,"Journal of Christian Nursing, spring 2003, pp. 4-5.) Discussion Questions 1. In what ways
does Amy's care for Flora illustrate the principles given in the Bible passages above? 2. How did
Amy's personal faith affect her nursing care? 3. What did Amy's care for Flora imply about the way
she viewed her patient? 4. How did Amy alter Flora's environment to enhance her care? What
seemed to enable Amy to endure the discomfort in her environment? 5. What seemed to be the
goal of Amy's care for Flora? How do you think she viewed health? 6. Describe one of your most
difficult patients. How could you apply similar approaches i.
Psych Week4 Study Questions Answer each question seperately in.docxleonorepour284
Psych Week4 Study Questions
Answer each question seperately in 130 words or more. Question pertain to psychology.
1. What biological, psychological, and social factors contribute to the development and maintenance of eating disorders? Provide examples
2. Examine the reasons that the DSM has changed over time to reflect sociocultural changes in sexual practices. Examine the concepts of voyeurism and exhibitionism as they are portrayed in the media.
3. Analyze brain impairments in adults.
4. Identify the underlying causal factors of the Paraphilias.
5. Read the case study: Delirium Following a Routine Operation below.
Discuss the case with respect to diathesis-stress. Discuss what other information is needed to understand this person.
(The diathesis stress model views psychological disease as the result of the interaction between a person's vulnerability for a disorder and stress. A susceptible individual may never manifest a mental illness until he encounters a type or degree of stress that is enough to trigger it. It seeks to explain how different people may respond differently to the same source of stress)
Delirium Following a Routine Operation
Mrs. Patterson was 75 years old when she was admitted to the hospital. A widow who lived alone, she had broken her leg, and she needed a routine operation. The operation was successful. However, shortly afterward, Mrs. Patterson began to show signs of confusion. She had problems with awareness and attention, and she had no idea of what had happened to her or why she was in the hospital. During the day, she seemed agitated and aimlessly wandered around. She was unable to focus enough to watch television or to read. She was also unable to recognize friends and relatives who came to visit her. On several occasions, nursing staff saw her staring at an imaginary spot on the ceiling of her room and having conversations with imaginary people. Mrs. Patterson refused to take any medications. She would knock her meals onto the floor when they were brought to her. Between these outbursts, Mrs. Patterson was able to calm down, sleeping for short periods of about 30 minutes at a time. However, at night, she could hardly sleep at all. Instead, she wandered around the hospital ward. She went into the rooms of other patients, waking them up, and sometimes even trying to get into their beds. On a number of occasions, she was found in her nightdress, trying to leave the hospital. However, the staff always stopped her and carefully escorted her back to her room.
Source: Based on Üstün et al., 1996.
.
(1) Hearing Versus ListeningDescribe how you learned how to .docxpoulterbarbara
(1) Hearing Versus Listening
Describe how you learned how to listen! Please use between 300-400 words to make a complete description of this learned behavior. Did you learn to listen properly? Do you still listen the same way that you were taught as a child? Why or why not?
“Doctor Aunt”
by Eden, Janine and Jim.
CC-BY
.
A mother takes her four-year-old to the pediatrician reporting she’s worried about the girl’s hearing. The doctor runs through a battery of tests, checks in the girl’s ears to be sure everything looks good, and makes notes in the child’s folder. Then, she takes the mother by the arm. They move together to the far end of the room, behind the girl. The doctor whispers in a low voice to the concerned parent: “Everything looks fine. But, she’s been through a lot of tests today. You might want to take her for ice cream after this as a reward.” The daughter jerks her head around, a huge grin on her face, “Oh, please, Mommy! I love ice cream!” The doctor, speaking now at a regular volume, reports, “As I said, I don’t think there’s any problem with her hearing, but she may not always be choosing to listen.”
Hearing
is something most everyone does without even trying. It is a physiological response to sound waves moving through the air at up to 760 miles per hour. First, we receive the sound in our ears. The wave of sound causes our eardrums to vibrate, which engages our brain to begin processing. The sound is then transformed into nerve impulses so that we can perceive the sound in our brains. Our auditory cortex recognizes a sound has been heard and begins to process the sound by matching it to previously encountered sounds in a process known as
auditory association
.
[1]
Hearing has kept our species alive for centuries. When you are asleep but wake in a panic having heard a noise downstairs, an age-old self-preservation response is kicking in. You were asleep. You weren’t listening for the noise—unless perhaps you are a parent of a teenager out past curfew—but you hear it. Hearing is unintentional, whereas
listening
(by contrast) requires you to pay conscious attention. Our bodies hear, but we need to employ intentional effort to actually listen.
“Hearing Mechanics”
by Zina Deretsky. Public domain.
We regularly engage in several different types of listening. When we are tuning our attention to a song we like, or a poetry reading, or actors in a play, or sitcom antics on television, we are listening for pleasure, also known as
appreciative listening
. When we are listening to a friend or family member, building our relationship with another through offering support and showing empathy for her feelings in the situation she is discussing, we are engaged in
relational listening
. Therapists, counselors, and conflict mediators are trained in another level known as
empathetic or therapeutic listening
. When we are at a political event, attending a debate, or enduring a salesperson touting the benefits of various br.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
From the textbook Called to Care Read the passage and answe.pdfinfo334223
From the textbook Called to Care. Read the passage and answer 1-6 questions.
Amy, a junior nursing student, was assigned to care for Flora, an eighty-fiveyear-old woman with
bilateral gangrene of the lower extremities secondary to diabetes mellitus. Flora's treatment
regimen included maggot therapy. She was on strict contact isolation due to methicillin resistant
staph aureus (MRSA). Amy came to clinical well prepared but with some obvious apprehension as
she began her day. She donned a gown, gloves and mask before entering Flora's room for an
initial nursing assessment. The usual morning care followed: breakfast, medication administration,
bathing and tedious dressing changes. Flora was hearing impaired, so Amy leaned close to her
and spoke clearly in her ear. Flora chewed her food slowly, but Amy very deliberately helped her
take each bite of breakfast, a process that took over thirty minutes. Flora was afraid and in pain,
so Amy touched her gently and combed her hair carefully, gave good skin care and held her hand.
Flora said she couldn't remember when her family last visited, so Amy read each of her greeting
cards to her and listened as Flora reminisced about family. Amy opened the curtains to let Flora
feel the warmth of the sun and see the activities outside her window.Flora was confused, due to
sleep deprivation, so Amy developed a plan for a soothing bedtime routine. When Flora refused to
take her medications, Amy 26 helped her with each pill, calling pharmacy to get liquid meds where
possible. Flora dreaded the painful dressing changes to her lower extremities, but Amy carefully
explained each step in the process and used strategies to minimize the pain Flora experienced.
When a wandering maggot escaped from under the edge of the dressing, Amy unobtrusively
removed it. Amy was weary as she came out of the room after morning care, sweat matting the
hair around her face as she sat down for the first time in two hours to do her charting. When her
instructor returned later, she found Amy back in isolation gear, sitting in Flora's room, holding her
hand. When her instructor asked Amy why she returned to Flora's bedside, she replied, "I saw
Jesus going back into that isolation room to bring comfort to a lonely woman, but I knew Flora
would not be able to see him, so I went instead." (Adapted from Carol Bence, "I Went
Instead,"Journal of Christian Nursing, spring 2003, pp. 4-5.) Discussion Questions 1. In what ways
does Amy's care for Flora illustrate the principles given in the Bible passages above? 2. How did
Amy's personal faith affect her nursing care? 3. What did Amy's care for Flora imply about the way
she viewed her patient? 4. How did Amy alter Flora's environment to enhance her care? What
seemed to enable Amy to endure the discomfort in her environment? 5. What seemed to be the
goal of Amy's care for Flora? How do you think she viewed health? 6. Describe one of your most
difficult patients. How could you apply similar approaches i.
Psych Week4 Study Questions Answer each question seperately in.docxleonorepour284
Psych Week4 Study Questions
Answer each question seperately in 130 words or more. Question pertain to psychology.
1. What biological, psychological, and social factors contribute to the development and maintenance of eating disorders? Provide examples
2. Examine the reasons that the DSM has changed over time to reflect sociocultural changes in sexual practices. Examine the concepts of voyeurism and exhibitionism as they are portrayed in the media.
3. Analyze brain impairments in adults.
4. Identify the underlying causal factors of the Paraphilias.
5. Read the case study: Delirium Following a Routine Operation below.
Discuss the case with respect to diathesis-stress. Discuss what other information is needed to understand this person.
(The diathesis stress model views psychological disease as the result of the interaction between a person's vulnerability for a disorder and stress. A susceptible individual may never manifest a mental illness until he encounters a type or degree of stress that is enough to trigger it. It seeks to explain how different people may respond differently to the same source of stress)
Delirium Following a Routine Operation
Mrs. Patterson was 75 years old when she was admitted to the hospital. A widow who lived alone, she had broken her leg, and she needed a routine operation. The operation was successful. However, shortly afterward, Mrs. Patterson began to show signs of confusion. She had problems with awareness and attention, and she had no idea of what had happened to her or why she was in the hospital. During the day, she seemed agitated and aimlessly wandered around. She was unable to focus enough to watch television or to read. She was also unable to recognize friends and relatives who came to visit her. On several occasions, nursing staff saw her staring at an imaginary spot on the ceiling of her room and having conversations with imaginary people. Mrs. Patterson refused to take any medications. She would knock her meals onto the floor when they were brought to her. Between these outbursts, Mrs. Patterson was able to calm down, sleeping for short periods of about 30 minutes at a time. However, at night, she could hardly sleep at all. Instead, she wandered around the hospital ward. She went into the rooms of other patients, waking them up, and sometimes even trying to get into their beds. On a number of occasions, she was found in her nightdress, trying to leave the hospital. However, the staff always stopped her and carefully escorted her back to her room.
Source: Based on Üstün et al., 1996.
.
(1) Hearing Versus ListeningDescribe how you learned how to .docxpoulterbarbara
(1) Hearing Versus Listening
Describe how you learned how to listen! Please use between 300-400 words to make a complete description of this learned behavior. Did you learn to listen properly? Do you still listen the same way that you were taught as a child? Why or why not?
“Doctor Aunt”
by Eden, Janine and Jim.
CC-BY
.
A mother takes her four-year-old to the pediatrician reporting she’s worried about the girl’s hearing. The doctor runs through a battery of tests, checks in the girl’s ears to be sure everything looks good, and makes notes in the child’s folder. Then, she takes the mother by the arm. They move together to the far end of the room, behind the girl. The doctor whispers in a low voice to the concerned parent: “Everything looks fine. But, she’s been through a lot of tests today. You might want to take her for ice cream after this as a reward.” The daughter jerks her head around, a huge grin on her face, “Oh, please, Mommy! I love ice cream!” The doctor, speaking now at a regular volume, reports, “As I said, I don’t think there’s any problem with her hearing, but she may not always be choosing to listen.”
Hearing
is something most everyone does without even trying. It is a physiological response to sound waves moving through the air at up to 760 miles per hour. First, we receive the sound in our ears. The wave of sound causes our eardrums to vibrate, which engages our brain to begin processing. The sound is then transformed into nerve impulses so that we can perceive the sound in our brains. Our auditory cortex recognizes a sound has been heard and begins to process the sound by matching it to previously encountered sounds in a process known as
auditory association
.
[1]
Hearing has kept our species alive for centuries. When you are asleep but wake in a panic having heard a noise downstairs, an age-old self-preservation response is kicking in. You were asleep. You weren’t listening for the noise—unless perhaps you are a parent of a teenager out past curfew—but you hear it. Hearing is unintentional, whereas
listening
(by contrast) requires you to pay conscious attention. Our bodies hear, but we need to employ intentional effort to actually listen.
“Hearing Mechanics”
by Zina Deretsky. Public domain.
We regularly engage in several different types of listening. When we are tuning our attention to a song we like, or a poetry reading, or actors in a play, or sitcom antics on television, we are listening for pleasure, also known as
appreciative listening
. When we are listening to a friend or family member, building our relationship with another through offering support and showing empathy for her feelings in the situation she is discussing, we are engaged in
relational listening
. Therapists, counselors, and conflict mediators are trained in another level known as
empathetic or therapeutic listening
. When we are at a political event, attending a debate, or enduring a salesperson touting the benefits of various br.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Culturally sensitive compassion, respect and acceptance".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Culturally sensitive compassion, respect and acceptance".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. 1. Gaining awareness of the national
and international legal aspects of
equality and discrimination,
guidelines, policies, best practice of
ageism.
4. Cultural aspects of safeguarding
and advocacy for older people
2. Learning to perform culturally
competent assessment of social care
needs of older people
3. Implementing person centred
culturally appropriate and
compassionate care
Module topics
Module 4:
CULTURAL
COMPETENCE
Summary
This module synthesizes and applies your learning from the previous three modules.
In particular this module aims to:
• Enhance your knowledge of principles of equality, non-discriminatory practice,
confidentiality and trustworthiness
• Discuss how to perform cultural competent assessment of patient’ needs
• Explain the importance of person centred culturally appropriate and
compassionate care
• Advocate for the patient’s human rights of older people including that of
safeguarding
There are four topics in this module:
Aims
Module topics
3. This topic aims to explain the importance
of person centred culturally appropriate
and compassionate care
Learning activities
1. Based on the knowledge you have gained so
far, define person centred care.
2. Upload your definition on the discussion
board.
3. Read at least 5 entries from your fellow
participants and provide feedback to a
minimum of 3 of them.
Module 4: CULTURAL
COMPETENCE
Topic 3
Person centered care
Day 3: Aim
Definition of person
centered care
Key elements of person
centered care
Case study
4. Learning activities
4. Read the article “What person-centred care
means” by the Royal College of Nursing (UK)
by clicking on this link https://rcni.com/hosted-
content/rcn/first-steps/what-person-centred-
care-means
5. Re-read Mrs Thompson’s case study. Based on
the information in the case study and the article
you have read, write a short essay (500 words)
on the key elements of person centred care.
Post this on the discussion board. Read as
many entries from your fellow participants as
you wish and provide feedback to 2-3 of them.
Module 4: CULTURAL
COMPETENCE
Topic 3
Person centered care
Day 3: Aim
Definition of person
centered care
Key elements of person
centered care
Case study
5. Case study:
Mrs Thomson is a 85 year old White English lady who is a retired school mistress. She moved to a large and busy care
home following a stroke. Her speech was not affected by the stroke, but she has some memory issues. Mrs Thomson
has a slight weakness on one side of her body and she uses a walking frame which provides stability when she is
moving.
Despite the use of a walking frame, yesterday evening she had a fall whilst on her own in her bedroom but she managed to
get up. However she did not make any of the health workers aware of this. In the past she always took pride in the fact
that she had been very independent and in control of her life. She now feels embarrassed about losing control and fears
her dignity will be compromised if she admits to this. The next day Mrs Thompson wakes up with some back and hip
pain which she hopes it will subsides once she is out of bed. However, due to the persistence of the pain, she has
reluctantly informed her care worker that she has pain in her hip and back and would like to see the doctor.
Mrs Agnieszka Safarova, the care worker assigned to Mrs Thompson, is a qualified nurse in her country, who has recently
moved to the UK. Agnieszka likes working with older people and as a qualified nurse in her own country, she feels well
able to conduct an assessment of Mrs Thompson after which she may or may not call the doctor. Agnieszka believes
that the aim of care for older people should be to keep them safe, clean and fed. She believes that ‘expensive’
interventions for old people should not be provided since they have lived a long life and most probably will not live much
longer even with the latest treatments.
Agnieszka begins her assessment without much explanation as to what she is doing, or explicit consent by Mrs Thompson
who shares a room with another lady. Mrs Thompson shows signs of discomfort when Agnieszka undresses her without
due concern of her privacy, but the signs are ignored by Agnieszka who also fails to answer any of Mrs Thomson’s
questions.
When she finishes her assessment Agnieszka concludes that apart from a small bruise, there is nothing wrong with Mrs
Thompson who, in her opinion, is merely asking for attention. She gives Mrs Thompson a pain killing tablet and
reassures her there is nothing to worry about. She reports her actions to the care home manager and enters a brief note
in Mrs Thompson’s records.
Later in the afternoon, Mrs Thompson reports that her pain is getting worse and she requests again to see a doctor.
Agnieszka, informs the manager who calls the locum doctor, who arrives 20 minutes later.
Mrs Thompson tries to explain how she feels to the doctor but Agnieszka takes over, indicating to Mrs Thompson to be silent
as the doctor “knows what he is doing”. The doctor decides that Mrs Thompson needs an X-Ray to exclude any
fractures. Arrangements are made and Mrs Thompson is accompanied to the hospital by another care worker as
Agnieszka goes off duty. This care worker, is aware that Agnieszka often ignores the residents but she believes this is
because she is always very busy and has no time to listen to them. In this instance, although she was aware and a little
concerned about what was going on with Mrs Thompson, she chose not to intervene or say anything to her colleague or
the manager.
Following the X-Ray, it is discovered that Mrs Thompson has a hip fracture and is kept in hospital for treatment.