Mrs. Smith was a 73-year-old widow who lived alone with no significa.docx
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Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings. The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone. Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to ot.
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Mrs. Smith was a 73-year-old widow who lived alone with no significa.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to .
CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone w.docx
CASE STUDY
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to p.
CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone wi.docx
CASE STUDY
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to .
Based on this case study, consider to answer the questions that are .docx
Based on this case study, consider to answer the questions that are at the end.
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice cari.
Mrs. Smith was a 73-year-old widow who lived alone with no sig.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to ot.
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
Analysis Of Nursing Metaparadigm
The document discusses the nursing metaparadigm and its key components of person, environment, health, and nursing. It analyzes how the concepts of environment and time impact patient outcomes, specifically for patients experiencing acute ischemic strokes. Effective treatment is shown to depend on timely administration of intravenous thrombolytic medications within a suitable environment. The nursing metaparadigm concepts must be considered to provide effective treatment that is greatly affected by various environmental determinants and the context of patients' everyday experiences.
Myra LevineGrand Nursing Theory Based on Interactive Process.docx
Myra Levine
Grand Nursing Theory Based on Interactive Process
Biography — Early & Family Life
Myra Levine was born in 1920 in Chicago, IL (“Myra Estrin Levine,” 2016)
First of three children
Her father’s “persistent gastrointestinal illness” sparked her interest in pursuing a career in nursing
Myra Levine died on March 20, 1996, at age 75
(Gonzalo, 2019)
Biography — Education
Graduated from Cook County School of Nursing
Obtained BSN from the University of Chicago in 1944
Obtained MSN from Wayne State University in Detroit in 1962
Earned honorary doctorate from Loyola University in 1992
(“Myra Estrin Levine,” 2016)
Biography — Nursing Career
Oncology nurse at Gardiner General Hospital in Chicago
Became Director of Nursing Drexel Home in Chicago
Clinical instructor at Bryan Memorial Hospital in Lincoln, NE (“Myra Estrin Levine,” 2016)
Surgical supervisor at the University of Chicago and Henry Ford Hospital in Detroit (Gonzalo, 2019)
Chairperson of clinical nursing at Cook County School of Nursing (“Myra Estrin Levine,” 2016)
Chronological order
Biography — Publications, Awards, & Honors
Works: “The Pursuit of Wholeness,” “For Lack of Love Alone,” “Adaptation and Assessment: A Rationale for Nursing Intervention,” “The Four Conservation Principles of Nursing,” & “Introduction to Clinical Nursing”
Charter fellow of the American Academy of Nursing in 1973
Honorary recognition from the Illinois Nurses’ Association
Member of Sigma Theta Tau at Alpha Beta Chapter
Elected fellow in the Institute of Medicine of Chicago
First recipient of the Elizabeth Russel Belford Award for excellence in teaching from Sigma Theta Tau in 1977
(Gonzalo, 2019)
Best known for “The Four Conservation Principles of Nursing,” the others were preliminary works
She never planned on developing a nursing theory, she worked as a consultant for different hospitals and nursing schools and came up with an organizational structure for teaching med-surg nursing which was the basis for theory development
Philosophical Underpinnings
Understanding the era in which Myra Levine matured helps give background to her theory
Healthcare was based on authoritarianism and physician decisions were not questioned
Nurses were taskers, operating without a scientific origin
(Toon, 2014)
-In noting pioneers in nursing, it is suitable to recall the era in which theorists such as Myra Levine matured. In Levine’s case it is helpful to recall the era in sociological terms, cultural terms and recall the available technology and the discipline of medicine and how nurses ‘fit’ at the time. The environment of her maturation and development became the underpinning of her career and her Theory of Conservation for Nursing.
-nurses were primarily seen as the ‘handmaidens’ of doctors; neither patients nor nurses were anticipated to que ...
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Mrs. Smith was a 73-year-old widow who lived alone with no significa.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to .
CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone w.docx
CASE STUDY
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to p.
CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone wi.docx
CASE STUDY
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to .
Based on this case study, consider to answer the questions that are .docx
Based on this case study, consider to answer the questions that are at the end.
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice cari.
Mrs. Smith was a 73-year-old widow who lived alone with no sig.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to ot.
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
Analysis Of Nursing Metaparadigm
The document discusses the nursing metaparadigm and its key components of person, environment, health, and nursing. It analyzes how the concepts of environment and time impact patient outcomes, specifically for patients experiencing acute ischemic strokes. Effective treatment is shown to depend on timely administration of intravenous thrombolytic medications within a suitable environment. The nursing metaparadigm concepts must be considered to provide effective treatment that is greatly affected by various environmental determinants and the context of patients' everyday experiences.
Myra LevineGrand Nursing Theory Based on Interactive Process.docx
Myra Levine
Grand Nursing Theory Based on Interactive Process
Biography — Early & Family Life
Myra Levine was born in 1920 in Chicago, IL (“Myra Estrin Levine,” 2016)
First of three children
Her father’s “persistent gastrointestinal illness” sparked her interest in pursuing a career in nursing
Myra Levine died on March 20, 1996, at age 75
(Gonzalo, 2019)
Biography — Education
Graduated from Cook County School of Nursing
Obtained BSN from the University of Chicago in 1944
Obtained MSN from Wayne State University in Detroit in 1962
Earned honorary doctorate from Loyola University in 1992
(“Myra Estrin Levine,” 2016)
Biography — Nursing Career
Oncology nurse at Gardiner General Hospital in Chicago
Became Director of Nursing Drexel Home in Chicago
Clinical instructor at Bryan Memorial Hospital in Lincoln, NE (“Myra Estrin Levine,” 2016)
Surgical supervisor at the University of Chicago and Henry Ford Hospital in Detroit (Gonzalo, 2019)
Chairperson of clinical nursing at Cook County School of Nursing (“Myra Estrin Levine,” 2016)
Chronological order
Biography — Publications, Awards, & Honors
Works: “The Pursuit of Wholeness,” “For Lack of Love Alone,” “Adaptation and Assessment: A Rationale for Nursing Intervention,” “The Four Conservation Principles of Nursing,” & “Introduction to Clinical Nursing”
Charter fellow of the American Academy of Nursing in 1973
Honorary recognition from the Illinois Nurses’ Association
Member of Sigma Theta Tau at Alpha Beta Chapter
Elected fellow in the Institute of Medicine of Chicago
First recipient of the Elizabeth Russel Belford Award for excellence in teaching from Sigma Theta Tau in 1977
(Gonzalo, 2019)
Best known for “The Four Conservation Principles of Nursing,” the others were preliminary works
She never planned on developing a nursing theory, she worked as a consultant for different hospitals and nursing schools and came up with an organizational structure for teaching med-surg nursing which was the basis for theory development
Philosophical Underpinnings
Understanding the era in which Myra Levine matured helps give background to her theory
Healthcare was based on authoritarianism and physician decisions were not questioned
Nurses were taskers, operating without a scientific origin
(Toon, 2014)
-In noting pioneers in nursing, it is suitable to recall the era in which theorists such as Myra Levine matured. In Levine’s case it is helpful to recall the era in sociological terms, cultural terms and recall the available technology and the discipline of medicine and how nurses ‘fit’ at the time. The environment of her maturation and development became the underpinning of her career and her Theory of Conservation for Nursing.
-nurses were primarily seen as the ‘handmaidens’ of doctors; neither patients nor nurses were anticipated to que ...
189JOURNAL OF TRANSCULTURAL NURSING JULY 2002Leininger .docx
189
JOURNAL OF TRANSCULTURAL NURSING / JULY 2002Leininger / CULTURE CARE THEORY
Culture Care Theory: A Major Contribution
to Advance Transcultural Nursing
Knowledge and Practices
MADELEINE LEININGER, PhD, LHD, DS, CTN, FAAN, FRCNA
This article is focused on the major features of the Culture
Care Diversity and Universality theory as a central contrib-
uting theory to advance transcultural nursing knowledge and
to use the findings in teaching, research, practice, and consul-
tation. It remains one of the oldest, most holistic, and most
comprehensive theories to generate knowledge of diverse and
similar cultures worldwide. The theory has been a powerful
means to discover largely unknown knowledge in nursing and
the health fields. It provides a new mode to assure culturally
competent, safe, and congruent transcultural nursing care.
The purpose, goal, assumptive premises, ethnonursing
research method, criteria, and some findings are highlighted.
This article is focused on the 2001 Pittsburgh Precon-
ference theme “Major Contributions of Book Authors to
Transcultural Nursing Knowledge and Practices.” As the
founder of the discipline and author of 28 books and 220 pub-
lished articles, I hold that my Culture Care Diversity and Uni-
versality theory has made a significant contribution to estab-
lish and advance transcultural nursing research knowledge
and practice since the mid-1950s. This article is a brief synop-
sis of culture care theory with its unique features and major
contributions to support transcultural nursing as a discipline
and practice field.
In establishing this new discipline, different lines of think-
ing and practice were essential. It necessitated futuristic
vision, risk taking, commitment, patience, and leadership to
challenge many traditional nursing ideas and practices.
Unquestionably new knowledge and practices were essential
for nurses to function in a rapidly changing multicultural
world. Substantive theory-based research knowledge was
greatly needed with a global and comparative focus to care for
people of diverse cultures. Culturally based care knowledge
was the major missing area in nursing in the mid-20th century
and still is in some places in the world. I coined the construct
of culturally congruent care, which is the central goal of the
theory.
In my first two books,Nursing and Anthropology(1970)
and Transcultural Nursing: Concepts, Theories, Research,
and Practice(1978), the nature, rationale, need, and theoreti-
cal base were given to establish transcultural nursing. Nurses
needed in-depth knowledge of cultures with an anthropologi-
cal view and in-depth, culturally based care phenomena. I
held that care was the essence of nursing and had meaning
within cultural contexts. Care was not fully known and valued
in nursing, and so it was a challenge to get nurses interested in
the Culture Care theory in the 1950s and 1960s as the medical
mind-body treatments and symptoms held nurses’ interests
and practices (Leini ...
Nursing Metaparadigm Paper
The document discusses nursing metaparadigms and Betty Neuman's Systems Model. It describes Neuman's concepts of the person, environment, health, and nursing. It explains how Neuman sees the client as an open system that interacts with inputs, processes, outputs, and feedback. The document also provides an example of how Neuman's model can be applied to care for a newborn with a congenital heart defect through various levels of prevention.
Wgu Rtt1 Task 2
This document discusses the personal philosophy of nursing of the author. It begins by defining key concepts in nursing such as the person, environment, health, and the nursing profession. The author then discusses how their values of caring for those in need led them to choose nursing as a career. The document focuses on how the author's personal philosophy will guide their nursing practice and help provide high quality, compassionate care for patients. The philosophy is intended to be both a career guide and way to improve nursing practice.
Concept Synthesis Paper on Personal Nursing Philosop.docx
Concept Synthesis Paper on Personal Nursing Philosophy
Ancelle Jackson
South University
Advanced Theoretical Perspectives for Nursing
NSG5002 S09
Dr. Susan Stear
Running head: CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
Concept Synthesis Paper on Personal Nursing Philosophy
The purpose of this paper is to identify, describe, and apply the concepts that underlie my personal nursing philosophy. I will give a brief overview of my nursing background, identify and describe the four metaparadigms of nursing, provide two other practice specific concepts that apply to my practice, and include a numbered list of five propositions that apply to those concepts.
Nursing Autobiography
When I was little, I dreamed of becoming a flight attendant, a lawyer, an architect, and a doctor. I never saw myself become a nurse someday. I must admit that my only motivation for pursuing a nursing degree in college was to get to the United States and make good money. But I didn't think that I would someday love the profession I never even imagined doing. It is for this reason that I believe that nursing is a calling. Being a nurse has its bittersweet moments and surely takes a lot of compassion, patience, empathy, and strength. While it's true that the long hour shifts can be physically exhausting, it's witnessing the most devastating situations in life that make this profession very challenging. On the contrary, our ability to heal, save lives, and make a difference in our patients' lives and their families, truly is very rewarding and incomparable to nothing. Being a nurse for almost five years has opened my eyes and changed my views about life and all other things. I first started working on a Telemetry/Neuro floor for about a year and a half before I decided to venture out and ended up working in an extremely busy ER in downtown Jacksonville, FL. I worked there for two years, and though it was a highly stressful environment, I enjoyed almost every minute of it. The ER has the kind of culture that is fast-paced, task-oriented, informative, and team driven. Having passed my certification in emergency nursing (CEN) recently, I can say that my knowledge base, assessment, and critical thinking skills, which I often use to guide me in my clinical decision making, have significantly improved since I became an ER nurse. It has molded me into a strong, hard-working, and competent nurse that I am today.
The Four Metaparadigms of Nursing
A metaparadigm is referred to as the global concepts and propositions that define a particular discipline and describes their distinction from other professions (Fawcett, 2000, p. 4). It consists of four stipulations: (1) a domain different from other disciplines, (2) all phenomena of interest to the discipline (3) a neutral perspective, and (4) a scope that’s international in nature
(Fawcett, 1996, p. 94). In nursing, there are four common interconnected basic concepts that include patient, ...
borrowed theory.pdf
This document discusses applying borrowed theory to address an ethical dilemma identified in previous nursing assignments. It describes Afaf Meleis' transitions theory as a middle-range theory that could be applied. Transitions theory focuses on how people experience changes that affect well-being, such as developmental transitions like aging and death. The document then discusses how a borrowed theory, such as family systems theory, could provide additional insights. It reviews the origins and previous applications of transitions theory before discussing how both theories integrated could provide the most appropriate solution to the identified ethical dilemma.
Nursing Metaparadigm Essay
The document discusses the nursing metaparadigm and several nursing theories. It begins by explaining the four concepts of the nursing metaparadigm: person, health, environment, and nursing. It then discusses Jean Watson's Theory of Human Caring, which focuses on transpersonal caring relationships and the holistic nature of healing. The document also explains how the author's phenomenon of interest regarding newborn screening for critical congenital heart defects relates to the nursing metaparadigm and can be understood within the frameworks of Neuman's systems model and the UCSF symptom management model.
THEORETICAL FOUNDATIONS OF NURSING.pdf
Fundamentals of Nursing
Definition of Theory
Components of Theory
Phenomenon
Concepts
The Domain of Nursing
Evolution of Nursing Theory
Goals of Theoretical Nursing Models
Types of Theory
Overview Of Select Shared Theories
Overview Of Select Grand and Middle-Range Nursing Theories
Link Between Theory and Knowledge Development in Nursing
Relationship Between Nursing Theory and Nursing Research
Theory Generating Research
Theory Testing Research
Leadership and Nursing Roles HW.pdf
This document describes the McDowell-Williams Caring Leadership Model, which combines Jean Watson's caring theory and Kouzes and Posner's leadership theory. The model provides guidance for nurses to implement caring behaviors and leadership skills. It has been used at Wake Forest University Baptist Medical Center to develop nurse leaders and create a caring culture. The model emphasizes core values like kindness, hope, wisdom, respect and trust. Implementing the model can help address issues like burnout and nurse shortages by developing courageous leaders focused on caring for patients, staff and oneself.
Chapter 14 Self-care deficit theory of nursingVioleta A. Be
Chapter 14: Self-care deficit theory of nursing
Violeta A. Berbiglia, Barbara Banfield*
PowerPoit by Dr. Sergio Osegueda
Dorothea E. Orem (1914–2007)
“Nursing is practical endeavor, but it is practical endeavor engaged in by persons who have specialized theoretic nursing knowledge with developed capabilities to put this knowledge to work in concrete situations of nursing practice.” (Orem, 2001)
Credentials and background of the theorist
Dorothea Elizabeth Orem was born in Baltimore, Maryland, in 1914.
She began her nursing career at Providence Hospital School of Nursing in Washington, DC, where she received a diploma of nursing in the early 1930s.
Orem received a bachelor of science degree in Nursing Education from Catholic University of America (CUA) in 1939, and she received a master’s of science degree in Nursing Education from the same university in 1946.
Background
Orem’s early nursing experiences included operating room nursing, private duty nursing (home and hospital), hospital staff nursing on pediatric and adult medical and surgical units, evening supervisor in the emergency room, and biological science teaching.
Orem held the directorship of both the nursing school and the Department of Nursing at Providence Hospital, Detroit, from 1940 to 1949. After leaving Detroit, she spent 8 years (1949–1957) in Indiana working at the Division of Hospital and Institutional Services of the Indiana State Board of Health.
In 1957, Orem moved to Washington, DC, to take a position at the Office of Education, U.S. Department of Health, Education, and Welfare, as a curriculum consultant. From 1958 to 1960, she worked on a project to upgrade practical nurse training.
That project stimulated a need to address the question: What is the subject matter of nursing? As a result, Guides for Developing Curricula for the Education of Practical Nurses was developed (Orem, 1959).
Background
In 1970, Orem left CUA and began her consulting firm. Orem’s first published book was Nursing: Concepts of Practice (Orem, 1971).
She was editor for the NDCG as they prepared and later revised Concept Formalization in Nursing: Process and Product (NDCG, 1973, 1979).
In 2004 a reprint of the second edition was produced and distributed by the International Orem Society for Nursing Science and Scholarship (IOS). Subsequent editions of Nursing: Concepts of Practice were published in 1980, 1985, 1991, 1995, and 2001. Orem retired in 1984 and continued developing the self-care deficit nursing theory (SCDNT).
Background
Georgetown University conferred the honorary degree of Doctor of Science on Orem in 1976.
She received the CUA Alumni Association Award for Nursing Theory in 1980.
Other honors included Honorary Doctor of Science, Incarnate Word College, 1980; Doctor of Humane Letters, Illinois Wesleyan University, 1988; Linda Richards Award, National League for Nursing, 1991; and Honorary Fellow of the American Academy of Nursing, 1992.
She was awa ...
jean watson
Jean Watson developed the Theory of Human Caring between 1975-1979 to bring focus to nursing as a distinct profession. The theory examines the relatedness of all things and blends sciences and humanities. It has three main elements: Carative Factors/Caritas Processes which guide nursing's core, the caring relationship, and caring occasions. The 10 Carative Factors became the 10 Caritas Processes which allow the intersection of personal and professional care. Watson views people as complex holistic beings impacted by their environment. Nursing is a human science of caring for people's health experiences through caring relationships, and occurs through authentic presence during caring events.
Brief background of Martha E.RogersMartha Elizabeth Rogers (.docx
Brief background of Martha E.Rogers
Martha Elizabeth Rogers (May 12, 1914 – March 13, 1994) was an American nurse, she was born in Dallas, Texas the oldest of four children
Martha E. Rogers, one of nursing’s foremost scientists
she completed her BS in public health nursing at George Peabody College 1937.
She earning both a master’s of public health and a doctor of science degree from Johns Hopkins University in Baltimore, Maryland.
After graduation from Johns Hopkins, Rogers was appointed head of the Division of Nursing at New York University
Socio Political context during the time the theory was formulated
Martha Rogers' development of the Science of Unitary Human Beings has become an influential nursing theory in the United States.
When first introduced it was considered radical, and difficult to understand, also it considered profound and was too ambitious but now is simply thought to be ahead of its time.
This conceptual framework has greatly influenced all facets of nursing by offering an alternative to traditional approaches of nursing.
THEORY DESCRIPTION
(1.1.1) Theory assumptions
The assumptions of Rogers’ Theory of Unitary Human Beings are as follows:
(1) Man is a unified whole possessing his own integrity and manifesting characteristics that are more than and different from the sum of his parts.
(2) Man and environment are continuously exchanging matter and energy with one another.
(3) The life process evolves irreversibly and unidirectionally along the space-time continuum.
(4) Pattern and organization identify the man and reflect his innovative wholeness. And lastly,
(5) Man is characterized by the capacity for abstraction and imagery, language and thought sensation and emotion.
(1.1) Structural Components
(1.1) Structural Component (continued)
(1.1.2) Concepts
The following are the major concepts and metaparadigm of Martha Rogers’ nursing theory:
A- Human-unitary human beings
A person is defined as an indivisible, pan-dimensional energy field identified by a pattern, and manifesting characteristics specific to the whole, and that can’t be predicted from knowledge of the parts. A person is also a unified whole, having its own distinct characteristics that can’t be viewed by looking at, describing, or summarizing the parts.
(1.1) Structural Component (continued)
(1.1.2) Concepts
B-Health
Rogers defines health as an expression of the life process.
It is the characteristics and behavior coming from the mutual, simultaneous interaction of the human and environmental fields, and health and illness are part of the same continuum.
The multiple events occurring during the life process show the extent to which a person is achieving his or her maximum health potential.
The events vary in their expressions from greatest health to those conditions that are incompatible with the maintaining life process.
(1.1) Structural Component (continued)
(1.1.2) Concepts
C-Nursing
It is the study of unitary, irreducible, in.
Leiniger
Madeleine Leininger was a pioneer in the field of transcultural nursing. She developed the Culture Care Diversity and Universality Theory in the 1950s-1960s to guide nursing care that is culturally congruent. The theory focuses on understanding care from an emic (insider) perspective to reduce conflicts between professional care and cultural values. Leininger established the first transcultural nursing program and organizations like the Transcultural Nursing Society to advance research and education in this area. She developed methods like the Sunrise Enabler model to systematically assess culture and its influence on health, illness, and caring practices.
Comfort theory
Dr. Katherine Kolcaba developed the Comfort Theory, which defines comfort as the immediate experience of having needs met for relief, ease, and transcendence in four contexts: physical, psychospiritual, sociocultural, and environmental. The theory proposes that when nursing effectively addresses a patient's comfort needs through tailored interventions, it can lead to improved health outcomes, satisfaction, and institutional viability. Kolcaba's Comfort Theory provides a holistic framework for understanding patient needs and guiding nursing practice, education, and research.
Theory of transpersonal caring (jean watson )...
Jean Watson was a nurse scholar known for developing the Theory of Human Caring. She received several academic degrees including a PhD in nursing. Watson authored numerous books that outlined her theory, which focuses on caring as central to nursing. The theory proposes 10 carative factors that guide nurses to address patient's psychosocial needs through compassionate care. A core concept is the transpersonal caring relationship between nurse and patient. Critics note the theory may be difficult to apply in modern hospital settings with short patient stays. However, Watson's work emphasizes the humanistic aspects of nursing care.
My country UAE No reflection UAE relies heavily on the busin.docx
My country UAE No reflection
UAE relies heavily on the business of oil and tourism; they are providing 5.8 percent of the oil to other countries in the world. Saudi Arabia is the biggest provider and seller of oil in the world. UAE is earning money by transportation and tourism, the pandemic has a drastic effect on the economy already and the transportation is ban as there are many cases in UAE, the country earned 19.5 $ billion in 2019 by air transportation and it is around 5% percent of GDP last year. It is expected that the UAE GDP will reduce to 2.5 % this year. It is noted that the Dubai Financial Market (DFM) index is reduced to 2.36 percent (40.79 points) to 1,682.08, while the Abu Dhabi Securities Exchange (ADX) dropped 2.18 percent to 3,676.46 points. "The government is making plans to announce financial support and the firms have a chance to receive additional debts.
The import and export figures of Gold are very important for UAE because UAE is the major country to import the unwrought gold and they export it in semi-worked and jewelry form that is 25 percent of their total export. The import and export can affect the economy as there is no trade going on in the world, India is on top to purchase the Gold from UAE. If the Gold prices push higher and the rupee falls the major threat is that Indian migrant workers would stop investing in the business. They are many in numbers and if they would send their money to home instead of investing it will reduce the import and export.
The Oil prices are dropping and the import and export reduction can result in dropping the currency value of UAE, they are earning money by tourism and air transport the pandemic already reduces the activities so there are many chances that the currency of UAE would badly fall if they would not control the pandemic on time. Tourism and Air transport is a total of 11 % of the total GDP of the UAE, it can drastically fall. The companies and banking sector are already affected so there are many chances the currency may lose its value. UAE have to reduce their tourism and air transport prices to overcome such issues in time.
Measures
UAE has to take serious steps to overcome such issues, the biggest issue can be unemployment because of a reduction in trade and tourism. The UAE government should focus on making plans to help needy people and employers who lost their jobs, the countries like the USA and Denmark are creating a trillion dollars budget for the people who lost their jobs. UAE has the most job holders are from India and Pakistan if they delay the budget plan the companies can be turned off eventually.
To overcome the pandemic and economic issues, they must focus on giving people relief so they can again in UAE for its prosperity. The banking sector must give the companies relief packages for loan repayment and they must give them additional packages to employers and companies to overcome financial issues. Top companies in the UAE must receive additio.
My degree is an EDD in Performance Improvement Leadership .docx
My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
My name is Rachael Bamgboye. I am from African - Nigeria to be p.docx
My name is Rachael Bamgboye. I am from African - Nigeria to be precise. I am a wife and a mother of three beautiful children. I just completed my associate degree at Community College of Baltimore County. I am transferring to Stratford University in order to pursue my goal of becoming a registered nurse and will be transferring into Nursing by next term.
I believe I am a responsible and hard-working student who gets things done as at when due. I am an introvert but admire those that are extrovert, therefore, I am not very sociable. I love meeting new interesting individuals. People around me say I am easy going, loving and caring which is one of the reasons I want to pursue a degree in Nursing. I love caring for people and showing them love. I currently work as a care giver because I am passionate about caring for people.
Ethics is a principle that governs a person or people’s behavior. The definition of ethics may differ from person to person. For example, some people believe telling lies is good if it is safe to do so while some believe no matter how safe or severe a lie is, it is not good and is a sin. To my knowledge, I believe you address people the way you want to be addressed and never to look down on people, irrespective of their appearances or statuses.
My personal ethics are dignity, respect, loyalty, care and openness. I put all these values into consideration when making decisions. My personal experience with ethic was when I made an important decision as the leader of the ushering department in my church. Making this decision was not easy but I was careful and compassionate because I did not want to hurt anyone or make anyone feel bad. However, at the same time, I did not want to be biased. I respected and appreciated everyone’s views, and I tried to pass my message in a very polite way just like the way I would like to be approached
I am looking forward towards having a great term. Wishing everyone best of luck.
.
Must use the required Template below. No attachments. Do a copy.docx
Must use the
required
Template below. *No attachments. Do a copy and paste here in the submission area.
Overview
: Almost every day during the last few weeks, President Trump's Coronavirus Task Force has done a press briefing.
Watch
ONE specific press briefing
. You can view it in real time on TV or see it online.
Your focus will
ONLY
be on President Trump's
one-on-one
interaction with one or two
reporters
.
The interactions are at the end of each press briefing (can just google Trump coronavirus virus task force press briefings)
For this assignment: Fill in each section in the template below.
----------------------------------------
TEMPLATE: (REQUIRED) [Use the Required Sections and Labels (labels are highlighted in GREEN).
Example:
Section 2: Introduction, or Section 3 Application: *CHAPTER 4 APPLICATION, and *CHAPTER 5 APPLICATION.
Put your content right after each Section+ Label.
Section 1:
(5 pts)
Date of Trump's coronavirus task force press briefing
Section 2: Introduction:
(5 pts) Briefly describe the briefing, such as who was there and one of the important pieces of information that was provided in the briefing. Only one or two sentences.
Section 3: Application:
(5 pts for this label)
See below for how to organize your response in this section. Do it exactly like that using the
numbers and labels
. Put your response to each item right next to it.
================
CHAPTER 4 APPLICATION
(5 pts for this label)
Chapter 4
talks about nonverbal communication.
(5 pts)
Define
the term "nonverbal communication" as stated in the textbook._________
(5 pts)
NAME
ONE type
of nonverbal communication stated in the textbook_
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #2________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #2.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #2) during his interaction with one or more reporters.
Be specific and provide details.
What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (stated #2)?
(5 pts)
Why
do you think Trump used this type of nonverbal communication?
=========
(5 pts)
NAME a
DIFFERENT type
of nonverbal communication stated in the textbook (different from the one you discussed in the previous section)______________
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #7________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #7.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #7) during his interaction with one or more reporters.
Be specific and provide details
. What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (st.
My company is AmazonA software engineer designs, develop, te.docx
My company is Amazon
A software engineer designs, develop, tests, and evaluates the software and the systems that allow computers to execute their applications.
Take
on the role of Software Engineer for the organization you selected in Week 1.
Use
the
technical guide template
to create a 3- to 4-page Secure Staging Environment Design and Coding Technique Standards Technical Guide for the organization you chose.
Research
and
include
the following:
Design a secure staging environment for your organization
Diagram your staging environment
Include descriptions for each object in your environment
Create a secure coding technique/quality and testing standard for your organization covering the following secure coding techniques:
Proper error handling
Proper input validation
Normalization
Stored procedures
Code signing
Encryption
Obfuscation/camouflage
Code reuse/dead code
Server-side vs. client-side execution and validation
Memory management
Use of third-party libraries and ADKs
Data exposure
Code quality and testing
Automation
Static code analyzers
Dynamic analysis (e.g. fuzzing)
Stress testing
Sandboxing
Model verification
.
My name is Hassan Almahdi. I was born and raised in a city in Saudi .docx
My name is Hassan Almahdi. I was born and raised in a city in Saudi Arabia called Safwa. My father was the first person who motivated me to start a degree in engineering because he worked with Aramco Oil Company as an operator in their refineries. After finishing high school. I went to study Instrumentation and control engineering technology at Jubail industrial college. After I graduated and received my associate diploma, I Sought to start a Co-op in the Farabi petrochemical company, where I worked as an instrumentation technician in preventive maintenance. I spent four months in the company, and I got familiar with the work environment and the impact of the pollution that the company produced. Therefore, I decided to gain more knowledge by learning several methods, that might help the environment and reduce pollution. Therefore, I went to Gorge Brown College in Toronto, Canada to improve my oral English, while I was there I got introduced to a Volunteering Program where I became a volunteer Captin for the college I Was in. Also, I got certified to volunteer by Toronto city Hall where events like Nuit Blanche, and Toronto Open Doors...etc which have happened in the time I was there. After spending six months in Canada, I moved to St. Mary's University in San Antonio Texas. where I to started my Bachelor of Science in Electrical engineering. I got familiar with alternative energy resources. Also, how the science of engineering could replace the Gas and Oil industries. where gas and oil are the main sources of environmental air pollutions. Moreover, I learned about the evolution of Electric Vehicles and the replacement of gas engined cars. Where some scientists predict fully transition by 2030. The two years that I spent at St. Mary University before I transfer to the University of Tennessee at Chattanooga, have shaped my character because of the number of leadership programs that I have attended. At UT of Chattanooga, I decided to choose the focus on the power system, where my studies focused more on subsystems and protective relaying. Even though, my focus was on the power system but, I took some classes in control and communication to expand my knowledge. After and before I graduate, I applied to too many graduate programs for masters and Ph.D.'s in different universities. But my main plan was to get accepted into the University of Michigan at Dearborn because of the campus diversity and it is ranked number 31 in Regional Universities Midwest 2021. I plan to start focusing my research on embedded systems or electric vehicles or control systems.
.
My last name starts with an M DirectionsBased on the firs.docx
My last name starts with an: M
Directions
Based on the first letter of your last name, find your assigned child welfare role from the list below.
Assume that you are part of a wrap-around services team.
For example: If your last name is Ford, your assigned special population would be Addiction Specialist.
Last name (A–F) = Addiction Specialist
Last name (G–L) = Child Protection Investigator
Last name (M–R) = Homelessness Specialist
Last name (S–Z) = Foster Care Social Worker
This case study will allow you to apply the information that you have learned to a case study. Review the case study, keeping in mind your child welfare role. After reviewing your textbook and resources, answer the case questions in the discussion board.
Case Study Scenario
Marie, a 67-year-old grandmother, is fostering her 14-year-old granddaughter, Audrey. Marie wants to help Audrey and is even thinking about adopting her.
Marie has just learned that Audrey witnessed her father’s death from a heroin overdose. She has seen her mother overdose several times.
Because of her parents’ addiction, Audrey and her mother were homeless and were found living under a bridge.
Audrey’s mother, Elaine, demanded that Audrey panhandle for money, which she used to buy more drugs.
Elaine is trying to kick her habit and is accepted in a residential facility for long-term addiction treatment, instead of a short-term detox center, in the hopes that she can get Audrey back.
Audrey also dug through dumpsters to find enough food for herself and her mother. Despite being destitute, Audrey is terrified to leave her mother, for fear she will die as her father did.
After Elaine’s last overdose, Audrey was removed from her mother’s care and placed with her grandmother, who is estranged from Elaine.
Audrey is acutely malnourished and thin; while she denies using drugs, there are some apparent tracks on her arms.
Since moving in with Marie, she has been hoarding food and wants to sleep on the floor instead of the bed. There is also evidence that Audrey has been cutting herself.
Case Questions
to answer
based upon your role:
Explain how you will prepare Marie to care for Audrey as a foster parent.
What should Marie know about the impact of Audrey’s experiences?
What services or resources will Audrey need?
Would you advise Marie against adopting Audrey, given that Elaine wants to get clean?
.
My Bondage andMy FreedomByFrederick DouglasA Penn .docx
My Bondage and
My Freedom
By
Frederick Douglas
A Penn State Electronic Classics Series Publication
My Bondage and My Freedom by Frederick Douglas is a publication of the Pennsylvania
State University. This Portable Document file is furnished free and without any charge of
any kind. Any person using this document file, for any purpose, and in any way does so at
his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Faculty Edi-
tor, nor anyone associated with the Pennsylvania State University assumes any responsi-
bility for the material contained within the document or for the file as an electronic trans-
mission, in any way.
My Bondage and My Freedom by Frederick Douglas, the Pennsylvania State University,
Electronic Classics Series, Jim Manis, Faculty Editor, Hazleton, PA 18201-1291 is a Por-
table Document File produced as part of an ongoing student publication project to bring
classical works of literature, in English, to free and easy access of those wishing to make
use of them.
Cover Design: Jim Manis
Copyright © 2004 The Pennsylvania State University
The Pennsylvania State University is an equal opportunity university.
3
Frederick Douglas
My Bondage and
My Freedom
By
Frederick Douglas
By a principle essential to Christianity, a PERSON is eternally
differenced from a THING; so that the idea of a HUMAN
BEING, necessarily excludes the idea of PROPERTY IN THAT
BEING.
—Coleridge
Entered according to Act of Congress in 1855 by Frederick
Douglass in the Clerk’s Office of the District Court of the
Northern District of New York
TO HONORABLE GERRIT SMITH, AS A SLIGHT
TOKEN OF ESTEEM FOR HIS CHARACTER, ADMI-
RATION FOR HIS GENIUS AND BENEVOLENCE,
AFFECTION FOR HIS PERSON, AND GRATITUDE
FOR HIS FRIENDSHIP, AND AS A Small but most Sin-
cere Acknowledgement of HIS PRE-EMINENT SERVICES
IN BEHALF OF THE RIGHTS AND LIBERTIES OF
AN AFFLICTED, DESPISED AND DEEPLY OUT-
RAGED PEOPLE, BY RANKING SLAVERY WITH PI-
RACY AND MURDER, AND BY DENYING IT EITHER
A LEGAL OR CONSTITUTIONAL EXISTENCE, This
Volume is Respectfully Dedicated, BY HIS FAITHFUL
AND FIRMLY ATTACHED FRIEND, FREDERICK
DOUGLAS. ROCHESTER, N.Y.
4
My Bondage and My Freedom
EDITEDITEDITEDITEDITOR’S PREFOR’S PREFOR’S PREFOR’S PREFOR’S PREFAAAAACECECECECE
If the volume now presented to the public were a mere work
of ART, the history of its misfortune might be written in
two very simple words—TOO LATE. The nature and char-
acter of slavery have been subjects of an almost endless vari-
ety of artistic representation; and after the brilliant achieve-
ments in that field, and while those achievements are yet
fresh in the memory of the million, he who would add an-
other to the legion, must possess the charm of transcendent
excellence, or apologize for something worse than rashness.
The reader is, therefore, assured, with all due promptitude,
that his attention is not invited to a work of ART, but to a
work of FACTS—Facts, terri.
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JOURNAL OF TRANSCULTURAL NURSING / JULY 2002Leininger / CULTURE CARE THEORY
Culture Care Theory: A Major Contribution
to Advance Transcultural Nursing
Knowledge and Practices
MADELEINE LEININGER, PhD, LHD, DS, CTN, FAAN, FRCNA
This article is focused on the major features of the Culture
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uting theory to advance transcultural nursing knowledge and
to use the findings in teaching, research, practice, and consul-
tation. It remains one of the oldest, most holistic, and most
comprehensive theories to generate knowledge of diverse and
similar cultures worldwide. The theory has been a powerful
means to discover largely unknown knowledge in nursing and
the health fields. It provides a new mode to assure culturally
competent, safe, and congruent transcultural nursing care.
The purpose, goal, assumptive premises, ethnonursing
research method, criteria, and some findings are highlighted.
This article is focused on the 2001 Pittsburgh Precon-
ference theme “Major Contributions of Book Authors to
Transcultural Nursing Knowledge and Practices.” As the
founder of the discipline and author of 28 books and 220 pub-
lished articles, I hold that my Culture Care Diversity and Uni-
versality theory has made a significant contribution to estab-
lish and advance transcultural nursing research knowledge
and practice since the mid-1950s. This article is a brief synop-
sis of culture care theory with its unique features and major
contributions to support transcultural nursing as a discipline
and practice field.
In establishing this new discipline, different lines of think-
ing and practice were essential. It necessitated futuristic
vision, risk taking, commitment, patience, and leadership to
challenge many traditional nursing ideas and practices.
Unquestionably new knowledge and practices were essential
for nurses to function in a rapidly changing multicultural
world. Substantive theory-based research knowledge was
greatly needed with a global and comparative focus to care for
people of diverse cultures. Culturally based care knowledge
was the major missing area in nursing in the mid-20th century
and still is in some places in the world. I coined the construct
of culturally congruent care, which is the central goal of the
theory.
In my first two books,Nursing and Anthropology(1970)
and Transcultural Nursing: Concepts, Theories, Research,
and Practice(1978), the nature, rationale, need, and theoreti-
cal base were given to establish transcultural nursing. Nurses
needed in-depth knowledge of cultures with an anthropologi-
cal view and in-depth, culturally based care phenomena. I
held that care was the essence of nursing and had meaning
within cultural contexts. Care was not fully known and valued
in nursing, and so it was a challenge to get nurses interested in
the Culture Care theory in the 1950s and 1960s as the medical
mind-body treatments and symptoms held nurses’ interests
and practices (Leini ...
Nursing Metaparadigm Paper
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Wgu Rtt1 Task 2
This document discusses the personal philosophy of nursing of the author. It begins by defining key concepts in nursing such as the person, environment, health, and the nursing profession. The author then discusses how their values of caring for those in need led them to choose nursing as a career. The document focuses on how the author's personal philosophy will guide their nursing practice and help provide high quality, compassionate care for patients. The philosophy is intended to be both a career guide and way to improve nursing practice.
Concept Synthesis Paper on Personal Nursing Philosop.docx
Concept Synthesis Paper on Personal Nursing Philosophy
Ancelle Jackson
South University
Advanced Theoretical Perspectives for Nursing
NSG5002 S09
Dr. Susan Stear
Running head: CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
Concept Synthesis Paper on Personal Nursing Philosophy
The purpose of this paper is to identify, describe, and apply the concepts that underlie my personal nursing philosophy. I will give a brief overview of my nursing background, identify and describe the four metaparadigms of nursing, provide two other practice specific concepts that apply to my practice, and include a numbered list of five propositions that apply to those concepts.
Nursing Autobiography
When I was little, I dreamed of becoming a flight attendant, a lawyer, an architect, and a doctor. I never saw myself become a nurse someday. I must admit that my only motivation for pursuing a nursing degree in college was to get to the United States and make good money. But I didn't think that I would someday love the profession I never even imagined doing. It is for this reason that I believe that nursing is a calling. Being a nurse has its bittersweet moments and surely takes a lot of compassion, patience, empathy, and strength. While it's true that the long hour shifts can be physically exhausting, it's witnessing the most devastating situations in life that make this profession very challenging. On the contrary, our ability to heal, save lives, and make a difference in our patients' lives and their families, truly is very rewarding and incomparable to nothing. Being a nurse for almost five years has opened my eyes and changed my views about life and all other things. I first started working on a Telemetry/Neuro floor for about a year and a half before I decided to venture out and ended up working in an extremely busy ER in downtown Jacksonville, FL. I worked there for two years, and though it was a highly stressful environment, I enjoyed almost every minute of it. The ER has the kind of culture that is fast-paced, task-oriented, informative, and team driven. Having passed my certification in emergency nursing (CEN) recently, I can say that my knowledge base, assessment, and critical thinking skills, which I often use to guide me in my clinical decision making, have significantly improved since I became an ER nurse. It has molded me into a strong, hard-working, and competent nurse that I am today.
The Four Metaparadigms of Nursing
A metaparadigm is referred to as the global concepts and propositions that define a particular discipline and describes their distinction from other professions (Fawcett, 2000, p. 4). It consists of four stipulations: (1) a domain different from other disciplines, (2) all phenomena of interest to the discipline (3) a neutral perspective, and (4) a scope that’s international in nature
(Fawcett, 1996, p. 94). In nursing, there are four common interconnected basic concepts that include patient, ...
borrowed theory.pdf
This document discusses applying borrowed theory to address an ethical dilemma identified in previous nursing assignments. It describes Afaf Meleis' transitions theory as a middle-range theory that could be applied. Transitions theory focuses on how people experience changes that affect well-being, such as developmental transitions like aging and death. The document then discusses how a borrowed theory, such as family systems theory, could provide additional insights. It reviews the origins and previous applications of transitions theory before discussing how both theories integrated could provide the most appropriate solution to the identified ethical dilemma.
Nursing Metaparadigm Essay
The document discusses the nursing metaparadigm and several nursing theories. It begins by explaining the four concepts of the nursing metaparadigm: person, health, environment, and nursing. It then discusses Jean Watson's Theory of Human Caring, which focuses on transpersonal caring relationships and the holistic nature of healing. The document also explains how the author's phenomenon of interest regarding newborn screening for critical congenital heart defects relates to the nursing metaparadigm and can be understood within the frameworks of Neuman's systems model and the UCSF symptom management model.
THEORETICAL FOUNDATIONS OF NURSING.pdf
Fundamentals of Nursing
Definition of Theory
Components of Theory
Phenomenon
Concepts
The Domain of Nursing
Evolution of Nursing Theory
Goals of Theoretical Nursing Models
Types of Theory
Overview Of Select Shared Theories
Overview Of Select Grand and Middle-Range Nursing Theories
Link Between Theory and Knowledge Development in Nursing
Relationship Between Nursing Theory and Nursing Research
Theory Generating Research
Theory Testing Research
Leadership and Nursing Roles HW.pdf
This document describes the McDowell-Williams Caring Leadership Model, which combines Jean Watson's caring theory and Kouzes and Posner's leadership theory. The model provides guidance for nurses to implement caring behaviors and leadership skills. It has been used at Wake Forest University Baptist Medical Center to develop nurse leaders and create a caring culture. The model emphasizes core values like kindness, hope, wisdom, respect and trust. Implementing the model can help address issues like burnout and nurse shortages by developing courageous leaders focused on caring for patients, staff and oneself.
Chapter 14 Self-care deficit theory of nursingVioleta A. Be
Chapter 14: Self-care deficit theory of nursing
Violeta A. Berbiglia, Barbara Banfield*
PowerPoit by Dr. Sergio Osegueda
Dorothea E. Orem (1914–2007)
“Nursing is practical endeavor, but it is practical endeavor engaged in by persons who have specialized theoretic nursing knowledge with developed capabilities to put this knowledge to work in concrete situations of nursing practice.” (Orem, 2001)
Credentials and background of the theorist
Dorothea Elizabeth Orem was born in Baltimore, Maryland, in 1914.
She began her nursing career at Providence Hospital School of Nursing in Washington, DC, where she received a diploma of nursing in the early 1930s.
Orem received a bachelor of science degree in Nursing Education from Catholic University of America (CUA) in 1939, and she received a master’s of science degree in Nursing Education from the same university in 1946.
Background
Orem’s early nursing experiences included operating room nursing, private duty nursing (home and hospital), hospital staff nursing on pediatric and adult medical and surgical units, evening supervisor in the emergency room, and biological science teaching.
Orem held the directorship of both the nursing school and the Department of Nursing at Providence Hospital, Detroit, from 1940 to 1949. After leaving Detroit, she spent 8 years (1949–1957) in Indiana working at the Division of Hospital and Institutional Services of the Indiana State Board of Health.
In 1957, Orem moved to Washington, DC, to take a position at the Office of Education, U.S. Department of Health, Education, and Welfare, as a curriculum consultant. From 1958 to 1960, she worked on a project to upgrade practical nurse training.
That project stimulated a need to address the question: What is the subject matter of nursing? As a result, Guides for Developing Curricula for the Education of Practical Nurses was developed (Orem, 1959).
Background
In 1970, Orem left CUA and began her consulting firm. Orem’s first published book was Nursing: Concepts of Practice (Orem, 1971).
She was editor for the NDCG as they prepared and later revised Concept Formalization in Nursing: Process and Product (NDCG, 1973, 1979).
In 2004 a reprint of the second edition was produced and distributed by the International Orem Society for Nursing Science and Scholarship (IOS). Subsequent editions of Nursing: Concepts of Practice were published in 1980, 1985, 1991, 1995, and 2001. Orem retired in 1984 and continued developing the self-care deficit nursing theory (SCDNT).
Background
Georgetown University conferred the honorary degree of Doctor of Science on Orem in 1976.
She received the CUA Alumni Association Award for Nursing Theory in 1980.
Other honors included Honorary Doctor of Science, Incarnate Word College, 1980; Doctor of Humane Letters, Illinois Wesleyan University, 1988; Linda Richards Award, National League for Nursing, 1991; and Honorary Fellow of the American Academy of Nursing, 1992.
She was awa ...
jean watson
Jean Watson developed the Theory of Human Caring between 1975-1979 to bring focus to nursing as a distinct profession. The theory examines the relatedness of all things and blends sciences and humanities. It has three main elements: Carative Factors/Caritas Processes which guide nursing's core, the caring relationship, and caring occasions. The 10 Carative Factors became the 10 Caritas Processes which allow the intersection of personal and professional care. Watson views people as complex holistic beings impacted by their environment. Nursing is a human science of caring for people's health experiences through caring relationships, and occurs through authentic presence during caring events.
Brief background of Martha E.RogersMartha Elizabeth Rogers (.docx
Brief background of Martha E.Rogers
Martha Elizabeth Rogers (May 12, 1914 – March 13, 1994) was an American nurse, she was born in Dallas, Texas the oldest of four children
Martha E. Rogers, one of nursing’s foremost scientists
she completed her BS in public health nursing at George Peabody College 1937.
She earning both a master’s of public health and a doctor of science degree from Johns Hopkins University in Baltimore, Maryland.
After graduation from Johns Hopkins, Rogers was appointed head of the Division of Nursing at New York University
Socio Political context during the time the theory was formulated
Martha Rogers' development of the Science of Unitary Human Beings has become an influential nursing theory in the United States.
When first introduced it was considered radical, and difficult to understand, also it considered profound and was too ambitious but now is simply thought to be ahead of its time.
This conceptual framework has greatly influenced all facets of nursing by offering an alternative to traditional approaches of nursing.
THEORY DESCRIPTION
(1.1.1) Theory assumptions
The assumptions of Rogers’ Theory of Unitary Human Beings are as follows:
(1) Man is a unified whole possessing his own integrity and manifesting characteristics that are more than and different from the sum of his parts.
(2) Man and environment are continuously exchanging matter and energy with one another.
(3) The life process evolves irreversibly and unidirectionally along the space-time continuum.
(4) Pattern and organization identify the man and reflect his innovative wholeness. And lastly,
(5) Man is characterized by the capacity for abstraction and imagery, language and thought sensation and emotion.
(1.1) Structural Components
(1.1) Structural Component (continued)
(1.1.2) Concepts
The following are the major concepts and metaparadigm of Martha Rogers’ nursing theory:
A- Human-unitary human beings
A person is defined as an indivisible, pan-dimensional energy field identified by a pattern, and manifesting characteristics specific to the whole, and that can’t be predicted from knowledge of the parts. A person is also a unified whole, having its own distinct characteristics that can’t be viewed by looking at, describing, or summarizing the parts.
(1.1) Structural Component (continued)
(1.1.2) Concepts
B-Health
Rogers defines health as an expression of the life process.
It is the characteristics and behavior coming from the mutual, simultaneous interaction of the human and environmental fields, and health and illness are part of the same continuum.
The multiple events occurring during the life process show the extent to which a person is achieving his or her maximum health potential.
The events vary in their expressions from greatest health to those conditions that are incompatible with the maintaining life process.
(1.1) Structural Component (continued)
(1.1.2) Concepts
C-Nursing
It is the study of unitary, irreducible, in.
Leiniger
Madeleine Leininger was a pioneer in the field of transcultural nursing. She developed the Culture Care Diversity and Universality Theory in the 1950s-1960s to guide nursing care that is culturally congruent. The theory focuses on understanding care from an emic (insider) perspective to reduce conflicts between professional care and cultural values. Leininger established the first transcultural nursing program and organizations like the Transcultural Nursing Society to advance research and education in this area. She developed methods like the Sunrise Enabler model to systematically assess culture and its influence on health, illness, and caring practices.
Comfort theory
Dr. Katherine Kolcaba developed the Comfort Theory, which defines comfort as the immediate experience of having needs met for relief, ease, and transcendence in four contexts: physical, psychospiritual, sociocultural, and environmental. The theory proposes that when nursing effectively addresses a patient's comfort needs through tailored interventions, it can lead to improved health outcomes, satisfaction, and institutional viability. Kolcaba's Comfort Theory provides a holistic framework for understanding patient needs and guiding nursing practice, education, and research.
Theory of transpersonal caring (jean watson )...
Jean Watson was a nurse scholar known for developing the Theory of Human Caring. She received several academic degrees including a PhD in nursing. Watson authored numerous books that outlined her theory, which focuses on caring as central to nursing. The theory proposes 10 carative factors that guide nurses to address patient's psychosocial needs through compassionate care. A core concept is the transpersonal caring relationship between nurse and patient. Critics note the theory may be difficult to apply in modern hospital settings with short patient stays. However, Watson's work emphasizes the humanistic aspects of nursing care.
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Measures
UAE has to take serious steps to overcome such issues, the biggest issue can be unemployment because of a reduction in trade and tourism. The UAE government should focus on making plans to help needy people and employers who lost their jobs, the countries like the USA and Denmark are creating a trillion dollars budget for the people who lost their jobs. UAE has the most job holders are from India and Pakistan if they delay the budget plan the companies can be turned off eventually.
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Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
My name is Rachael Bamgboye. I am from African - Nigeria to be p.docx
My name is Rachael Bamgboye. I am from African - Nigeria to be precise. I am a wife and a mother of three beautiful children. I just completed my associate degree at Community College of Baltimore County. I am transferring to Stratford University in order to pursue my goal of becoming a registered nurse and will be transferring into Nursing by next term.
I believe I am a responsible and hard-working student who gets things done as at when due. I am an introvert but admire those that are extrovert, therefore, I am not very sociable. I love meeting new interesting individuals. People around me say I am easy going, loving and caring which is one of the reasons I want to pursue a degree in Nursing. I love caring for people and showing them love. I currently work as a care giver because I am passionate about caring for people.
Ethics is a principle that governs a person or people’s behavior. The definition of ethics may differ from person to person. For example, some people believe telling lies is good if it is safe to do so while some believe no matter how safe or severe a lie is, it is not good and is a sin. To my knowledge, I believe you address people the way you want to be addressed and never to look down on people, irrespective of their appearances or statuses.
My personal ethics are dignity, respect, loyalty, care and openness. I put all these values into consideration when making decisions. My personal experience with ethic was when I made an important decision as the leader of the ushering department in my church. Making this decision was not easy but I was careful and compassionate because I did not want to hurt anyone or make anyone feel bad. However, at the same time, I did not want to be biased. I respected and appreciated everyone’s views, and I tried to pass my message in a very polite way just like the way I would like to be approached
I am looking forward towards having a great term. Wishing everyone best of luck.
.
Must use the required Template below. No attachments. Do a copy.docx
Must use the
required
Template below. *No attachments. Do a copy and paste here in the submission area.
Overview
: Almost every day during the last few weeks, President Trump's Coronavirus Task Force has done a press briefing.
Watch
ONE specific press briefing
. You can view it in real time on TV or see it online.
Your focus will
ONLY
be on President Trump's
one-on-one
interaction with one or two
reporters
.
The interactions are at the end of each press briefing (can just google Trump coronavirus virus task force press briefings)
For this assignment: Fill in each section in the template below.
----------------------------------------
TEMPLATE: (REQUIRED) [Use the Required Sections and Labels (labels are highlighted in GREEN).
Example:
Section 2: Introduction, or Section 3 Application: *CHAPTER 4 APPLICATION, and *CHAPTER 5 APPLICATION.
Put your content right after each Section+ Label.
Section 1:
(5 pts)
Date of Trump's coronavirus task force press briefing
Section 2: Introduction:
(5 pts) Briefly describe the briefing, such as who was there and one of the important pieces of information that was provided in the briefing. Only one or two sentences.
Section 3: Application:
(5 pts for this label)
See below for how to organize your response in this section. Do it exactly like that using the
numbers and labels
. Put your response to each item right next to it.
================
CHAPTER 4 APPLICATION
(5 pts for this label)
Chapter 4
talks about nonverbal communication.
(5 pts)
Define
the term "nonverbal communication" as stated in the textbook._________
(5 pts)
NAME
ONE type
of nonverbal communication stated in the textbook_
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #2________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #2.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #2) during his interaction with one or more reporters.
Be specific and provide details.
What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (stated #2)?
(5 pts)
Why
do you think Trump used this type of nonverbal communication?
=========
(5 pts)
NAME a
DIFFERENT type
of nonverbal communication stated in the textbook (different from the one you discussed in the previous section)______________
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #7________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #7.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #7) during his interaction with one or more reporters.
Be specific and provide details
. What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (st.
My company is AmazonA software engineer designs, develop, te.docx
My company is Amazon
A software engineer designs, develop, tests, and evaluates the software and the systems that allow computers to execute their applications.
Take
on the role of Software Engineer for the organization you selected in Week 1.
Use
the
technical guide template
to create a 3- to 4-page Secure Staging Environment Design and Coding Technique Standards Technical Guide for the organization you chose.
Research
and
include
the following:
Design a secure staging environment for your organization
Diagram your staging environment
Include descriptions for each object in your environment
Create a secure coding technique/quality and testing standard for your organization covering the following secure coding techniques:
Proper error handling
Proper input validation
Normalization
Stored procedures
Code signing
Encryption
Obfuscation/camouflage
Code reuse/dead code
Server-side vs. client-side execution and validation
Memory management
Use of third-party libraries and ADKs
Data exposure
Code quality and testing
Automation
Static code analyzers
Dynamic analysis (e.g. fuzzing)
Stress testing
Sandboxing
Model verification
.
My name is Hassan Almahdi. I was born and raised in a city in Saudi .docx
My name is Hassan Almahdi. I was born and raised in a city in Saudi Arabia called Safwa. My father was the first person who motivated me to start a degree in engineering because he worked with Aramco Oil Company as an operator in their refineries. After finishing high school. I went to study Instrumentation and control engineering technology at Jubail industrial college. After I graduated and received my associate diploma, I Sought to start a Co-op in the Farabi petrochemical company, where I worked as an instrumentation technician in preventive maintenance. I spent four months in the company, and I got familiar with the work environment and the impact of the pollution that the company produced. Therefore, I decided to gain more knowledge by learning several methods, that might help the environment and reduce pollution. Therefore, I went to Gorge Brown College in Toronto, Canada to improve my oral English, while I was there I got introduced to a Volunteering Program where I became a volunteer Captin for the college I Was in. Also, I got certified to volunteer by Toronto city Hall where events like Nuit Blanche, and Toronto Open Doors...etc which have happened in the time I was there. After spending six months in Canada, I moved to St. Mary's University in San Antonio Texas. where I to started my Bachelor of Science in Electrical engineering. I got familiar with alternative energy resources. Also, how the science of engineering could replace the Gas and Oil industries. where gas and oil are the main sources of environmental air pollutions. Moreover, I learned about the evolution of Electric Vehicles and the replacement of gas engined cars. Where some scientists predict fully transition by 2030. The two years that I spent at St. Mary University before I transfer to the University of Tennessee at Chattanooga, have shaped my character because of the number of leadership programs that I have attended. At UT of Chattanooga, I decided to choose the focus on the power system, where my studies focused more on subsystems and protective relaying. Even though, my focus was on the power system but, I took some classes in control and communication to expand my knowledge. After and before I graduate, I applied to too many graduate programs for masters and Ph.D.'s in different universities. But my main plan was to get accepted into the University of Michigan at Dearborn because of the campus diversity and it is ranked number 31 in Regional Universities Midwest 2021. I plan to start focusing my research on embedded systems or electric vehicles or control systems.
.
My last name starts with an M DirectionsBased on the firs.docx
My last name starts with an: M
Directions
Based on the first letter of your last name, find your assigned child welfare role from the list below.
Assume that you are part of a wrap-around services team.
For example: If your last name is Ford, your assigned special population would be Addiction Specialist.
Last name (A–F) = Addiction Specialist
Last name (G–L) = Child Protection Investigator
Last name (M–R) = Homelessness Specialist
Last name (S–Z) = Foster Care Social Worker
This case study will allow you to apply the information that you have learned to a case study. Review the case study, keeping in mind your child welfare role. After reviewing your textbook and resources, answer the case questions in the discussion board.
Case Study Scenario
Marie, a 67-year-old grandmother, is fostering her 14-year-old granddaughter, Audrey. Marie wants to help Audrey and is even thinking about adopting her.
Marie has just learned that Audrey witnessed her father’s death from a heroin overdose. She has seen her mother overdose several times.
Because of her parents’ addiction, Audrey and her mother were homeless and were found living under a bridge.
Audrey’s mother, Elaine, demanded that Audrey panhandle for money, which she used to buy more drugs.
Elaine is trying to kick her habit and is accepted in a residential facility for long-term addiction treatment, instead of a short-term detox center, in the hopes that she can get Audrey back.
Audrey also dug through dumpsters to find enough food for herself and her mother. Despite being destitute, Audrey is terrified to leave her mother, for fear she will die as her father did.
After Elaine’s last overdose, Audrey was removed from her mother’s care and placed with her grandmother, who is estranged from Elaine.
Audrey is acutely malnourished and thin; while she denies using drugs, there are some apparent tracks on her arms.
Since moving in with Marie, she has been hoarding food and wants to sleep on the floor instead of the bed. There is also evidence that Audrey has been cutting herself.
Case Questions
to answer
based upon your role:
Explain how you will prepare Marie to care for Audrey as a foster parent.
What should Marie know about the impact of Audrey’s experiences?
What services or resources will Audrey need?
Would you advise Marie against adopting Audrey, given that Elaine wants to get clean?
.
My Bondage andMy FreedomByFrederick DouglasA Penn .docx
My Bondage and
My Freedom
By
Frederick Douglas
A Penn State Electronic Classics Series Publication
My Bondage and My Freedom by Frederick Douglas is a publication of the Pennsylvania
State University. This Portable Document file is furnished free and without any charge of
any kind. Any person using this document file, for any purpose, and in any way does so at
his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Faculty Edi-
tor, nor anyone associated with the Pennsylvania State University assumes any responsi-
bility for the material contained within the document or for the file as an electronic trans-
mission, in any way.
My Bondage and My Freedom by Frederick Douglas, the Pennsylvania State University,
Electronic Classics Series, Jim Manis, Faculty Editor, Hazleton, PA 18201-1291 is a Por-
table Document File produced as part of an ongoing student publication project to bring
classical works of literature, in English, to free and easy access of those wishing to make
use of them.
Cover Design: Jim Manis
Copyright © 2004 The Pennsylvania State University
The Pennsylvania State University is an equal opportunity university.
3
Frederick Douglas
My Bondage and
My Freedom
By
Frederick Douglas
By a principle essential to Christianity, a PERSON is eternally
differenced from a THING; so that the idea of a HUMAN
BEING, necessarily excludes the idea of PROPERTY IN THAT
BEING.
—Coleridge
Entered according to Act of Congress in 1855 by Frederick
Douglass in the Clerk’s Office of the District Court of the
Northern District of New York
TO HONORABLE GERRIT SMITH, AS A SLIGHT
TOKEN OF ESTEEM FOR HIS CHARACTER, ADMI-
RATION FOR HIS GENIUS AND BENEVOLENCE,
AFFECTION FOR HIS PERSON, AND GRATITUDE
FOR HIS FRIENDSHIP, AND AS A Small but most Sin-
cere Acknowledgement of HIS PRE-EMINENT SERVICES
IN BEHALF OF THE RIGHTS AND LIBERTIES OF
AN AFFLICTED, DESPISED AND DEEPLY OUT-
RAGED PEOPLE, BY RANKING SLAVERY WITH PI-
RACY AND MURDER, AND BY DENYING IT EITHER
A LEGAL OR CONSTITUTIONAL EXISTENCE, This
Volume is Respectfully Dedicated, BY HIS FAITHFUL
AND FIRMLY ATTACHED FRIEND, FREDERICK
DOUGLAS. ROCHESTER, N.Y.
4
My Bondage and My Freedom
EDITEDITEDITEDITEDITOR’S PREFOR’S PREFOR’S PREFOR’S PREFOR’S PREFAAAAACECECECECE
If the volume now presented to the public were a mere work
of ART, the history of its misfortune might be written in
two very simple words—TOO LATE. The nature and char-
acter of slavery have been subjects of an almost endless vari-
ety of artistic representation; and after the brilliant achieve-
ments in that field, and while those achievements are yet
fresh in the memory of the million, he who would add an-
other to the legion, must possess the charm of transcendent
excellence, or apologize for something worse than rashness.
The reader is, therefore, assured, with all due promptitude,
that his attention is not invited to a work of ART, but to a
work of FACTS—Facts, terri.
My name is Meridith Hollins and I work and live in Birmingham, Alaba.docx
My name is Meridith Hollins and I work and live in Birmingham, Alabama. I currently work for hte Birmingham Water Works Boarda as a trianing coordinaotr. My ulimate goal is to be able to move into managment.
Part II: At my company we use temp agencies to hire for certain jobs and the templs are treated diffrently from everyone else. Instated of them getting the current hires new hire orieantaton. They just start work. Also with them being a temp they are not eligible for beneifits or any other benefits of the company. Sometimes the probation ia longer than most. Some of the most important things they miss are going over the handlook which can lead to termination if not disussed properly. This is a huge con.
.
My research topic is How does the company Whole Foods go abou.docx
My research topic is
: How does the company Whole Foods go about making sure they deliver the highest quality fruits and vegetables to their customers?
(Include their processes in sourcing, how they choose suppliers to make sure they deliver high quality goods)
- For The quality research section, there is no interviews which must be conducted. Just more research, if possible find online interview which was conducted or statements which they put out.
- For the Limitation section, mention how it was hard to compare actual data because of the inability to conduct interviews due to corona virus.
Length: 10-12 pages
APA format.
.
My role is a cuban male, he coe to USA when he has 13 years, studied.docx
My role is a cuban male, he coe to USA when he has 13 years, studied psychology to help my coleguas and the cuban people to adapt he at the state.
Did you see people writing at home?
Did your parents respect and value the ability to write?
Your school experience: Did you have good writing teachers?
Did you have a history of failure or success with writing?
Was writing fun, or was it a chore?
Did your school emphasize writing?
Social influences: How did your school friends do at writing?
What were your friends’ attitudes toward writing?
What feelings about writing did you pick up from TV or the movies?
.
My evaluation of journals will focus on originality, application of.docx
The document provides guidance for evaluating student journal entries for a sociology of deviance class. It will focus on the originality, application of sociological imagination, effort, and style. Entries must be informed by sociological concepts and ask sociological questions about who benefits, if social relations are reproduced, and include analysis beyond mere observation or opinion. The request is for a 2 page journal entry in a professional personal perspective for the sociology of deviance course.
My intent is to provide each member of the community of this class t.docx
My intent is to provide each member of the community of this class the opportunity to share with the rest of the community their considered approach to dealing with ethical dilemmas that will come up through your career (MY CAREER IS CIVIL ENGINEER).
I invite you to consider the following phases as you ponder and articulate your approach.
Secure your own Moral Clarity :
If you sense there is the potential of a problem of violation ethical standards at work or your life at large refuse to ignore it. Investigate and determine the facts of the case.
Always uphold paramount the standard that you became an engineer because you are dedicated securing the health safety and welfare of the public and the environment.
You are loyal to ethical practices of your firm institution as well as your client.
Know the Facts ensure that the information you are dealing with facts not opinions or distortions by:
Get hard documented facts, cross check the information.
Establish the competence and integrity of the source of the information
3. Consider options
a. Investigating the diversity of potential actions you may take. Evaluate and discuss
b. considering the Long-term, short-term perspectives, repercussions?
c. finding out if any laws, codes, or fiduciary duties are violated by any of the alternatives
d. recognizes the potential impact of the options on you and your loved ones
e. locate a Moral Agent among your trusted acquaintance who can help you to assess any and to your understanding of the problem and its consequences.
f. Is there a “Creative middle solution”?
4. Make an objective and moral decision
a. Weigh all factors, recognize “gray areas”/compromises
b. In the process list the pros and cons of each of the alternative decision under consideration.
c. List how you will feel living with consequences of each alternative
Remember just because your deliberations followed the above phases, there is no guarantee the final decision will be easy.
2 PAGES
.
My major is mechanical engineering. As you gave me an idea to relate.docx
My major is mechanical engineering. As you gave me an idea to relate my major to sustainability. I would like to grab that opportunity. I will try creative ideas so that my pursuing degree can do sustainable things for the future generation
I have attached my first two essays and third essay question which is a significant change. please consider all the details.
.
Must use the attached articles · Present an argument.docx
This document discusses two controversial issues regarding substance use disorders and asks for arguments and evidence from attached sources on each issue. The first issue is whether individuals with substance use disorders can moderate their use through treatment instead of abstinence. The second issue is whether a substance use disorder should be considered a disease. References and evidence to support arguments on both issues must come from three specific sources: two journal articles on controlled drinking approaches to alcoholism treatment and a chapter on substance use disorders from an abnormal psychology textbook.
My hometown — Port Clinton, Ohio, population 6,050 — was in the 19.docx
My hometown — Port Clinton, Ohio, population 6,050 — was in the 1950s a passable embodiment of the American dream, a place that offered decent opportunity for the children of bankers and factory workers alike.
But a half-century later, wealthy kids park BMW convertibles in the Port Clinton High School lot next to decrepit “junkers” in which homeless classmates live. The American dream has morphed into a split-screen American nightmare. And the story of this small town, and the divergent destinies of its children, turns out to be sadly representative of America.
Growing up, almost all my classmates lived with two parents in homes their parents owned and in neighborhoods where everyone knew everyone else’s first name. Some dads worked in the local auto-part factories or gypsum mines, while others, like my dad, were small businessmen. In that era of strong unions and full employment, few families experienced joblessness or serious economic insecurity. Very few P.C.H.S. students came from wealthy backgrounds, and those few made every effort to hide that fact.
Half a century later, my classmates, now mostly retired, have experienced astonishing upward mobility. Nearly three-quarters of them surpassed their parents in education and in that way advanced economically as well. One-third of my classmates came from homes with parents who had not completed high school and, of that group, nearly half went to college.
Low costs at public and private colleges across Ohio were supplemented by locally raised scholarships — from the Rotary Club, the United Automobile Workers, the Junior Women’s Club and the like. Although the only two black students in my class encountered racial prejudice in town and none of their parents had finished grade school, both reached graduate school. Neither for them nor for our white classmates was family background the barrier to upward mobility that it would become in the next century.
Photo
Marie and Philip Berry are managers of Seed Faith Food Pantry in Port Clinton.Credit Andrew Borowiec for The New York Times
Our (white) star quarterback, whom I will call J, grew up on the poor side of town. His dad, who had an eighth-grade education, worked two jobs to keep the family afloat — on the line at Port Clinton Manufacturing from 7 to 3, then at the canning factory from 3:30 to 11. Despite his 70-plus-hour workweek, J’s dad made it to J’s games. Unable to afford a car, J’s family hitched rides with neighbors to church every week and ate a lot of hash. Despite their modest background, J’s parents urged him to aim for college, and he chose the college-prep track at P.C.H.S., finishing in the top quarter of our class. His minister pointed him toward a downstate Lutheran institution and made a phone call to help find him financial aid. J graduated debt-free and continued on to seminary and a successful career as a Lutheran minister, coaching high school football on the side.
J’s rise from a well-knit but modest working-class family t.
My degree is an EDD in Performance Improvement LeadershipSyste.docx
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
My homework is to answer 16 questions (questions are below). No need.docx
My homework is to answer 16 questions (questions are below). No need to write in academically form, just answer the questions. The questions are related to Chapter 6 and 7 from the book:
Social Media Marketing
. Tuten, T. L. & Solomon, M. R., 2018.
3rd ed. and I don't have the book!
What social activities are the focus of participation in social communities?
How can brands create identities in social communities?
What are the types of social networks in social media?
What are the characteristics of social ads? How effective are social ads?
How can brands engage consumers in social communities?
What is earned media? How do brands encourage earned media with their social networking activities?
What are the characteristics of brand fans?
What is social publishing? What kinds of content can be published socially?
How can social publishing, along with SEO and SMO, help to meet marketing objectives?
How can a site be optimized for search engines?
Why is it important to achieve a top three ranking in a list of search engine results?
Explain the concept of the linkwheel.
What are the different types of tags that are used by search engine optimizers to influence search engine indexing?
What role does social media optimization play in search engine optimization? How are the two concepts related?
Explain the five types of linkbait and why linkbaiting is important.
Is there a difference between social news sites and social bookmarking sites? Explain.
.
Must have to do with a FEDERAL administrative agency, not local or s.docx
Must have to do with a FEDERAL administrative agency, not local or state, and be about a current policy implementation issue within the last 40 years or so. Incorporate both your knowledge of history, and government- where students should focus on effects of stakeholder (federal government, citizens, interests, non-federal governmental agencies, NGOs, etc…) action on the effective administration of public policy. Additionally, students should expand on how the various branches of government are addressing these implementation deficit issues.
2 pages- double spaced
.
Must follow attached text book In chapter 6, the author desc.docx
Must follow attached text book
In chapter 6, the author describes basic components of a business network. Create a new thread, choose one of the types of participants discussed in chapter 6, and explain how you think the chosen participant type could effectively use assets in an enterprise blockchain environment to impact the organization’s outcomes.
Then think of three questions you’d like to ask other students and add these to the end of your thread. The questions should be taken from material you read in Chapter 5 or 6. You’re not trying to test each other, but you are trying to start a discussion.
You must do the following:
1) Create a new thread. As indicated above, choose one of the types of participants discussed in chapter 6, and explain how you think the chosen participant type could effectively use assets in an enterprise blockchain environment to impact the organization’s outcomes. Then think of three questions you’d like to ask other students and add these to the end of your thread. The questions should be taken from material you read in Chapter 5 or 6. You’re not trying to test each other, but you are trying to start a discussion.
2) Select AT LEAST 3 other students' threads and post substantive comments on those threads. Your comments should answer AT LEAST one of the questions posed in the thread and extend the conversation started with that thread. Make sure that you include the question in your comment so I can see what question you’re answering.
ALL original posts and comments must be substantive AND ORIGINAL. (I'm looking for about a paragraph - not just a short answer.) Do not plagiarize!! Use your own words.
Hands-OnBlockchainwithHyperledger
BuildingdecentralizedapplicationswithHyperledgerFabricandComposer
NitinGaur
LucDesrosiers
VenkatramanRamakrishna
PetrNovotny
Dr.SalmanA.Baset
AnthonyO'Dowd
BIRMINGHAM-MUMBAI
Hands-OnBlockchainwith
Hyperledger
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