1 response #1behaviorism gwen hanna working on the neurolog

1. 1
Response #1
Behaviorism Gwen Hanna
Working on the neurology/neurosurgery floor for three years
provided me the opportunity to see and observe undesirable
health care practices and behaviors. At the same time, it gave
me the chance to correct them. One undesirable practice that
nurses often leave unnoticed is giving post-operative patients
too much pain medications that hinder them from functioning
cognitively and limit their mobility. I have cared for patients
who underwent brain and spine surgeries, both young and old,
who ended up in an extended care facility or inpatient rehab due
to decreased mobility and functioning upon therapy evaluation.
Possible causes can include too much pain medication, making
the patient drowsy and uncooperative during evaluation, and
failure of the staff to provide early ambulation. Some patients
are afraid to walk because of pain and choose to stay in bed
instead.
To replace this unhealthy behavior, I have realized that it is
much better to let the patient endure the pain and ambulate them
rather than keeping them in bed all day. Giving pain
medications not strong enough to make them sleepy and loopy,
offering nonpharmacological means of pain relief, and
providing motivation can get patients functioning while staying
on top of their pain. These strategies can decrease their hospital
stay, medical cost, and hospital-acquired diseases.
Undesirable behavior can be changed through the principles of
learning theory. Behaviorist learning theory generally ignores
what goes on inside the individual by observing the responses to
a situation and then manipulating the environment in some way
to bring about the intended change (Bastable, 2019). This
learning theory focuses on what is discernable by creating a
motivation to generate learning and positive responses.
Motivating the patient to ambulate and observing the positive

2. responses it created spawns a behavior and learning that focuses
on ambulation rather than medication, giving the patients the
mobility they require to go home. Cognitive learning theory can
also be applied to change undesirable behavior. While
behaviorists generally ignore what is going on inside the
individual, cognitive learning theorists stress the importance of
what goes on inside the learner (Bastable, 2019). Emphasis is
on the goal and understanding of the learner to change behavior.
The patient’s past experiences and attitudes towards pain must
be considered.
Changing an undesirable behavior in healthcare is challenging
as it involves various factors to be effective and successful. The
different patient population has complex needs. Based on my
experience, the younger population, especially males, have low
pain tolerance after a brain or spine surgery, requiring more
pain medications as usual.
Response #2
Samantha
I currently work with Veterans at the VA hospital in
Michigan. One of the most prevalent undesirable behavior I
witness is smoking. Oftentimes, Veterans having been smoking
for a number of years and can be resistant to reduced or quit
their behaviors. I would attempt to change a patient’s smoking
habit and increase their physical activity. Utilizing the
principles of the social learning theory, the behavior of smoking
can be changed, and the patient can be more active. Smoking
cessation is a practice of separating the environmental and
social ties that have been created with the act of smoking.
Veterans may have begun smoking from a young age and
continued throughout their services and adult years. Their
family members and friends may smoke. These experiences and
factors play a role in smoking behavior (Lochbuehler et al.,
2016).
In order to quit smoking, the patient must understand
the involvement of their peers and role models in the
reinforcement of the smoking behavior. The patient should work

3. to implement self-regulating mechanisms to handle the cravings
and eliminate situations that would promote smoking. The
patient could seek walking groups or classes to increase their
physical activity while decreasing the chances of being around
individuals smoking (Lochbuehler et al., 2016).
Likewise, the behavior learning theory can alter the
smoking behavior. The patient should work to change their
environment. The patient should identify situations that
encourage the use of tobacco and manipulate the stimuli to
encourage learning and change. For instance, the patient may
meet with friends at a bar or location where smoking is
common. The patient may work to change where he or she meets
with friends and instead seek activities or places where smoking
is prohibited. In addition, the patient should acknowledge the
addiction process by mentally prepare for tobacco withdrawals
and work to utilize activities that replace their act of smoking.
This will also help keep negative thoughts at bay (Elshatarat et
al., 2016).
The behavior learning theory may work better for
young people compared to older people. Younger people may be
able alter their environment more readily in comparison to older
individuals. They can seek different areas to socialize and
function. Depending on the age of young people, changing their
role models may be difficult. Young people can be highly
influenced by the actions and thoughts of their peers.
Consequently, young people may not recognize the harmful
outcomes of their actions until after the experience. Older
individuals may be able to utilize the social learning theory
more readily to change their social group and think
independently (Bastable, 2019).
EOP-3 and EOP-4Project Descriptions
EOP-3 and EOP-4 task you to examine the path (trajectory) that

4. has resulted in the current state of a consumer or industrial
product. You are asked to tell the story of how this product
came to exist in its current form.
Selected Product: Bidet
1. Synthesize a large amount of information to create a
compelling narrative
2. Relate your product to the user needs they satisfy, starting
with the fundamental human need and progressing to modern
needs. To do so, you need to address:
· Dimensions of Value: what the dimensions of value are/were,
how the dimensions changed, how the ability of the product to
satisfy those dimensions changed.
3. Apply concepts from class to illustrate the what, why, how,
when, and in what context these changes took place. For
example:
· Type of innovation (radical/incremental, process/product,
component/architecture, competence-enhancing/competence-
destroying)
· Sources of innovation: the people and organizations and how
their collaborations and competitions influenced the
development
· Externalitites: changes due to complementary goods and
services, installed base; the availability of enabling
technologies
· Dominant Design: emergence of standards, a dominant product
architecture, or a clear winner in a competition
· Context Factors: Social, economic, political, or other factors
that affected the trajectory
You don’t need to address all of these for every inflection point
– but you should discuss the nature of the change and the
factors driving it.
EOP-3 (3-5 page):Trajectory Analysis summarizing the

5. evolution of the product from ancient times to modern day.
Possible Points
Item
5
Formatting and Submission
· On time
· Standard format (double-spaced, 12 pt Times New Roman, 1”
margins, running header with name, page numbers in lower
right corner, section headers)
· File name: “EOP-3__#” (.docx, .doc or .pdf)
· Title page with “EOP-3”, Product Name, full names, due date
15
1.0 Introduction
· Name of Product
· Description (what it is, what it does, major components)
· Fundamental need it satisfies now
15
2.0 Trajectory Overview
Provide an overview of the entire trajectory
· Starting point – description of how the fundamental need was
satisfied in ancient times
· Three intermediate inflection point
· Ending point
50
3.0 Trajectory Analysis
For the intermediate and end points:
· Give a name to the inflection point
· Describe the product as it existed at this inflection point
· Describe what major changes were made to the product (e.g.,
changes to specific major components) at this inflection point
· Discuss the reasons for the change(s) with respect to relevant
factors:
Any or all of the following: dimensions of value, type of
innovation, source of innovation, externalities, emergence of a
dominant design, contextual factors (e.g., economic, social,

6. political)
10
4.0 Conclusion
· Overview of the evolution (synthesize your information to
summarize the changes that took place and why)
· What are the biggest ideas to take away from this trajectory?
· Statement about the nature of the fundame ntal human need
that was satisfied
5
5.0 References
· APA or equivalent standard format
· Sufficient information so the original source material can be
located
(-10 max)
Penalties:
· Basic writing quality
You can implement your project however you like. These
instructions are one way to do so. Please note that your report
needs to follow the structure set up in the table above – the
order of the steps below is a suggestion on how to develop the
information that will go in each section.
Step 1. Establish the end-points of your trajectory
a. Select a modern-day product and establish the end-point of
your trajectory. The end-point is the most advanced version of
the product currently available on the market.
b. Identify the first point where a recognizable version of this
product came into existence. This is likely to be sometime in
the last 200 years, but could be as little as 60 years ago.
Step 2. Identify inflection points
Working backwards from your end product:
a. Identify major changes that occurred in the evolution of the
product. Rely on your personal experience with the product.

7. Talk to your parents, grandparents about how the product
evolved over their lifetime. Fill in any blanks with research.
b. Create a time-ordered list (or timeline) of these changes.
Eliminate any that branch off from the path between your end-
points.
c. Select the most important (or most interesting) inflection
points along your timeline. While these will most likely be due
to advances in technology, they can also be due to
social/economic/political changes (e.g., regulation/deregulation,
industry standardization, major product failures/accidents,
environmental concerns, new manufacturing process)
Step 3. Analyze the Inflection Points
For each inflection point:
a. Describe the major change that occurred
b. Analyze the reason for the change with respect to relevant
factors, e.g., dimensions of value, type of innovation, source of
innovation, externalities, emergence of a dominant design,
contextual factors.
c. List the major points you need to make relevant to the
inflection point
d. For each major point, identify the supporting rationale and
details for that point
Step 4. Write the Inflection Point Paragraphs (1-3 paragraphs
per point)
For each inflection point:
a. Place your major points in order so that there is a logical
flow between points
b. Convert your list to paragraphs, where each paragraph consist
of:
· A topic sentence (thesis statement) that clearly states your
main point
· 2-4 supporting sentences that provide your rationale or
additional detail

8. Step 5. Analyze the Pre-Product Evolution
a. Determine the fundamental human need this product satisfies.
Think back to ancient times and how this need was satisfied
then.
b. Identify changes in how people satisfied the need leading up
to the emergence of your “product.” This can be done with very
broad strokes – it does not need to be as detailed as the
inflection points.
EOP-4 (5-6 minute presentation): present your product
trajectory and analysis. Synthesize your material into a clear,
concise presentation, emphasizing the use of graphical
elements. Your presentation must include a Time Line graphic
showing the evolution of the product over time.
In the work world, it is a valuable skill to be able to synthesize
large volumes of information and present it in a clear and
concise way. It is also extremely important to create graphics to
represent your work. The grade for EOP-4 will be based on:
· Quality of the Timeline Graphic: visually pleasing, captures
all key inflection/divergence points, accurately conveys passage
of time, incorporates relevant images, tells the overall story
without requiring words (beyond simple labels)
· Quality of Other Graphics: visually pleasing, clear & easy to
understand points, good balance of text/graphics/white space,
enhances the narration
· Narrative Flow: tells the story of the evolution in a smooth,
logical, clear and interesting way.
· Penalty Points:
· Exceeding or not reaching the target time (presentation must
be between 5-6 minutes)
· Typos, grammar errors, not following required format for ppts
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