Assignment: Philosophies Via Nursing practice
Assignment: Philosophies Via Nursing practice
Assignment: Philosophies Via Nursing practice
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In this unit, we will begin to carefully evaluate various philosophies through the lens of our nursing practice and specialty areas. What is philosophy? Have you ever wondered about the meaning? Do you think, as so many do, that, “It is a bunch of abstract thoughts that has no application to your life?’” Take a look at this youtube video from the 5-minute philosopher.
http://www.youtube.com/watch?v=OfYw9OqD8YA
Rosenburg (2000) argued that philosophy is a fundamental prerequisite for understanding the history, sociology, and other sciences methods of achievements and prospects. For instance, some classical philosophical problems, like “free will versus determinism” or “whether the mind is part of the body” were seen as priorities and shaped by scientific discoveries and theories. Therefore, philosophy is the key that opened the door to science.
Assignment: Philosophies Via Nursing practice
No doubt, science is a unique contribution to western thought, so knowing how it has impacted other cultures of the world can assist us in understanding our civilization as a whole (Rosenburg).
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As you observed in the YouTube video there are many great philosophers with many different scientific inquiries. According to Parker (as cited in Zaccagnini & White, 2011, p. 8), the philosophical underpinning of any scientific body of knowledge is the foundation upon which the body is built. In other words, philosophy is the skeleton of our nursing practice to explain the world and the enduring beliefs we hold about the world.
In this unit you will see that nursing scientists have taken a variety of approaches to philosophy. Many of these approaches have been taken based on the values held toward their philosophical positions. Nursing practice is guided by theory and/or models and philosophies. Philosophical beliefs influence actions and priorities, and frequently form the basis of nursings’ moral obligations and responsibilities. Therefore, nurses must be forthcoming when examining philosophical bases and its potential for their practices. Nurses must use philosophical inquiry in the same manner as the philosopher to explore the knowledge, value, meaning, and ethical factors related to the question of interest (ANA, 2003).
As advanced practice nurses you will have the responsibility of defining and refining philosophies that inform research, theory, and the application of research. Many nurse scientists have used many different philosophies to develop their theory. Nursing knowledge has been guided primarily by two philosophical orientations: Positivism (empiricism) and antipositivism.
Contemporary empiricism, also known as postpositivism, recognizes that knowledge is developed within specific social and historical contexts. In other words, philosophers use an empirical approach to obtain knowledge through observation and sensory perceptions (Chinn & Kramer, 2008). In contrast, antipositivism embraces the soft or interpretive human science by searching for explanations and descriptions that predict phenomena (Zaccagnini &White, 2011).
Philosophical approaches to nursing knowledge is not well-defined compared to other sciences. Therefore, many scientists consider philosophical nursing inquiry to be in the early stages of development. However, today there are a significant number of nurse scholars actively engaged in the advancement of knowledge for the discipline of nursing (Chinn & Kramer, 2008).
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
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Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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Assignment: Early Childhood Autism
Assignment: Early Childhood Autism
Assignment: Early Childhood Autism
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Early Childhood Autism
For this Assignment you are going to view a video of an example of a self-contained classroom that is structured for children with Autism Spectrum Disorders (ASD).
You will then write a 2-3 page essay where you will analyze the arrangement of the classroom environment and evaluate why this type of environment could effectively meet the individual needs of children with autism.
Assignment: Early Childhood Autism
Based on your observations, you will write to write a 2-3 page essay discussing what modifications and visual supports have been utilized in the classroom environment so that children with ASD can actively participate in daily activities.
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Please click the PDF for detailed directions regarding the information to include in your essay. Please view the video link below to complete this Assignment.
Below I will attach a copy of the video. If you have any further questions please ask.
VIDEO
http://extmedia.kaplan.edu/artsSCi/Media/CE340_1204B/Autism_Classroom/index.html
ALSO ATTACHED IS A WORKSHEET WITH ALL REQUIREMENTS FOR PAPER
http://extmedia.kaplan.edu/artsSCi/CE340_1204B/CE340_Unit_4_Assignment.pdf
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Don’t wait until the last minute
Fill in your requirements and let our experts deliver your work asap.
Start My Order
Task 1,2 3,4
Task 1,2 3,4
Task 1
This assignment involves reading two separate scenarios and then completing an ergonomics observation report (EOR) for each scenario. Click here to access the scenarios along with the corresponding EORs. The purpose of this assignment is for you to begin using the process of observing workers and their work environments, while specifically relating the human body to ergonomics. Although this assignment does not require preparing a formal piece of writing, you are expected to use your own words to answer the questions. Complete the EORs.
Scenarios
Instructions: Read both Scenario #1 and also Scenario #2, and then complete the ergonomics observation reports by clearly answering the questions that have been listed within each report.
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Scenario #1: Beth’s Office Setting. Beth works in an office setting for five days per week. In her cubicle, she typically uses her computer to perform her responsibilities. While Beth only stands five feet and two inches tall, the equipment at her cubicle is more suitable for a taller employee. One advantage is that she is able to adjust the height on her rolling desk chair. After performing her responsibilities at her cubicle for several years, Beth has been recently suffering from back and neck pain. As a result, Beth communicated her pain to her company and has requested an evaluation by a doctor.
Ergonomics Observation Report
The Worker What is the worker’s name? Male or female? Height? The Work Setting Describe the work setting. Anatomy and Physiology What types of human systems are involved in the worker’s daily activity? Be specific. Has the worker mentioned any pain? If yes, explain. What are the potential cumulative trauma disorders (CTDs) or musculoskeletal disorders (MSDs)? Fit How would you describe the fit of the work activity and setting? Be sure to mention how the human body fits. Enjoyment How would you describe the enjoyment of the work activity and setting? Be sure to mention how the human body impacts enjoyment. Personnel’s Input for Design To involve personnel in the design, what types of questions would you ask the worker to improve the ergonomics of the work environment? (include at least five questions)
Scenario #2: Ben the Truck Driver. In this scenario, Ben is a truck driver who has been driving for at least 15 years and is now complaining of right shoulder and neck pain. Ben is 45 years old, 6 feet tall, and weighs 220 pounds. Ben has been driving a semi-truck, which has a handle for climbing into the truck and it is mounted on the side of the cab. The trailers Ben usually hauls are box trailers, and Ben has to climb into and out of the trailer multiple times per day using the handle on the rear of the trailer.
Ergonomics Observation Report
The Worker What is the worker’s name? Male or female? Height? Weight? Age? The Work Setting Describe the work setting. Anatomy and Physiology What types of human systems are involved in the worker’s daily activity? Be specific. Has the worker mentioned any pain? If yes, explain. What are the potential cumulative trauma disorders (CTDs) or musculoskeletal disorders (MSDs)? Fit How would you describe the fit of the work activity and setting? Be sure to mention how the human body fits. Enjoyment How would you describe the enjoyment of the work activity and setting? Be sure to mention how the human body impacts enjoyment. Personnel’s Input for Design To involve personnel in the design, what types of questions would you ask the worker to improve the ergonomics of the work environment? (include at least five questions)
Task2
This assignment involves reading two scenarios and then answering each question that follows the scenarios. Insert your responses just below each question, save all of your work, and then submit it in Blackboard for grading. Click here to access the template for this assignment.
Scenarios
This assignment involves reading two scenarios and then answering each question that follows the scenarios. Insert your responses just below each question, save all of your work, and then submit it in Blackboard for grading.
Scenario #1
Scenario one allows you to focus on thinking about the area near the immediate work space. Expanding upon the truck driver’s scenario from Unit I, Ben is delivering pipe to an oil field in North Dakota. The pipe comes from a yard in Texas where the driver picked up the load. During the trip up to the delivery site, Ben notices a large red mark on his upper arm. As the trip progresses, the red mark appears to look infected and ulcerated. Ben delivers the load and then seeks medical attention. The diagnosis is a bite from a Brown Recluse Spider, which requires overnight hospitalization, surgical debridement, and then additional treatments of intravenous antibiotics.
Question 1. As you visualize the employee’s environment, how might this driver have been bitten by the spider? Explain the normal habitat for the Brown Recluse Spider and what might be done to prevent such a bite from occurring again. Your response should be at least 150 words.
Question 2. The truck trailer is a flatbed type of trailer and the pipe is loaded on the trailer and then secured. The pipe is loaded from a pile on the ground. As the pipe is loaded, the driver has to secure the load. The pipe is loaded in Texas in July. Describe what temperature and humidity issues the driver might have to face and mitigate while loading and securing the pipe on the trailer. Your response should be at least 150 words.
Question 3. Explain the hazards associated with working around the loading and unloading of material as it relates to line of fire, pinch point, and falls. How would each of these issues be addressed by the driver prior to beginning the evolution of loading and unloading? Your response should be at least 150 words.
Scenario #2
Beth, the office worker from Unit I, is working in a new office setting. The building construction has just been completed and the workers are now completing their tasks inside the new office building. As the workers are new to the building, several issues start to appear before they are communicated to the building manager.
Question 1. Several employees begin complaining of headaches and eye strain while at work. Individually, the employees seem to take the complaints in stride, but during one particular meeting the complaints come to light. Describe several items that might cause this type of complaint in multiple workers in a new building. Your response should be at least 150 words.
Question 2. Beth has now taken possession of her new work area. All new furniture has been installed with new tools for the desk and surrounding areas. Give examples of measurements that could be taken from the employee (anthropometry) and apply them to making adjustments to the work space area. Your response should be at least 150 words.
Question 3. Discuss the OSHA regulation General Duty Clause 5(a)(1) as it relates to this scenario. Also, explain the OSHA General Duty Clause 5(b) as it might relate as well. Your response should be at least 150 words.
Task3
This assignment involves reading two scenarios and then answering each question that follows the scenarios. Insert your responses just below each question, save all of your work, and then submit it in Blackboard for grading. Click here to access the template for this assignment
Scenario/Template
This assignment involves reading two scenarios and then answering each question that follows the scenarios. Insert your responses just below each question, save all of your work, and then submit it in Blackboard for grading.
Scenario #1
Our truck driver from previous scenarios puts in 500 miles per day, with no more than 11 hours driving time allowed by DOT standards, with a total of no more than 14 hours worked in a 24-hour period. Truck drivers must rest (or be off duty) for at least 10 hours for every 24-hour period. Traveling 500 miles in 11 hours means that the driver has to maintain an average of 45.5 miles per hour. Keep in mind that the driver will need to stop for various reasons, such as fuel, food, and bathroom breaks (depending on how many large quantities of coffee they drank). Also, the driver has a satellite system in the truck that monitors the miles driven, the average and specific speed, the fuel flow, and time.
Question 1. Use the Iowa Model (page 270 of the textbook) to make recommendations for improving the performance of drivers in the scenario.
(1) The effect of combining tasks – what are three examples that the driver could do to combine tasks to improve efficiency?
(2) The effect of performing particular task sequences – recommend a sequence for a series of tasks for the driver to maintain accuracy and productivity.
(3) The effect of pacing – how much time the driver spends on each task.
Question 2. Provide examples of how, as an ergonomics safety professional, you might help the driver prevent the common CTDs of low back pain, sciatica, and thoracic outlet syndrome? Think in terms of analysis and body measurements. What type of technique would you use to capture and interpret the data, based on the techniques discussed in chapter 6? Your response should be at least 150 words.
Question 3. Knowing that the driver gets paid by the mile and has to travel 500 miles per day in order to make his daily pay, list several things that drivers do that might be dangerous to themselves or others in order to make this production. These are items that we as safety professionals should be on the lookout for. Your response should be at least 150 words.
Scenario #2
Look at a typical racing team. NASCAR, Indy car, or Formula one racing teams have developed specific and targeted routines for their drivers and pit crews. Years ago, these very teams had little in the way of safety devices or ergonomic tools, and the drivers and crews paid with their lives at times. In today’s racing world, the drivers and pit crews use highly detailed tools to help advance their team in the race while also keeping team members safe. The crew chief and his assistants monitor all aspects of the team to include fuel usage, tire usage, tire pressure, engine diagnostics, as well as other details. To indicate the importance of such details, racing teams have both won and also lost races due to fuel usage.
Question 1. Using your favorite search engine, locate and watch race footage, or actually watch a race, and describe some of the safety tools the teams use to prevent injury in the pit area. Specifically, look at the fueler, the tire changer, and the tire wrangler. Also, look at items that are ergonomically beneficial to these team members. Your response should be at least 150 words.
Question 2. While viewing the race footage, spend some time watching the driver while he or she is in the car. What devices does the driver use specifically for safety? What about the ergonomic devices that allow the driver to turn left at very high speeds for several hundreds of miles without sustaining either short- or long-term injury. Discuss this in terms of body measurements and modeling. Your response should be at least 150 words.
Question 3. The crew chief spends significant amounts of time in practice with the pit crew. They try to reduce valuable seconds from their work times with the car while in the pits. Discuss several ways, using the items you learned from this unit (analysis, measurement, modeling, sampling) that the crew chief might use to evaluate the team. As a safety professional assigned to the team and answering to the team’s owners, give one or two suggestions to improve the safety of the crew. Your response should be at least 150 words.
Task 4
This assignment involves completing a series of four exercises, and the purpose is for you to practice utilizing these processes toward evaluating common controls for mitigating ergonomic related hazards. Click here to access the template for this assignment.
Template
This assignment involves completing a series of four exercises, and the purpose is for you to practice utilizing these processes toward evaluating common controls for mitigating ergonomic-related hazards.
Exercise 1: Task Analysis
Take the simple task of lifting a 25-pound box (18 inches x 18 inches x 18 inches) from the floor and placing it on a desk that is 36 inches high from the floor. In the space below, perform a task analysis by using one of the methods described in the textbook and listing the steps for completing the task. Then, list the potential hazards associated with each step (i.e., stressors, CTDs, MSDs). Also, provide at least three ways to improve the task from an ergonomics perspective.
Task Analysis Identify the method you used = Task = Lifting a box from the floor and placing it on a desk. In the spaces below, list the steps for the task. List the potential hazards for each step
Ergonomic Improvements List at least three ways to improve the steps while avoiding the hazards. 1. 2. 3. 4. 5.
Exercise 2: Flow Diagram
Using the flow-diagram system, describe in detail the task of cart retrieval at the local grocery store or big box store. Start from the point where the customer acquires the cart inside the store and then discards the cart in the cart storage within the parking lot. This exercise requires two items from you: (1) a paragraph that describes the flow of tasks and (2) the flow diagram that visually represents the flow of tasks by using the shapes below. Copy and paste the shapes as you need to. Also, feel free to resize the shapes as you need to. Be sure to add a label to each shape, excluding the arrow.
Exercise 3: The Fault-Tree System
This exercise involves using the fault-tree system to help identify the cause of an event. First, read the scenario and then identify examples within the scenario to insert into the third tier of the fault tree. Second, select ONE of the AND gates and then propose a way to prevent the hazard from occurring (through the AND gate) in the future.
While walking in from the parking lot, Beth fell and injured her knee. She was running late because she stopped to get coffee for her supervisor. Usually, Beth carries her purse, personal-items bag, and her laptop computer bag. Today, she added a coffee-cup carrier and was talking on her cell phone while walking. Beth was also wearing her new dress shoes, a 4-inch heal with ½ inch sole. Beth felt rushed because she was arriving after the start of her regular shift.
The surface of the parking lot is asphalt and does not drain properly. Beth regularly parks very close to the front of the employee parking lot because she is usually one of the first to arrive. Today, because she stopped to get coffee, she had to park near the back of the lot, which is 50 yards farther than her regular parking spot. There is no defined walkway and the lot is not artificially lit during the day.
The weather conditions for this incident were an outside temperature right at 32 degrees F with a light rain. The skies were overcast even though it was past 8:00 am. The walking surface was wet with rain and slush building up, which made the walking surface very slippery. There was some black ice forming on the ground where the incident occurred.
Select ONE of the AND gates (i.e., Employee, Walking Surface, and Surrounding Environment) from Beth’s scenario and then propose a way to prevent the hazard from occurring in the future. Exercise 4: Failure Modes and Effects Analysis
Using the failure modes and effects analysis (FMEA) method, discuss the potential outcomes when using a cell phone to contact 911 emergency services as opposed to using a landline (house) phone to contact 911. What failures might occur and what effects might those failures have on the outcome of summoning help through the 911 system? Your response should be at least 100 words.
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Capstone Project: Milestone 2
Capstone Project: Milestone 2
Review the feedback you received from your instructor for Milestone 1, and use it to develop this milestone.
Create a proposal for your Design for Change Capstone Project. Open the recommended assignment specific Milestone 2 Design Proposal Outline (Links to an external site.)Links to an external site.. Use this to write your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice.
The format for this proposal will be a paper following the Publication manual of APA 6 th edition.
The paper is to be four- to six-pages excluding the Title page and Reference page.
As you organize your information and evidence, include the following topics.
Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association(2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
Change Model Overview: Overview of the ACE Star model (the model we have been discussing this session); define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members.
Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change.
Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings.
Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.
Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.
Rubric
NR451_Milestone2_2NR451_Milestone2_2CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroductionIntroduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.)25.0 ptsIntroduction to the plan is nursing focused, and evidence-based. Potential interventions clearly identified.22.0 ptsIntroduction to the plan is missing one of the elements listed in the first column.20.0 ptsIntroduction to the plan is missing two elements listed in the first column.10.0 ptsIntroduction lacks evidence to support need for change and/or potential solution is not evidenced-based.0.0 ptsIntroduction is missing.25.0 pts
This criterion is linked to a Learning OutcomeChange Model OverviewAn overview of the ACE Star model as a guide for change is given. Scope of the problem is identified. Stakeholders are identified. Team members and their roles and practice area are identified and discussed. State how nurses should use this model as a guide to facilitate change.50.0 ptsOverview of the ACE Star model is given. Scope of problem is identified. Rationale for change is present. Stakeholders are identified. Practice area, team members and role are discussed.44.0 ptsAll elements in the first column are included but discussion of one or more items lacks details.40.0 ptsOverview is missing one of the elements from the first column.19.0 ptsOverview of the ACE Star model is given. Scope of problem is not identified. Rationale for change is not present. Stakeholders are not identified. Practice area, team members and role are not discussed.0.0 ptsChange Model Overview is missing all elements of the first column.50.0 pts
This criterion is linked to a Learning OutcomeEvidenceEvidence is provided thru basic information that indicates a change is needed. For example, there have been 6 urinary tract infections over the last two months and there were none present the last two years at the same time period. What are some of the evidence-based interventions you discovered in your Evidence Summary that do you plan to use?50.0 ptsEvidence summary is thoroughly provided with information of the current problem in the work setting indicating a change is needed. Interventions discovered in Evidence Summary are used in planning for change.44.0 ptsEvidence summary contains all elements in the first column, however, one or more items lacks detail.40.0 ptsEvidence is vaguely provided through information of the current problem in the work setting indicating a change is needed. Some of the interventions discovered in Evidence Summary are used in planning for change.19.0 ptsEvidence is provided through information of the current problem but is not convincing. Interventions discovered in Evidence Summary are not used in planning for change.0.0 ptsEvidence summary is not provided.50.0 pts
This criterion is linked to a Learning OutcomeTranslationActivities to achieve the final steps of change are fully described. What is needed to achieve? How do you translate what information you have gathered into practice? Include measurable outcomes. How do you inform staff? What is your plan of action to pilot the plan? What is the timeline?50.0 ptsActivities to achieve final steps of change are fully described. Ways to translate evidence into practice are discussed (outcomes). Methods to inform staff, activities planned for plan of action and timeline are discussed.44.0 ptsActivities to achieve final steps of change are adequately described.40.0 ptsActivities to achieve final steps of change are briefly described.19.0 ptsMinimal description of the activities to achieve final steps of change.0.0 ptsActivities for final change plan are missing. Translation of evidence into practice is missing.50.0 pts
This criterion is linked to a Learning OutcomeConclusionClear, solid summary of the key points, ACE Star model and steps of the change plan are included; ways to sustain the change plan are described.25.0 ptsDetailed summary of main points using ACE Star model. Ways to sustain plan are thoroughly described.22.0 ptsSummary of main points/model is brief. Ways to sustain plan are briefly described.20.0 ptsSummary of main points/model is vague. Ways to sustain plan are vaguely described.10.0 ptsSummary of main points/model OR ways to sustain plan are not described.0.0 ptsSummary is missing. There is no plan to sustain change.25.0 pts
This criterion is linked to a Learning OutcomeMechanicsAPA format 6th edition. Grammar, sentence structure, punctuation, and spelling correct. References, citations correct. Paper formatted in APA format. 0-1 errors25.0 ptsAPA format 6th edition. Grammar, sentence structure, punctuation, and spelling correct. References, citations correct. Paper formatted in APA format. 0-1 errors22.0 ptsTwo to three errors in elements from the first column.20.0 ptsFour to five errors in elements from the first column.10.0 ptsSix to seven errors in elements from the first column.0.0 ptsMore than seven errors.25.0 pts
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Assignment:Minimizing Bias and Confounding
Assignment:Minimizing Bias and Confounding
Assignment:Minimizing Bias and Confounding
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:Assignment:Minimizing Bias and Confounding
Minimizing Bias and Confounding
The mayor of your city wants to allocate funds to open several curbside healthy food markets/ farmers markets based on the hypothesis that people who utilize curbside healthy food markets/farmers markets regularly (defined as once a week) for their groceries have healthier weight and are likely to control of their weight as compared to people who do not utilize them regularly.
Assignment:Minimizing Bias and Confounding
As an epidemiologist you request and succeeded in getting a small amount of funds to conduct an epidemiological study to test the above hypothesis. How would you design this study? What are some of the potential confounders and or biases that can influence the results of study? How can you minimize them and report the results objectively?
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
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Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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Literature Question
Literature Question
5th Entry – Creative Nonfiction: In the preface to nonfiction (p. 2803 of your text), the editors tell us that creative nonfiction illustrates that “no direct duplication of reality is possible in language, that all writing is affected by the author’s point of view” (Baym et al, 2014, p. 2803). Do you think that is true? Can there such a thing as a truly reliable narrator? Consider the excerpt from Danticat’s Brother, I’m Dying that you read this week as you prepare a response to this question. How is this point made (or not) in Danticat’s writing?
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