What do you perceive to be the most significant drug problem in your community? What does the research say? What resources are available for individuals with substance use disorders?
where i live its brentwood ny
Brentwood and other parts of Suffolk County have been impacted by opioids, such as prescription pain medication and heroin.
Essay – describing a community you belong to and identifying an issue for change. 30% Length = 1,000 Curriculum = Essay The details of the assignment are as follows:
Describe a community to which you belong – give a rich description of the community. You should refer to definitions of community discussed in class and in your reading – for example in Ife (2016) chapter 5, pp100-108, and/or Kenny (2011) chapter 2, pp44-53. How does your community reflect the characteristics described in the readings? (About 400 words) Approachin Change.pptx CLIPS.pptx Values and CD.pptx
Identify an issue in your community that could be improved and make the community better. Think about this issue in terms of social justice (i.e fairness, equity, participation – see for example Kenny (2011) p24.). In other words, is there some way in which the community might be a little unfair/unequal for some of the members? (About 400words)
How could your community be better? What needs to change? How could this issue be changed? (What structures, relationships, processes etc could be addressed?) (About 200 words) The overriding focus of this assignment is based on you knowing your community well – its strengths and issues, being able to identify an issue for change and being able to describe that change in terms of increased fairness and equity. Preferred Community = Riverwood Community
Case Study Setting the Stage for Community Health Nursing
At the community health care agency, the assigned nurse reviews with the assigned student the conceptual foundations and core functions of community health practice that are integrated into the various roles and settings of community health nursing. After working at the agency for the day, the student has to prepare an oral report to present to the class the next day.
What are the three core public health functions that are basic to community health nursing?
There are seven different roles of the community health nurse. What are the seven different roles of the community health nurse?
The role of manager is a critical role for the community health nurse. What is involved in the role of manager within the framework of public health nursing functions?
There are seven settings in which community health nurses practice. What are the seven settings and provide a brief description of the settings in which community health nurses practice?
Click and read the Case Study below and post answers.
Answers must:
Be 100 words or more
APA FORMAT
References are cited (if necessary)
Case Study
Chapter 4
Evidence-Based Practice and Ethics in Community Health Nursing
The student nurse starts the day with the community health nurse with a discussion about the implementation of evidence-based practice. The nurse reviews with the student the importance of including appropriate research and evidence-based practice principles each day during the daily visits. The community health nurse emphasizes the importance of looking at one’s own values since the student nurse will encounter various individuals in the community health setting. The community health nurse asks the student nurse to review the key human values that influence a client’s health.
The community health nurse asks the student nurse to explain what is involved in evidence-based practice. What are the necessary steps in the process of evidence-based practice that the nurse should include in the discussion with the community health nurse?
What does implementation of evidence-based practice enable the community health nurse to do in the community?
Research has what significant impact on community health and nursing practice?
Values and ethical principles strongly influence community health nursing practice and ethical decision-making. What function do values hold in clinical practice in the community health setting?
What three human values influence client health that the community health nurse must consider?
I don’t believe there is any issues within my community pertaining to criminal organizations, I don’t believe there is a need for one or multiple in my community, I live in such a small town that there really wouldn’t be any reason to have a criminal organization. With such a small population where everyone minds their own business, I don’t think there is any need of concern for having criminal organizations happening around us. I believe my perception is very closely aligned with reality, I trust that if things like criminal organizations within my community were happening that I would hear about it, that it would be put in town newsletters or have the police speak on the matter. A misconception that may lead to an inaccurate perception would be that criminal organizations need to be this elaborate group always creating issues and committing crimes within the community and that potentially the size of a population may not matter at all. Along with that misconception would be that these organizations are robbing and stealing from community members and businesses that they are a more prominent negative means within the community and is well known for their destruction.
PLEASE WRITE 150 TO 200 WORD COUNT FOR EACH STUDENT AND PLACE THEIR NAME BY EACH ONE. ALSO MAKE SURE YOU REFERENCE YOUR WORK THANKS…
STUDENT REPLIES
STUDENT REPLY #2 William Kellogg
ANSWER 1:
Well I guess, it is a problem in my community because many people live in fear that they will be robbed, they will be threatened if they do something against the gang’s rules etc. and I have seen such extreme measures taken by the gang’s just because people did something which was against their favor, and apart from that police is also involved in these type of crimes and we, the people cannot do anything.
ANSWER 2:
It is very high because we should be pro-active and accurate too because the gangs are very dangerous, and it would have been less if the police will not be involved in these crimes and that’s what I am worried about the most.
ANSWER 3:
Well, there are some myths and misconceptions. Those myths and misconceptions which might lead to inaccurate perceptions of criminal organizations in my community are as follows:
They will kill EVERYONE.
They will rob you every time when they see you
Some criminal gangs actually work for the welfare of their community which is a great thing but sometimes they forget the laws and takes extreme measures. The reason behind that is whenever people have power in their hands, they think that they are indefeasible and took the wrong turns
Certificate IV in Leisure and Health (Release 2)E1320 CHCDIS003 – Support community participation and social inclusion CHCDIS001 – Contribute to ongoing skills development using a strengths-based approach Case study
Instructions To help Open Colleges manage your assessment, please use the following file-naming convention when you save your Microsoft Word document. Your file should be named and saved to your computer hard drive using your: [Student number]_ [assessment] _ [assessment number].docx For example: 12345678_21850a_01.docx Assessment submission Prior to submitting your assessment ensure that your Name and Student ID are included on the front cover page as well as the footer of each page. If this is not included the assessment may be returned to you for authentication. When you are ready to submit your assessment, upload the file to OpenSpace using the Assessment Upload links in the relevant module of your course. The Student Lounge provides a ‘Quick Guide to Uploading Assessments’ if you need further assistance. Uploading assessments to OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading on your assessment. It is important that you keep a copy of all electronic and hardcopy assessments submitted to Open Colleges. If there is a video or audio recording as part of this assessment you must have an introductory statement stating your name, student ID, Qualification and assessment number, along with the task or question you are responding to. Competency details CHCDIS003 Support community participation and social inclusion This unit applies to workers who are required to assist with supporting clients with disability in community participation and social inclusion using a person-centred approach. This involves enabling clients to make choices to maximise their participation in various community setting, functions and activities to enhance psychosocial well-being and lifestyle in accordance with the client’s needs and preferences. CHCDIS001 Contribute to ongoing skills development using a strengths-based approach. This unit applies to workers who are required to assist with supporting the ongoing skill development of clients with disability. It involves following and contributing to an established individual plan and using a positive, strengths-based approach. Introduction This document is Assessment 3 of the three assessments you are required to complete, together with structured workplace learning, CHCDIS003 Support community participation and social inclusion and CHCDIS001 Contribute to ongoing skills development using a strengths-based approach. This assessment is designed to gather evidence of competence, specifically to: • Identify opportunities for community participation and social inclusion • Implement strategies for community participation and inclusion according to the individualised plan • Identify, address and monitor barriers to community participation and social inclusion • Contribute to skills assessment • Assist with ongoing skills development according to individualised plan • Support incidental learning opportunities to enhance skills development Assessment 3 Description 35131/03 Case study Checklist You must complete and submit the following: Assessment 3 Question 1 (a – e) 0 Question 2 (a – d) 0 Question 3 (a – d) 0 Question 4 (a – b) 0 Question 5 (a – b) 0 Ensure your name and student Id are on the front page and in the footer of each page. 0 Assessment 3 – Demonstrate your knowledge Question 1 Read the below case study and answer the following questions drawing from the learning in your module. Emma, female, 47 years, and originally from Denmark. Emma has progressive multiple sclerosis and uses an electric wheelchair for mobility. She is unmarried and doesn’t have children. Most of her family is based in Denmark, but she has a brother who lives in NZ who visits often. Emma’s multiple sclerosis has progressed over time and this has limited Emma’s life. Some effects are: • Emma would like to go to NZ to visit her brother but is unsure how this might work given her level of support requirements. • Emma used to have a wide social circle and had an active social life in cafes and restaurants. It is more difficult for Emma to access the community on her own now, so she has less opportunities to catch up with her friends. • Emma had a friend who spoke Danish, but her friend moved away. Emma misses the opportunity to speak Danish. She also misses Danish food her friend would bring her. • Emma used to attend a Roman Catholic church with her Danish friend, who supported her. She attends infrequently now that her friend has moved away. • Emma is reliant on community supports provided by CareShore to enable her to continue living in her own home, including personal care, transport, domestic support and meal preparation. 1a. Suggest at least one way that you could collaborate and communicate with Emma on how to overcome any barriers and empower her to make her own decisions. How would you involve your supervisor in this process? (approx. 50-100 words) 1b. Identify three (3) of Emma’s barriers to community participation and social inclusion. (approx. 20-50 words) Barrier to participation & inclusion Example: Emma is reliant on transport from CareShore to get around and access the community. 1) 2) 3) 1c. As Emma’s recreational worker, you need to assist Emma to find ways to overcome these barriers. (approx. 20-50 words) Write down two (2) questions you could ask Emma to help her find solutions to be reliant on transport from CareShore to get around and access the community. Explain how Emma’s situation relates to the social model of disability. Questions to ask to help Emma find solutions to this barrier How Emma’s situation relates to the social model of disability Example: ‘Emma, if you wanted to go into town on your own, without using the CareShore bus, how do you think you could go about doing this?” Person centred 1) 2) 1d. For Emma’s goal of visiting her brother in New Zealand, Emma has stated that she’d like to do some research about how to get there and places she could visit while there. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. An example has been done for you. (approx. 20-50 words) Example: I could ask if Emma would like to go to the local travel agent and if she would like to me to accompany her. 1) 2) 1e. For Emma’s goal of attending church more frequently, Emma has stated that she’d like to find some local Roman Catholic churches and visit them. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. (approx. 20-50 words) 1) 2) Question 2 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Scenario: Emma wanted to plan a holiday to NZ to visit her brother, however things are not going well. The travel agent is not supportive of Emma going on the plane and starts asking questions and making statements to discourage Emma. The support worker attempts to advocate for Emma however the travel agent is not changing their attitude. Another goal Emma had was to attend the women’s group at church. A woman from church comes to Emma’s home, picks her up and takes her to the group, takes care of her while she is there, and takes her home afterwards. Emma actively participates in the activities the women do to raise money for charity. She feels purposeful and a part of society. 2a. Emma has been devalued by the travel agent. Explain how being devalued in society might make Emma feel. (20-50 words) 2b. Imagine you are the support worker assisting Emma at the travel agent. Emma is angry at how she has been treated. How can you assist her to voice her anger at her treatment? (20-50 words) 2c. What would you do if you were the recreational worker and Emma has become extremely distressed by her treatment at the travel agent? (20-50 words for each) Provide an explanation for this situation and include the following: • What are your limititations? • How would you recognise your own or potential limitations? • What you would do in this situation? • What advice would you seek, if any? • How would you seek advice? • Who would you seek advice from? What are your limititations?
How would you recognise your own or potential limitations? • What you would do in this situation? What advice would you seek, if any? Who would you seek advice from?
How would you seek advice?
2d. Emma has been treated as an active citizen who has a right to participate in society while at church group, but not at the travel agency. What would active citizenship look like for Emma at the travel agent? (20-50 words) Question 3 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Scenario: Preparation: Emma has made friends with her neighbour and the two have agreed to go to a local café once a week together. A skill building plan has been developed by Emma (with the assistance of her support worker). Emma has begun to get tired more these days and finds it harder to think and to problem solve. The outing therefore is well planned to make it as easy as possible. The support worker assists Emma by organising her purse so that the money is easy to access, and to put the purse in her electric wheelchair where Emma can reach it, but where it is still safe. Julie goes with Emma to show her the way from her home to get to the café. She assists Emma to locate the most accessible seat in the café, which is conveniently located, is out of the way of people walking, and is easily accessible with a ramp that blends in well with the rest of the café. The Outing: When the neighbour arrives, Julie assists with the conversation so that the neighbour can understand Emma’s impaired speech. Once the neighbour begins to understand Emma’s speech independently, Julie stops providing social support, and only contributes to the conversation if asked a question. While observing the conversation, Julie makes mental notes on Emma’s skills and competencies. During the outing, Julie maintains a quiet distance and observes in a non-obtrusive manner. Completing the Outing: When it was time to leave, Julie did not assist with the payment, but allowed Emma to be independent with paying. Emma went to pay the bill and the wait staff asked if the bill was separate or together. Emma looked at the support worker for support. Julie told Emma that the wait staff were asking if Emma was paying for just herself or for her neighbour also. Emma then turned to the wait staff and said, “Just me.” And then paid her bill. Going home: On the way home, Julie asked Emma to see if she remembered the way home. Julie mostly observes and gave support only when Emma went to go the wrong way. Julie pointed out landmarks along the street to support Emma to know the right way. Reviewing: When they got home, Julie asked Emma how she thought it went. They had a discussion and Julie took on board Emma’s comments, and they agreed how they might improve the outing for next time. Julie thanked Emma for a nice day and left. In the car, Julie completed her case notes by logging onto CareShore’s intranet from her telephone and making electronic notes. She also called her supervisor to let her know how the outing went and to get permission to make changes for next time, as requested by Emma. 3a. Describe how Julie did the following: (10-50 words for each section) Planned the outing with Emma to make it as successful as possible.
Observed and interacted with Emma in a respectful manner
Used strategies to create independence and develop skills for Emma
Withdrew support to encourage experiential learning
Assisted Emma to identify how things went with the outing and how to improve things
Observed Emma’s competencies and skills and made a record of the outing
Monitored Emma’s strategies to determine their effectiveness and how engaged Emma is, in consultation with a supervisor 3b. What assessment processes might the organisation have gone through to assess Emma’s support needs to go to the café? How you would explain your limitations to Emma? (20-50 words) Assessment process for Emma’s support needs Your limitations to Emma 3c. Describe how the café supported Emma’s rights to access and equity. (20-50 words) 3d. While at the café, what might have been some opportunities for incidental learning? (20-50 words) Question 4 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Scenario: Emma is gaining confidence with attending the café with her neighbour. She has requested to go to the outing on her own, without any support worker assistance. Julie calls her supervisor to discuss the situation. She tells her supervisor that Emma is very good now at the café with all of the things that need to be done, but every now and again when she is tired, still loses track of the way home and can go the wrong way. Julie reads back on her notes from each visit to discuss with the supervisor. 4a. Describe the conflict between a support worker’s duty of care, and the client’s right to dignity of risk, and how you would consult your supervisor, as seen in this case study. (20-50 words)
4b. Read the United Nations Conventions on Rights of Persons with Disabilities, which can be accessed at the following link: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.htm In your own words, provide a summary of what the document is about. (20-50 words) Question 5 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Ji-yoon, 7 years old.
Ji-yoon was born with Cerebral Palsy. She has severe impairment of her motor movements and uses a wheelchair for mobility. She has some learning difficulties (but these are mild) with good language development. Her English skills are good. Recurrent seizures are a part of Ji-yoon’s life as she also has Epilepsy. 5a. Do some research on special services that could support Ji-Yoon, a child with a disability, in the community. Complete the information below on what you have found. (approx. 20-50 words) The name of the service: Contact details: What the service does: 5b. Once again access the United Nations Conventions on Rights of Persons with Disabilities, in your own words, provide a short summary on what it says about children with disabilities – Article 7. (20-50 words
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Discussion Question – A reference and citation are required.
Nurses as Change Agents in the Community
In the chapter, “How Community-Based Organizations Are Addressing Nursing’s Role in Transforming Health Care,” the authors describe the community as the focus of advocacy action for change. They list a series of questions that help community teams develop organizing principles to guide their interventions, and the aim is to attack social determinants of health to make community change. Suppose a community team identifies lack of access to exercise modalities as a public health issue. If the team were to determine that pedestrian walkways need to be constructed:
Discuss at least two factors that would facilitate the development of the walkways.
Discuss at least two factors that would hinder the development of the walkways.
Include in your discussions ways that the team might work to overcome those hindrances.
Textbook Information
Mason, D. J., Dickson, E. L., Perez, G. A., & McLemore, A. R. (Eds). (2020). Policy & politics in nursing and health care (8th ed.). Elsevier. ISBN: 9780323554985.
From your course textbook, Policy & Politics in Nursing and Health Care, read the following chapters:
Research as a Political and Policy Tool
Coalitions: A Powerful Political Strategy
Creating a Culture of Health and Working with Communities
Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware General Assembly as a Lieutenant Governor
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Assessment BriefProgram Bachelor of Applied Social Science Subject Community development Name of assessment Assessment 3: Written academic case study Length 2500 words Learning outcomes addressed by this assessment: A, B, C, D, E Submission Date: End of week 10, Sunday 11.55 pm Assessment brief summary: Research and choose an example of Community Development today. Use this example to identify, theoretically articulate & analyse as an Academic Case Study- Community Development principles and practices in action. Identify- the community of focus, the principles, power roles & alliances, networking, leadership/team skills, educational initiatives, “positioning”, development of communication / research / development skills:- as well as using public awareness groups and initiatives etc. Identify evidence of the underpinning social justice ethos in their work, and the range of values, skills, and insights drawn from social theory, and academic disciplines/ and models of practice. Demonstrate the efficacy of their sustainability principles and practices. Total marks 50 Weighting 50% Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day. Please note: you must attempt all tasks in a subject to be eligible to pass the subject. More information, please refer to the Academic Progression Policy on http://www.think.edu.au/about‐think/think‐ quality/our‐policies. WEL301A – AB3, Case Study Page 2 Assessment Description: Community development workers draw on values underpinning an ethos of social justice. In their work, workers employ a range of values, skills, insights drawn from social theories and academic disciplines, and models of practice. Summarise these core Community Development Characteristics – and then use examples in your case study ‐ to critically justify and discuss‐ how it is an example of Community Development core principles and practices. Include a critical evaluation of the community development project or initiative as theoretical content from sections 7‐9/10. Provide a clear academic analysis of the case study, study. Some of the topical points to consider include: Principles of social justice, equitability, inclusiveness Power and empowerment Social, ecological and economic sustainability Broader social, political, historical and economic contexts Stages of community development used in the project Skills employed by community developers Project’s effects, outcomes. Project evaluation Theories of community development which might help to explain the community development approach employed by the project/ initiative described in the case study.
Marking Criteria: Max. in category Your points Answering the question and responding to the topic 30 Links to theories and concepts 10 Number and choice of appropriate references 4 Word count, readability, and structure 3 In-text references and reference list, accuracy and use of correct referencing style 3 Total: 50 Comments:
WEL301A – AB3, Case Study Page 3 What we want to see: The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to this document on the main page of every unit, under the ‘Assessments’ section. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of six references. Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable of conducting your own research. Also, in order to help markers determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original. Researching: You can search for peer-reviewed journal articles, which you can find in the online journal databases and which can be accessed from the library homepage. Reputable news sites such as The Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government departments, research institutes such as the National Health and Medical Research Council (NHMRC), international organisations such as the World Health Organisation (WHO) and local not for profit organisations such as the Cancer Council are also good resources. Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers. Please be aware that any assessments submitted in other formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see: Plagiarism: All sources of information need to properly be acknowledged. Please refer to the plagiarism website on blackboardi. By clicking the ‘Upload this file’ button you acknowledge that you have read, understood and can confirm that the work you are about to submit complies with the Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program Manager. Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you may go over or under by 10% than the stated length. Late Submissions: Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks penalty per day. No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think Education website. WEL301A – AB3, Case Study Page 4 Resources Available to YOU: 1. Academic writing guide link https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_ 1&content_id=_2498847_1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit (LASU) is on the left pulldown menu on the blackboard home page: https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_ 1&content_id=_2498847_1&mode=reset LASU also provides a series of academic skills tutorials. Please contact Caroline Spaans (cspaans@laureate.net.au, 02 949 232 14).
3. Researching: A guide to researching is available on the library page http://library.think.edu.au/research_skills/. Please contact the online and Pyrmont librarian for Health, Dawn Vaux (dvaux@laureate.net.au) if you would like further help or a tutorial on how to do research this way
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When a new product or service is offered, revised, rebranded, or offered to new potential customers, there is often a marketing campaign to build awareness. In the mid-20th century, these campaigns mi
You are the Vice President of Nursing Services in a nondenominational community hospital, and you receive a complaint from a patient, who is a Wiccan. The patient and her primary care nurse, Penny Baker, were discussing her religious practices and how she prays, when another nurse, Ruth Goose, walked into the room, stated, ”Thou shalt not suffer a witch amongst you,” and told Penny not to discuss the “satanic religion” with the patient anymore. The patient demands an apology and threatens to go to the media. She feels she has been discriminated against because she is a Wiccan and that her patient care experience was poor during her hospitalization because of her spiritual beliefs. You convene a meeting with Penny and her immediate supervisor, Ruth Goose.
Ruth Goose is wearing a large gold cross on her neck. Penny wears no jewelry and is dressed in her blue scrubs. When you ask Penny what happened, Ruth answers for her. “She did the right thing. We don’t have to pray with witches. They worship Satan. It’s blasphemy. What’s next? Human sacrifice?” Penny can’t get a word in edgewise. Ruth keeps repeating, “Thou shalt not suffer a witch amongst you, it says so in Leviticus!”.
What should you do?
Please complete responses below in essay format and APA citations .
Discussion Questions
1. What are the facts of this case?
2. What is the nature of the organizational behavior problem?
3. What are the 3 factors contributing to this dilemma?
4. What are the top 3 management issues in this case?
5. Who should be responsible for addressing these organizational issues?
6. What kind of differences in spiritual and religious practices are you familiar with? What if the patient had asked Penny to pray with her? Should she have done so? Discuss the pros and cons of praying with patients.
7. Provide your reflections and personal opinions as well as your recommendations for addressing the issue of praying with patients
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services Vice President of Nursing Services in a nondenominational community hospital