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This is another student post to which i have to react adding some extra information related this post. 

short answers. 

Whistleblowing bad behavior or risky situations is a fact that requires great courage since the person puts ethics and good behavior first before the organization and its relationship with the people involved in bad procedures. In fact, according to Miceli et al (1991), people who are more committed to work are more likely to whistleblowing, than people who feel less committed to work.

However, in order to whistleblowing this type of situation, it is necessary to avoid groupthink, since there is a risk that the appropriate decisions will not be made due to pressure from the colleagues themselves, or that they think that the complaining nurse is being unfair or is betraying the organization or the workgroup, it can also happen that if someone in the group was the one who committed the wrong procedure, this person would begin to victimize himself to avoid being reported. For these reasons, it is better to make the decision alone and present the necessary evidence that evidences the situation before the organization or an external regulatory body. (Miceli et al, 1991)

Whistleblowing can create an ethical dilemma that sometimes makes people think about the pros and cons before deciding whether or not to blow the whistle. The main pro of these situations is that whistleblowing the poor performance or fraudulent acts is doing the right thing, and therefore the person can feel good about himself when making the right decision since he is seeking to protect patients and improve the quality of the health service provided. Another point in favor is that legal protection is offered to those who blow this type of activity and it is possible to get to the bottom of the matter with the help of the necessary entities in the event that it is a fraudulent act. (Anvari et al. 2019)

As for the cons, the main factor that affects these decisions is that it can affect the work environment, both with the organization and with co-workers. In some cases, if the evidence of the complaint is not sufficient, the nurse can even lose her or his job. Another very important factor is that it usually produces high levels of stress and anxiety, since it is not known how the situation will be resolved, generating uncertainty in the complainant (McDonald & Ahern, 2000).

In case a nurse comes across a situation that she or he thinks should whistle blow, she or he should initially remain calm and think through whether there really is a problem, if there really is, the nurse should take into account the possible results of whistleblowing such a problem. In case the nurse wants to consult with her or his colleagues, you should avoid groupthink because as mentioned before, this type of thinking tends to complicate the situation. It is important to follow the chain of command to make this type of complaint, and if it is not resolved with the supervisors of the organization, go to external entities (McDonald & Ahern, 2000).

It is essential to know the rights that protect whistleblowers and consider that to obtain protection it is better to contact a state or national regulator. When the case is presented either before the organization or with another external organization, it is important to present only the evidence and leave it to others to interpret the situation, for this reason, it is important to document each step that was taken to carry out the complaint.

References:

Anvari, F., Wenzel, M., Woodyatt, L., & Haslam, S. A. (2019). The social psychology of whistleblowing: An integrated model. Organizational Psychology Review, 9(1), 41–67.

McDonald, S., & Ahern, K. (2000). The professional consequences of whistleblowing by nurses. Journal of Professional Nursing, 16(6), 313-321.

Miceli, M. P., Near, J. P., Schwenk, C. R. (1991). Who blows the whistle and why? Industrial & Labor Relations Review, 45, 113–130. doi:10.1177/001979399104500108

Journal

Review the CDC website link on IPV https://www.cdc.gov/violenceprevention/intimatepartnerviolence/index.html and analyze both ends of the spectrum – from disparity to privilege—and at triggers, which are not bound by any social class, leading to intimate partner violence. Then answer the following questions:

1. Does trauma-informed care apply to IPV? Why or why not?

2. Review the maternal and infant mortality statistics within our country and your state. Do you note any disparity?

3. How can “privilege” become a beacon for change?

4. Intimate partner violence expresses a need for power and control by many methods. Would you recognize them all?

5. Is there a path that most violent individuals follow?

Provide an example of how you have been witness to IPV, disparity, and or privilege and outline how you, as an APRN, can recognize and reduce violence and health disparity in women.

Prepare a concept map for a musculoskeletal disorder from your readings. Use the included template to outline the system disorder including the pathophysiology, etiology, clinical manifestations, and treatment.

Use at least one scholarly source to support your findings. Examples of scholarly sources include academic journals, textbooks, reference texts, and CINAHL nursing guides. Be sure to cite your sources in-text and on a References page using APA format. 

 Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements

Review one or more samples from your own research of resources focused on portfolio development.

Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples. 

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

• Describe the differences between a board of nursing and a professional nurse association.
• Describe the board for your specific region/area.
  • Who is on the board?
  • How does one become a member of the board?
• Describe at least one state regulation related to general nurse scope of practice.
  • How does this regulation influence the nurse’s role?
  • How does this regulation influence delivery, cost, and access to healthcare?
• Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
  • How does this regulation influence the nurse’s role?
  • How does this regulation influence delivery, cost, and access to healthcare?
• Include Speaker Notes on Each Slide (except on the title page and reference page)

Reflect on what you have learned over the course of this class.

In a minimum of six paragraphs, address the following:

• What below topic(s) in this course affected you the most?
  • Learning Style
  • Time Management skills applied to Smart Prep modules / And why is Time Management necessary for academic success.
  • Test taking strategies I have implemented to prepare for PostTest.
  • Strategy for navigating through each SmartPrep module
• What type of learner are you? How will your learning style fit each of the modalities that WCU offers (face to face/fully online/blended)?
• What are your academic strengths and weaknesses?
  • Examples: test taking, writing papers, conducting research, using APA, time management, staying organized, using technology, understanding assignment instructions

• How do you plan on accentuating your strengths and working on your weaknesses?
• What are the benefits of working collaboratively on interprofessional teams?

Your paper must include the following in APA format:

1. Title page
2. Introduction (one paragraph)
3. Body (at least four paragraphs, including APA citations of at least one scholarly source) 
   • Double-spaced, 12 point Times New Roman
   • Clear method of organization
   • Focused topic sentences
   • Transitions between paragraphs

1. Conclusion (one paragraph)
2. Reference page (include at least one scholarly source)

Group therapy is an effective treatment option for a wide range of disorders and is much more cost-efficient than individual therapy. As a result, many insurance companies are showing preference for group therapy over individual therapy. This has led to more therapists including group therapy in their practices, making it very likely that you will facilitate group therapy in the future. To successfully develop groups and apply this therapeutic approach, it is essential for you to have an understanding of group processes and formation.

In your role, you must understand group processes and stages of formation, as this will help you develop groups and determine an individual’s appropriateness for group therapy. Whether you are at the beginning stages of group formation or facilitating a session for a developed group, it is important to consider factors that may influence individual client progress. For this Assignment, as you examine the video Group Therapy: A Live Demonstration in this week’s Learning Resources, consider the group’s processes, stages of formation, and other factors that might impact the effectiveness of group therapy for clients.

In a 3-page paper, address the following:

• Explain the group’s processes and stage of formation.
• Explain curative factors that occurred in the group. Include how these factors might impact client progress.
• Explain intragroup conflict that occurred and recommend strategies for managing the conflict. Support your recommendations with evidence-based literature.

 The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.

References

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

​The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, Irvin D. ; Leszcz, Molyn. Copyright 2005 by Hachette Books Group. Reprinted by permission of Hachette Books Group via the Copyright Clearance Center. 

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4 

Psychotherapy.net (Producer). (2011a). Group therapy: A live demonstration. [Video file]. Mill Valley, CA: Author.

The Reaction Paper Assignment

You will be writing a 1,000 word Reaction Paper in this course using the instructions and links found below. You will be completing the following tasks and gathering the following information for your paper:

1. Watch the epigenetics video from PBS available as a YouTube link in this folder (second item in the folder). Begin your paper by defining epigenetics in your own words and discussing your reaction to the video.
2. Interview your family members and complete the  Family History-Dr. Oz.pdf .  Find out which disease(s) you are most at risk for. 
3. Research and locate one article on epigenetics and whatever disease you are most at risk for (select a study on research conducted on humans) from a reputable academic source:

Reputable Sources:

• journal articles
• government publications based on research

Do not use:

• magazines of any sort, whether they are on paper or online
• Websites of any type, including epigenetics websites
• Wikipedia

How to Perform Your Research

• Use the College Library in person or online (log in with your new MDC ID number (the one that is all numbers). Your password is the last four digits of that same MDC ID unless you have changed it.

Read the epigenetics article you find. Continue your paper with a discussion of the epigenetics article. Be sure to paraphrase (put things in your own words) and be sure to cite the author(s) of the article you find using APA style (see the section below on using APA style). Aim for about a page for this part of your paper.

1. Discuss the concept of epigenesis in light of your family history and the article you read. Aim for one page for this section of your paper.
2. Complete the Living to 100 Questionnaires. Integrate your findings on the questionnaire into your discussion. Aim for another page.
3. Discuss how you can improve your health and longevity in light of your findings in this questionnaire, your understanding of epigenetics, and your knowledge of your family history. This should be your final page.

You can go over or under a page for any of the sections of the paper as long as your total paper is 1,000 words not counting the references.

General Rules for an “A” Paper (check your paper against this list)

◻    1,000 words

◻    Original work; plagiarism score of less than 10% (90% original work)

◻    Double-spaced, 12-point font, 1-inch margins

◻    Covers all 6 tasks

◻    Spellchecked

◻    College-level grammar

◻    Cite your article APA style (author & year within body of paper; full reference at end)

◻    No abstract, no cover

◻    Place your name and reference number on the first page. Use page numbers.

Submit the paper by the deadline in the Schedule and also in the Calendar. The box will open at the beginning of the semester so that you have time to submit your paper, review the originality report, and resubmit your paper if necessary until you have a plagiarism score of under 10%. Be sure to use the Turnitin Grammar Checker to ensure that your paper is well written and ensure that you have spellchecked everything. If you resubmit your paper, note that it takes 24 hours for your new score to show up in the Turnitin Drop Box.

Submission to Turnitin Drop Box

The Turnitin Drop Box is in Blackboard. You do NOT have to go to Turnitin to submit your paper. Turnitin is a plagiarism checking software. It checks to see if your work is original. I have set the Turnitin Drop Box so you can submit your paper as many times as you want until the due date. That will allow you to check your plagiarism score and see where your work is not original. You can then rephrase that section and put it into your own words. The expectation in this course is that your paper scores no more than 10% in plagiarism (90% original work). You will be able to resubmit your paper as many times as you need to in order to get it right until the Due Date. You will NOT be able to resubmit after the Due Date. Note that it takes 24 hours to see your new plagiarism score after resubmission. No more than 2 or 3 quotes in the entire paper, please.

Avoiding Plagiarism

You must be careful not to copy someone else’s ideas and not to copy and paste ideas from the sources you find. Copying and pasting from someone else’s work is considered plagiarism. You may use other people’s ideas, but you have to put them in your own words and reference the source. Putting things in your own words is called “paraphrasing.” And you must put the reference right after the idea. Needless to say, submitting plagiarized papers, including those copied from one of the Web sites that have “free” papers or even papers you can buy, will result in a penalty. That penalty in this course is that your grade will be reduced by the percentage of plagiarism over 10%. In other words, the less plagiarism, the higher your score; the more plagiarism, the lower your score. The paper is worth 10% of your grade in this course. Don’t risk it!

APA Style and References

One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research, locate, and use one reputable source from the literature on the topic of epigenetics/epigenesis. The “literature” is composed of studies that have been conducted in a scholarly way to support ideas. Scholarly sources can be found in journals or in some Web sites, especially those that come from .edu domains (.edu is short for “educational” Web sites) or .gov domains (.gov are government sites). The College Libraries have dozens of good journals you can use. You will be using the College Library for this paper. You may do the research in person or use the Web to access our library. See your librarian for more information on finding credible sources.

In APA style, you cite a source in two places: within the body of the paper where you use the idea or words of the author of the paper; and again in the Reference List at the end of the paper. For example, you might say, “According to Researcher A (2011)…epigenetics is…” What you must do is supply the researcher’s name within a sentence or at the end of a sentence in parenthesis (Smith, 2011). Then you give the full information for locating the study in the Reference List. That’s what Reference Lists are for: they allow the person reading your paper to look up your source if they want to. So remember, citing references APA style, requires two things: 1) that you cite the reference within the body of the paper, and 2) that you list the full reference at the end in the Reference List.

APA Tutorial

There are multiple tutorials and other training sources on APA style at the APA Web site. You do NOT have to buy the APA Manual to do this paper.

References

American Psychological Association (2011). APA style. Retrieved from http://www.apastyle.org/index.aspx

Physical assessments are performed on both adults and children. There are some aspects of the assessments that resemble each other, but some aspects are different depending on if they are being performed on an adult or a child. The nurse will need to be aware that uncertainty and anxiety can be exhibited by both populations when having a physical assessment performed. Therefore, with both adults and children the nurse should express confidence, kindness, and compassion when performing the assessment to allow the patient to feel more at ease. In both scenarios the nurse will measure height and weight, assess vitals such as temperature, heart rate, respirations, and blood pressure. In adults the physical assessment is done in a head to toe order, and with a child the assessment order may not be as structured but will still be entirely completed. A good recommendation for a child assessment would also be to start with the least invasive portion of the assessment and ending with the most invasive such as the examination of the throat and ears. The interview and health history will be communicated with the adult by the nurse. Where with a child the information exchange will take place with the parent or caregiver. Children show differences from adults in the size of their bodies, and in their behaviors as they progress in their development. In a child assessment there is an added focus on their physical development and reaching age appropriate milestones as they are progressing in both areas rapidly. (Jarvis, 2015).

      From infancy to adulthood multiple transitions take place in the psychosocial development of a human. Erik Erikson suggests that human development goes through a total of eight stages. When the nurse is performing a physical assessment and interview, they need to be aware of Erikson’s psychosocial developmental stages so that they will know how to best offer instruction and communication. How the nurse approaches an individual child will vary dependent of what stage of psychosocial development they are in. (Falkner, 2018).

      An infant will be in the trust stage meaning that they look for their basic needs to be met establishing trust. The infant is completely reliant on their parent or caregiver. The nurse will direct most of the instruction and communication towards the parent during this stage but will be able to communicate with the infant by talking in a soft, calm tone, making eye contact, and smiling. If fussiness is exhibited the nurse can offer a brightly colored toy as a distraction method, or a pacifier for comfort. Toddlers are in the autonomy stage of development meaning they are becoming curious and more aware of their environment. They are seeking independence while still being dependent on their parent. In the toddler stage the nurse should acknowledge the parent as well as the toddler upon entering the room. The nurse can first interview the parent allowing the toddler to feel more at ease. The assessment should be performed with the parent in close view or if needed on the parent’s lap. Communication and instruction should be age appropriate, as well as clear, and direct. The nurse can allow the toddler to touch and feel the stethoscope prior to listening to their heart and lungs or demonstrate on the parent first to ease any associated fear. The preschooler will be in the initiative stage of development. During this stage, the preschooler begins to independently perform tasks, enjoy being involved and are helpful. Their verbal communication is present at this stage and will be helpful as the nurse performs the assessment. Directions as well as explanations should be short and simple. The nurse can communicate what they are doing as they move through the assessment. Including the preschooler in parts of the assessment such as allowing them to hold the stethoscope on their chest while you listen will allow them to feel helpful.

      School-age children are in the industry stage. In this stage the child is developing both in school and socially and seeks approval from parents and teachers. At this stage language development has grown significantly, but their level of understanding still needs to be approached at an age appropriate level. (Jarvis, 2015). During this stage, the nurse can establish a relationship and open communication by offering a compliment such as “That’s a cool hat you have on.” (House, 2008). While performing the assessment the nurse can provide education on how the body works as this age group has interest and enjoys learning. In the adolescent stage self-identity is developing. In this stage the adolescent is trying to figure out who they are, and peer acceptance is extremely important. The nurse should not treat the adolescent like a child, but understand they are not yet an adult. The parent no longer needs to be present in the exam room during the assessment. This will allow for open communication and the ability to ask questions freely. While assessing the adolescent the nurse can take the opportunity to also offer education and information that can help promote health wellness. (Jarvis, 2015)

      Strategies that can help encourage engagement during the assessment will vary upon the developmental stage. With most speaking calmly and in a non-threatening tone will help establish a positive rapport. Providing the infant or toddler with a comfort item such as a pacifier, special blanket or toy can help them feel more comfortable. Encouragement in the pres-chool and school-age child can be demonstrated by turning an assessment into a game, as well as allowing them to touch and feel equipment. For the adolescent engagement is more likely achieved by showing them a nonjudgmental attitude as well as treating them as an individual. (Jarvis, 2015).

Attention Wizard Kim. 

Week 6 Discussion: Practicum professional Development Objectives/ Progress Appraisal  3 pages. 

Rubrics