Ethical and Professional Issues

Read Decoding the Ethics Code Chapters 6 & 7 Assignment 6 Child Abuse Case Analysis In this assignment you are required to perform a child abuse assessment utilizing the child abuse reporting form, located in the Resource section of your syllabus. It is suggested that you print the form, fill it out, scan and upload as a pdf file. Review this weeks video and the reading assignments on child abuse assessment. Using the above Assessment tool, please evaluate the following vignette for suspicion of child abuse. Fill out the form, describing what you see in the vignette that supports your assessment responses. After you fill out the form, write a paper discussing your assessment, possible interventions and prevention strategies that you might use when encountering similar situations in your professional work. Dave, a 16-year old boy, is seen in an intake counseling session accompanied by his mother. His mother is worried because Dave is so angry. Dave tells you that he hates his parents. He tells you that he is sick of his fathers alcoholic rages and his mother making excuses for them. Mom tells you that Dave will argue and pick a fight with his father when Dad is drinking. Often times, this ends with fights between Dave and his Dad. On more than one occasion Dave has suffered from a black eye. Dave tells you that he only picks these fights to protect his 12-year old brother by getting the heat off of him. Mom tells you that its always impossible for her to tell who started the physical fight and asks what she should do.

Describe the Ethical and Professional Issues

Entire assignment should be 4-6 pages, plus a title and reference page 6. Telepsychology is an emerging area of practice. To be in compliance with Standard 3.04, what factors must a psychologist consider in order avoid harming the client. 7. Dr. Jones has been working with a 14-year female for a few months. The adolescent has just revealed that she has been engaging in self-injurious behavior, cutting, for the past month. The client also revealed that her parents are unaware of her behavior. Discuss the ethical dilemma that Dr. Jones must address, and steps she might consider in deciding whether and how to disclose confidential information. 8. A major hurricane has swept through Dr. Bordens small rural town. There were many casualties and loss of life. Many of the residents have gathered in the community center. Dr. Borden has decided to go to the community center and offer his services to the individuals in the center. Discuss the ethical responsibilities Dr. Borden has under Standard . 9. Discuss the underlying principles related to the psychologists duty to document and maintain documentation related to their professional services. Describe the guidelines that determine what should be documented. 10. Health care insurers often deny insurance reimbursement for certain DSM classifications that are common among clients served by psychologists. Discuss the ethical issues related to upcoding a disorder in order to obtain reimbursement for services.

Discuss Ethical and Professional Issues

Read Decoding the Ethics Code Chapter 12 Assignment 10 Suicide and Risk Assessment Case Analysis In this assignment you are required to perform a suicide/risk assessment utilizing the following assessment tool, located in the Resource section of your syllabus. Suicide Check List: Ways to Assess Suicidality, also located in the Resource section of your syllabus. It is suggested that you print the form and checklist, fill them out, scan and upload as a pdf files. Review this weeks video and the article on suicide, as well as the reading assignments on suicide prevention and assessment. Using the above Assessment tools, please evaluate the following vignette for risk and suicidality. consider culture in your assessment. Naomi, a 16-year old Native-American female, is brought to your office by her parents after they found scratches on Naomis wrist and a note saying, I just wish I wouldnt wake up in the morning. Triggering event is reportedly seeing her boyfriend with another girl at school. The parents report that Naomi is an excellent student and always has been a happy child. During her adolescence, she reportedly became moody and irritable, with fits of rage when she doesnt get her way. When she was 15, Naomi apparently told her best friend that she planned on overdosing on her fathers pain pills, but the best friend told Naomis parents and this was intercepted. The incident at that time was also over rejection by a boy at school. Currently, Naomi is an excellent student, has no physical ailments, denies substance use and shows no signs of psychosis or mania. Mother tells you that Naomi sleeps a lot, sometimes 12 hours on the weekends, eats very little at dinner, and has gotten quite thin. Father is worried about his daughter as she is not the same little girl that adored him. Both parents are fearful that Naomi will harm herself. In session Naomi appears annoyed and denies intent to harm herself. She tells you, Im fine. Everyone is over-reacting. My parents just need to chill. Theyre smothering me with their ridiculous worry. Family history reveals suicide attempts by Naomis mother when she herself was an adolescent due to chronic abuse by her alcoholic father. Mother denies suicidal ideation at present, and is on antidepressant and antianxiety medications. She does reveal that her paternal grandfather was an alcoholic who killed himself when his wife left him. Naomis father is a police officer, currently on disability. He suffers from chronic back pain, and is prescribed narcotics for pain management. Both parents are adamant that their medications are safely kept and that Naomi has no access them.

Explain how understanding cultural, ethnic, gender, and learning differences create a more relevant learning experience and promote ethical practice.

4. Your unit plan needs a cover sheet that outlines the grade level, subject area, and topic that you are covering in the unit. The audience for this lesson would be the classroom you are currently completing your field experience in these students are the students you would plan this unit for. Collaborate with your mentor teacher where appropriate. Additionally, in a 500-750 word reflection explain how you would determine your students mastery of content for the instructional strategies used. Identify acceptable evidence of mastery for each lesson and explain how your assessment(s) of the students mastery supports their intellectual, social, and/or physical development. Explain how understanding cultural, ethnic, gender, and learning differences create a more relevant learning experience and promote ethical practice. Finally, include your strategies for collaboration with colleagues for the proper execution of your unit plan.

Critical Appraisal of Qualitative and Quantitative Research Journal

Guidelines for Qualitative Study and Quantitative Critical Appraisals The aim of these assignments is to demonstrate critical appraisal skills at a masters-level. Search the bibliographic databases for a qualitative research article and a Randomized Control Trial that addresses your EBP problem. Get preapproval of articles to critique from the Professor. Read Burns and Grove Chapter 18 and write the critique following the critical appraisal guidelines that includes the three major steps listed on p. 434. The expected paper length is 2 pages, excluding title and reference pages. You may use these critiques in your EBP paper, Chapter 2 Review of Literature. Submit a paper copy to the professor by due date. Summarize the study by identifying: 1. The research elements (Authors, Year, LOE, design, purpose, study variables, sampling, measurement, main results, and findings or conclusions) 2. Determine the study strengths and weaknesses (p. 439); 3. Evaluate the credibility, trustworthiness, and meaning of the study for its applicability to your PICOT (p. 443). Sample paper – Qualitative Research Critique Citation: Bakitas, M. A. (2007). Background noise: the experience of chemotherapy-induced peripheral neuropathy. Journal of Nursing Research Vol 56, No 5 Synopsis The researchers want to have understanding of how cancer patients use noise as a response to painful stimuli from side effect of neurotoxic chemotherapy agents. They want to explore how cancer patients use background noise as a means of unfamiliar stimuli in expressing pain. In examination of this vulnerable population and the use of background noise in expressing pain, the study can further explore how chemotherapy induced peripheral neuropathy can be minimized to relieve burden on physical, emotional and social functional abilities of the day-day activities of these patients. Throughout this critique chemotherapy induced peripheral neuropathy will be referred as CIPN. The researchers want to provide a detailed description of life experiences of cancer patients suffering from side effects of chemotherapy drugs. They want to explain how cancer patients make unfamiliar noises to express painful stimuli that are erroneously observed as existing medical condition rather than unusual side effects of neurotoxic chemotherapy drugs. Data was collected through open-ended and semi structured patient interviewing. The investigator conducted 21 interviews in a private cancer center ages 46 -81, 6 interviews in patients home setting and 1 interview via telephone. The interview lasted between 25 to 90 minutes depending on how the investigator asked questions and how the patient answered them. A clinician selected 28 qualified participants with specific qualifications that are: have had cancer and received neurotoxic chemotherapy agents and are experiencing some unusual side effects. After the participant selection they were promptly required to complete a form with two related symptoms of CIPN and their medical history, age, marital status, profession and type of cancer on a demographic medical information form (DMI). The interview had broad open-ended question for example tell me about sensations you are having in your feet since starting your chemotherapy and how have these symptoms influenced your every day life (Bakitas 2007, p 325). The researchers controlled their bias and misconceptions by educating the researches in conducting interviews that were credible and reliable without bias. They used member checks and atlas in tracking assigned researchers. Expert opinions, evidence of field notes, clinician observations and discussions notes, written responses and agreements from participants were all credible information to control misconception and bias. The study included non-participants that had cancer and have experienced CIPN symptoms after receiving neurotoxic chemotherapy agents. Open ended questioning was broad and flexible allowing participant to feel at ease in answering questions. A professional transcriptionist analyzed the interview word-by-word and coded data in vivo. Through out the study they avoided research rigor of precision in generalization but rather applied measurement that will enhance scientific rigor and trust worthiness in data collection that was dependable and credible (Bakitas 2007, p 325-326). There were some direct quotes that were specific for example one patient described her symptoms as I still have trouble trying to figure out when to listen to the pain, and how to interpret the pain and when to just tune it out. When I get kind of loud from down there Ive kind of learned to just not listen to it (Bakitas 2007, p 326). Analyses of CIPN initially led to the discovery of back ground noise and four themes: theme 1 becoming aware, theme 2 learning new lyrics, theme 3 functional, emotional and social role cacophony & theme 4 learning to leave with it. Despite the fact that the participants learned to live with CIPN many had hard time coping with the side effect of neurotoxic chemotherapy drugs. This prompted the researchers to change their description of CIPN from the misconception of nausea and vomiting, pre-existing medical condition to awareness of unfamiliar sensations affecting functional roles (Bakitas 2007, p 325-329). This study applied a theoretical point of view of naturalistic inquiry and interpretive descriptive approach. According to Bakitas (2007) an interpretive descriptive approach gives in depth accounts of the impact of everyday clinical event and life experiences from the viewpoint of those impacted. Naturalistic inquiry focuses endeavors on how people behave in natural setting while engaging life experiences (Bakitas 2007, p 325). The main findings of the study revealed that the side effects of CIPN was the main cause of functional disabilities that caused physical, emotional and social distress in cancer patients. Another finding was that CIPN caused cancer patients to experience strange sensations that were unfamiliar to them and they made loud noises in expressing what they were feeling. This could be erroneously be compared to treatment related systems and pre-existing disease. Participants were annoyed with CIPN symptoms and viewed it as interrupting, irritating and troublesome (Bakitas 2007, p 325). Credibility The study was published in a peer review of the Journal of Nursing Research, which is a reputable publisher to discuss a phenomenon that little is known off. The CIPN self measure report and Common Terminology Criteria for Advance events (CTCAE) measured toxicity by grade was appropriate for the study. This measure provided reliable information that CIPN is associated with neurotoxic chemotherapy drugs and functional disabilities. The study provided literature review from reputable sources. The method used was Qualitative research in describing experiences related to CIPN through interviewing. They used a small audience in constructing their hypothesis and their results are not predictive like quantitative research but rather it was descriptive. The study was a non-numeric way of collecting data using personal interviews describing a phenomenon (Melnyk & Fineout-Overholt 2011, p 609). Open ended questioner and semi structured interviewing was used to interview a small audience of 28 cancer patients. This allowed the participants to open up and respond freely without been pressured to respond. The length of the interview lasted 25-90 minutes allowing participants enough time to respond to the interview (Bakitas 2007, p 324). The sample of observation and interviews were persistent and appropriate for the study. The participants interviewed came from diverse population with different diagnosis of cancer CIPN related symptoms was also appropriate for the study. The study used both open and semi structured interviewing in data collection showing a variation in their style of interviewing (Bakitas 2007, p 325). An effective and detailed data collection method was used to obtain data. The investigator stated that open -ended and semi structured interviewing was used that lasted 25-90 minutes depending on the patient respond to the interview. The investigator provided broad questions via Open-ended and semi structured interviewing. In this study, the researcher provided evidence of field notes, expert opinions, clinician observations and discussions that is varied enough for the purpose of the study (Bakitas 2007, p 326). The interviews were transcribed word by word by a professional transcriptionist. During data collection analysis and coding of the research took place at the same time. Audio tapes were reviewed for accuracy and truth telling, provided evidence of field notes, clinician observations and discussions and transcripts were reviewed by professionals. The interview was 700 pages long. It was dynamic where scientific software was purchased for coding varied interview. They used code labeling and themes in analyzing data. A scientific data base was established for credibility. They analyzed their data in four themes (Bakitas 2007, p 326) The data was well presented. The researcher gave detailed account of the participants explanation of their symptoms of CIPN in themes. The first theme becoming aware: Some of the participants were initially medically not advised to watch out for unfamiliar symptoms of CIPN and treatment plan to decrease their pain. They were confused between CIPN symptoms and relating it to pre-existing medical condition. Theme two learning new lyrics was about difficulty in explaining their symptoms. Theme three: functional. Emotional, and social role cacophony: this theme was about how CIPN affected participants day to day activities. Some had difficulty managing their ADL; basic needs like cooking, walking, working, performing family role and relationships. Theme four: Learning to live with it. This was the saddest part where the participants learned to cope with CIPN by blocking symptoms and learning new ways like making noises just to cope with it. Data as the researcher explained was well organized and easy to understand what was happening. Data provided proved how CIPN affected the lives of cancer patients and their functional abilities. It brought awareness of accessing patients pain level and how symptoms of CIPN can disrupt physical, emotional and social well fare and wellbeing of cancer patients. Health care professionals and society should be aware of CIPN and functional related disabilities. The study findings are very credible based on many factors. It was published in a peer review Journal of Nursing Research, which is a reputable publisher. They also used interviews that were literature reviewed and educated their researchers by providing extensive research training including member checks for research reliability. Scientific research data was used for coding and retrieval of data. Real time interviews were conducted and memos were also used. Data was analyzed using in vivo coding to ensure that participants own wording are transcribed. 45 clinical trials was conducted and concluded that CIPN occurred in 10% -100% of cancer patients receiving neurotoxic chemotherapy agents. Clinical Significance The study findings were not hard to understand. It was arranged in sections giving a flow of information making it to easier for the reader to understand. They gave feedback in verbatim of the participants respond making the reader have some sense of feelings as how CIPN actually affected cancer patients emotionally, physically and socially. Their findings were actually very rich in information. They gave awareness as to how some cancer patients use noise as a comfort measure to block unfamiliar sensations that they were experiencing. This information brings awareness to healthcare to pay attention to strange noises that patients make in assessments. The study provided detailed information in regards to coping mechanisms used by participants when they experienced these unfamiliar sensations in the results and discussion sections. It was very vivid and informative. It makes the reader have some feelings of what is actually happening to the patients. I think it brings awareness that CIPN is real and something should be done about it. Applicability This study brings awareness to healthcare to recognize symptoms of CIPN and put management plan in assisting cancer patients with physical, emotional and social wellbeing and welfare needs. Nurses should be informed about CIPN and related side effects and care plan strange noises during treatment planning. The study findings give nurses information to be aware of CIPN related symptoms and put comfort measures in place to assist them. We all have one life to live and deserve to live it with dignity. argue that cancer patients are members of society and CIPN is a poor outcome that requires healthcare involvement in relieving the burden on them. References Bakitas, M, A. (2007). Background Noise: The experience of chemotherapy-induced peripheral neuropathy. Journal of Nursing Research Vol 56, No 5 Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence based practice in nursing and healthcare. (3rd Ed). Philadelphia: Lippincott Williams
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Data Driven Essay & Theories of Instructional Design

In a 500 word essay, discuss the need for data-driven decisions by focusing on six different types of data for READING: 1. Student demographics and background information 2. Learning needs and prior performance 3. Formal and informal works produced by the student 4. Progress information 5. Tests, or summative performance and course grades 6. External test scores For each, consider what data would be valuable, what data would be needed or is available and what data would be used. Finally, include how each example of data influences instructional strategies. Cite and reference 3-5 scholarly sources. Add to your notebook as necessary. Theories of Instructional Design and Assessment Notebook Compiled information to create a digital notebook that reflects your knowledge about teaching theories and their role in planning instruction. This notebook should relate to the 6th grade level in the Reading Content area you choose for your field experience. 1. Research the theories of cognitive, humanistic, and behavioral school of thought. How are these theories different/the same? Note how they will be used by your mentor teacher. Note how you will use them in your lesson plans. 2. Note learning objectives and connections to related standards. 3. Note instructional activities that connect objectives to instructional activities. 4. Comment on applicable assessments and data-driven decisions.

Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (23 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented. The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders. The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes. Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. Justify the value and relevance of the evidence used as the basis for a concept map. Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes. Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.

Should a paramedic carry their own professional indemnity?

This one is rapidly moving from an academic questions to a very practical question as registration comes in. Should a paramedic carry their own professional indemnity? If so for how much and how much is it going to cost? https://www.youtube.com/watch?v=TOgZs4QxLEM&feature=youtu.be