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  • Can You Get into Nursing School with a DUI?

    While an old DUI may not automatically disqualify you from getting into nursing school, the impact on your nursing school prospects can vary depending on:

    • The severity and circumstances of the offense
    • The length of time since the conviction
    • The policies of the specific nursing schools and programs you are considering
    • The state in which you are seeking licensure and employment

    Some nursing schools may have stricter policies regarding criminal backgrounds, while others may be more open to considering applicants with a DUI on a case-by-case basis. 

    Research the schools’ policies you are interested in and be transparent about your situation when applying. In some cases, exploring legal options, such as having the DUI expunged from your record, might be feasible, potentially improving your chances of being accepted into a nursing program.

    How to Get into Nursing School with a DUI

    If you have a DUI on your record and are determined to pursue a nursing education, there are several steps you can take to improve your chances of admission:

    • Address any substance abuse issues: If your DUI was related to alcohol or drug abuse, it is essential to demonstrate that you have taken steps to address and overcome these issues. This may include completing a substance abuse treatment program, attending support groups, and maintaining sobriety.
    • Be honest and proactive in your application: When applying to nursing schools, be upfront about your DUI and provide a clear, concise explanation of the circumstances, what you have learned from the experience, and how you have grown and changed since then. Demonstrating accountability, remorse, and personal growth can work in your favor.
    • Emphasize your strengths and qualifications: While your DUI may concern some schools, it is important to highlight your academic achievements, relevant experience, and personal qualities that make you a strong candidate for nursing school. Focus on your passion for nursing, your commitment to helping others, and any volunteer or healthcare-related experience you have.
    • Provide strong references and recommendations: Secure recommendations from professionals, such as professors, employers, or volunteer supervisors, who can speak to your character, work ethic, and suitability for the nursing profession. These endorsements can help counterbalance any concerns raised by your DUI.
    • Consider alternative paths: If you face challenges getting into traditional nursing programs due to your DUI, explore alternative options such as community college programs, vocational schools, or online programs that may have more flexible admission policies. These can serve as stepping stones to further education and career advancement.

    How a DUI Affects Future Nursing Jobs

    While getting into nursing school with a DUI is possible, it is important to understand that a criminal record can also impact your future employment prospects as a nurse. Many healthcare employers conduct background checks and may have policies against hiring individuals with certain convictions, including DUIs.

    However, the extent to which a DUI affects your nursing career can vary depending on factors such as:

    • The nature and severity of the offense
    • The length of time since the conviction
    • The specific policies of the employer or healthcare facility
    • The state in which you are seeking licensure and employment

    Some states have more stringent regulations regarding criminal backgrounds for healthcare professionals, while others may consider individual cases. It is essential to research the policies of the state board of nursing and potential employers in your area to understand their stance on DUIs and other criminal convictions.

    In some cases, nurses with a DUI may face restrictions on their practice, such as being prohibited from administering certain medications or working in specific settings like home health or hospice care. It is crucial to be transparent with potential employers about your background and work with them to determine any necessary accommodations or limitations.

    How a DUI Affects Taking the NCLEX Exam

    To become a licensed nurse, you must pass the National Council Licensure Examination (NCLEX). While a DUI does not automatically disqualify you from taking the NCLEX, it can complicate the process and raise concerns with the state board of nursing.

    When applying for licensure, you must typically disclose any criminal convictions, including DUIs. The state board of nursing will review your case to determine your eligibility to take the NCLEX and become licensed. Factors they may consider include:

    • The nature and severity of the offense
    • The length of time since the conviction
    • Any evidence of rehabilitation and personal growth
    • Your overall moral character and fitness to practice nursing

    Sometimes, the board may request additional information, documentation, or a personal interview to assess your situation. They may also impose conditions on your licensure, such as requiring you to complete a substance abuse treatment program or submit to random drug testing.

    It is essential to proactively address any concerns the board may have and demonstrate your commitment to personal and professional integrity. Consulting with a legal professional experienced in nursing licensure issues can also help you navigate the process and protect your rights.

    Getting a DUI When you are a Nurse

    If you are already a practicing nurse and receive a DUI conviction, the consequences can be more severe and immediate. Nurses are held to high ethical and professional standards, and a DUI can be seen as a violation of the trust placed in them by patients, employers, and the public.

    The specific consequences of a DUI for a practicing nurse can vary depending on factors such as:

    • The severity and circumstances of the offense
    • The policies of your employer and the healthcare facility where you work
    • The regulations of the state Board of Nursing

    In many cases, nurses must self-report criminal convictions, including DUIs, to their employer and the state board of nursing within a certain timeframe. Failure to do so can result in additional disciplinary action.

    Consequences of a DUI for a practicing nurse may include:

    • Suspension or revocation of your nursing license
    • Termination of employment
    • Mandatory substance abuse treatment or monitoring programs
    • Restrictions on your scope of practice or the settings in which you can work
    • Damage to your professional reputation and future employment prospects

    It is crucial for nurses who receive a DUI to take immediate steps to address the situation, such as seeking legal counsel, notifying the appropriate parties, and proactively engaging in any required interventions or rehabilitation programs. Demonstrating accountability, remorse, and a commitment to personal and professional growth can mitigate the long-term consequences of a DUI on your nursing career.

    Worst Case Scenario For Nurses Who’ve Had a DUI

    In the worst-case scenario, a DUI conviction can lead to the loss of your nursing license and the end of your nursing career. This is more likely to occur in cases involving severe aggravating factors, such as:

    • Multiple DUI offenses
    • DUI resulting in injury or death to others
    • DUI while on duty or in a healthcare setting
    • Refusal to comply with substance abuse treatment or monitoring requirements
    • Other serious ethical or professional violations in addition to the DUI

    Losing your nursing license due to a DUI can have devastating personal and professional consequences. It can result in the loss of your livelihood, financial instability, and damage to your reputation and future prospects in the healthcare field.

    In some cases, nurses who have lost their licenses due to a DUI may have the opportunity to petition for reinstatement after a certain period and upon meeting specific requirements, such as completing a substance abuse treatment program and demonstrating a sustained period of sobriety and rehabilitation. However, the reinstatement process can be lengthy, complex, and uncertain without guaranteeing success.

    The best approach for nurses is to prioritize prevention and avoid any behavior that could lead to a DUI in the first place. This includes:

    • Never driving under the influence of alcohol or drugs
    • Using designated drivers, taxis, or ride-sharing services when drinking
    • Seeking help for any substance abuse or mental health issues that may contribute to risky behavior
    • Maintaining high standards of personal and professional conduct at all times

    By making responsible choices and upholding the ethical and professional standards of the nursing profession, you can protect your nursing career and your ability to make a positive difference in the lives of your patients.

  • 6002 WK 6 ASSIGN

      

    When you hear the word “evidence” in evidence-based practice, you may think of hours in a library. But social workers seek evidence through many different sources, including supervisors, colleagues, trainings, conferences, scholarly publications, and professional journals.

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      WEEK6ASSIGNMENT.docx

     

    WEEK 6 ASSIGNMENT

    IMPROVE PRACTICE USING EVIDENCE

    When you hear the word “evidence” in evidence-based practice, you may think of hours in a library. But social workers seek evidence through many different sources, including supervisors, colleagues, trainings, conferences, scholarly publications, and professional journals.

    At the same time, just because research is published does not mean it is without limitations. Social workers strive to be critical consumers of research related to practice. Even if you do not wish to conduct research, it is important to understand the language of research to determine whether or not the findings could be applied to the client population with whom you work. You also want to be able to evaluate your client outcomes to determine if the intervention you implemented was effective.

    For this Assignment, you define evidence-based practice and the role of research evidence to improve practice in social work.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. 

    WEEKLY RESOURCES

    BY DAY 7

    In a 1- to 2-page paper, respond to the following:

    · Define evidence-based practice in your own words.

    · Explain how you can improve your practice and achieve your professional goals by reading articles about practice or attending trainings and continuing education.

    · Explain how you can improve practice by evaluating the outcomes of practice.

    · Provide an example by identifying whether you met or did not meet the goal from Week 2. Explain how you will use this information as you plan your skill development for moving forward in the program.

    SUBMISSION INFORMATION

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the  Turnitin Drafts from the  Start Here area. 

    1. To submit your completed assignment, save your Assignment as  WK6Assgn_LastName_Firstinitial

    2. Then, click on  Start Assignment near the top of the page.

    3. Next, click on  Upload File and select  Submit Assignment for review. 

    IMPROVE PRACTICE USING EVIDENCE

    When you hear the word “evidence” in evidence-based practice, you may think of hours in a library. But social workers seek evidence through many different sources, including supervisors, colleagues, trainings, conferences, scholarly publications, and professional journals.

    At the same time, just because research is published does not mean it is without limitations. Social workers strive to be critical consumers of research related to practice. Even if you do not wish to conduct research, it is important to understand the language of research to determine whether or not the findings could be applied to the client population with whom you work. You also want to be able to evaluate your client outcomes to determine if the intervention you implemented was effective.

    For this Assignment, you define evidence-based practice and the role of research evidence to improve practice in social work.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    BY DAY 7

    In a 1- to 2-page paper, respond to the following:

    Define evidence-based practice in your own words.

    Explain how you can improve your practice and achieve your professional goals by reading articles about practice or attending trainings and continuing education.

    Explain how you can improve practice by evaluating the outcomes of practice.

    Provide an example by identifying whether you met or did not meet the goal from Week 2. Explain how you will use this information as you plan your skill development for moving forward in the program.

    SUBMISSION INFORMATION

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

    To submit your completed assignment, save your Assignment as WK6Assgn_LastName_Firstinitial

    Then, click on Start Assignment near the top of the page.

    Next, click on Upload File and select Submit Assignment for review.

    Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by the end of the week.

    REFERENCE

    · Gambrill, E. (2016).  Is social work evidence-based? Does saying so make it so? Ongoing challenges in integrating research, practice and policy  Links to an external site. .  Journal of Social Work Education, 52(sup1), S110–S125. https://doi.org/10.1080/10437797.2016.1174642

    · Levenson, J. (2017).  Trauma-informed social work practice  Links to an external site. .  Social Work, 62(2), 105-113.

    · Parrish, D. E. (2018).  Evidence-based practice: A common definition matters  Links to an external site. .  Journal of Social Work Education, 54(3), 407–411. https://doi.org/ 10.1080/10437797.2018.1498691

    · Walden University: Writing Center. (n.d.).  PowerPoint presentation  Links to an external site. . https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293636 Note: This is a link to a Walden University PowerPoint template.

    · Walden University. (2021).  Evidence-based practice. [Video]. Walden University Canvas. https://waldenu.instructure.com/

    Rubric

    SOCW_6002_Week6_Assignment_Rubric

    SOCW_6002_Week6_Assignment_Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning OutcomeDefinition of evidence-based practice

    25 to >22.48 pts

    Excellent

    Paper provides a detailed definition of evidence-based practice. Paper references readings to support description, but paraphrases fully into student’s own words.

    22.48 to >19.98 pts

    Good

    Paper provides a definition of evidence-based practice. Paper references at least 1 reading to support description and paraphrases mostly into student’s own words. Any quotes used are then explained.

    19.98 to >17.48 pts

    Fair

    Paper provides a superficial definition of evidence-based practice. Paper either uses a non-scholarly reference to support description and/or uses extensive quoting of required resources with minimal paraphrasing or explanation.

    17.48 to >0 pts

    Poor

    Paper provides an incomplete definition of evidence-based practice. Description either does not reference any resources and/or simply copies and pastes from any source without any paraphrasing or explanation.

    25 pts

    This criterion is linked to a Learning OutcomeExplanation of improving practice through articles and trainings

    25 to >22.48 pts

    Excellent

    Paper explains how practice can be improved through articles and training. Explanation provides 2 or more specific examples.

    22.48 to >19.98 pts

    Good

    Paper explains how practice can be improved through articles and training. Explanation provides 2 examples, 1 of which is specific and the other somewhat general.

    19.98 to >17.48 pts

    Fair

    Paper explains how practice can be improved through articles and training. Explanation provides at least 1 example.

    17.48 to >0 pts

    Poor

    Paper either does not explain how practice can be improved through articles and training, and/or provides only 1 vague or general example.

    25 pts

    This criterion is linked to a Learning OutcomeExplanation of improving practice through evaluation of outcomes

    25 to >22.48 pts

    Excellent

    Paper does all of the following while providing in-depth detail and specific examples: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example of how goal was or was not met;… 3) explains how student will use this information as progress in the program.

    22.48 to >19.98 pts

    Good

    Paper does all of the following: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example of how goal was or was not met;… 3) explains how student will use this information as progress in the program.

    19.98 to >17.48 pts

    Fair

    Paper does at least 2 of the following or does 1–2 superficially: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example of how goal was or was not met;… 3) explains how student will use this information as they progress in the program.

    17.48 to >0 pts

    Poor

    Paper does at least 1 of the following or does 2–3 superficially: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example how goal was or was not met;… 3) explains how student will use this information as progress in the program.

    25 pts

    This criterion is linked to a Learning OutcomeWriting

    25 to >22.48 pts

    Excellent

    Paper meets expectations, is generally error free (2 or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop the message or communicate ideas. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

    22.48 to >19.98 pts

    Good

    Paper meets length requirements. The paper is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (3–5), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

    19.98 to >17.48 pts

    Fair

    Paper does not meet length requirements either somewhat too short or too long. The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

    17.48 to >0 pts

    Poor

    Paper does not meet length requirements either significantly too short or too long. The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. … Tone and presentation of ideas reveal bias and subjectivity.

    25 pts

    Rubric

    SOCW_6002_Week6_Assignment_Rubric

    SOCW_6002_Week6_Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning OutcomeDefinition of evidence-based practice

    25 to >22.48 pts

    Excellent

    Paper provides a detailed definition of evidence-based practice. Paper references readings to support description, but paraphrases fully into student’s own words.

    22.48 to >19.98 pts

    Good

    Paper provides a definition of evidence-based practice. Paper references at least 1 reading to support description and paraphrases mostly into student’s own words. Any quotes used are then explained.

    19.98 to >17.48 pts

    Fair

    Paper provides a superficial definition of evidence-based practice. Paper either uses a non-scholarly reference to support description and/or uses extensive quoting of required resources with minimal paraphrasing or explanation.

    17.48 to >0 pts

    Poor

    Paper provides an incomplete definition of evidence-based practice. Description either does not reference any resources and/or simply copies and pastes from any source without any paraphrasing or explanation.

    25 pts

    This criterion is linked to a Learning OutcomeExplanation of improving practice through articles and trainings

    25 to >22.48 pts

    Excellent

    Paper explains how practice can be improved through articles and training. Explanation provides 2 or more specific examples.

    22.48 to >19.98 pts

    Good

    Paper explains how practice can be improved through articles and training. Explanation provides 2 examples, 1 of which is specific and the other somewhat general.

    19.98 to >17.48 pts

    Fair

    Paper explains how practice can be improved through articles and training. Explanation provides at least 1 example.

    17.48 to >0 pts

    Poor

    Paper either does not explain how practice can be improved through articles and training, and/or provides only 1 vague or general example.

    25 pts

    This criterion is linked to a Learning OutcomeExplanation of improving practice through evaluation of outcomes

    25 to >22.48 pts

    Excellent

    Paper does all of the following while providing in-depth detail and specific examples: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example of how goal was or was not met;… 3) explains how student will use this information as progress in the program.

    22.48 to >19.98 pts

    Good

    Paper does all of the following: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example of how goal was or was not met;… 3) explains how student will use this information as progress in the program.

    19.98 to >17.48 pts

    Fair

    Paper does at least 2 of the following or does 1–2 superficially: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example of how goal was or was not met;… 3) explains how student will use this information as they progress in the program.

    17.48 to >0 pts

    Poor

    Paper does at least 1 of the following or does 2–3 superficially: … 1) explains how practice can be improved through evaluation of outcomes;… 2) provides at least 1 example how goal was or was not met;… 3) explains how student will use this information as progress in the program.

    25 pts

    This criterion is linked to a Learning OutcomeWriting

    25 to >22.48 pts

    Excellent

    Paper meets expectations, is generally error free (2 or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop the message or communicate ideas. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

    22.48 to >19.98 pts

    Good

    Paper meets length requirements. The paper is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (3–5), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

    19.98 to >17.48 pts

    Fair

    Paper does not meet length requirements either somewhat too short or too long. The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

    17.48 to >0 pts

    Poor

    Paper does not meet length requirements either significantly too short or too long. The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. … Tone and presentation of ideas reveal bias and subjectivity.

    25 pts

    Total Points: 100

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    The post 6002 WK 6 ASSIGN first appeared on Nursing Thread.

  • Discussion

     

    • Reflect on the Resources related to digital information tools and technologies.
    • Consider your healthcare organization’s use of healthcare technologies to manage and distribute information.
    • Reflect on current and potential future trends, such as use of social media and mobile applications/telehealth, Internet of Things (IoT)-enabled asset tracking, or expert systems/artificial intelligence, and how they may impact nursing practice and healthcare delivery.

    BY DAY 3 OF WEEK 6

    Post a brief description of general healthcare technology trends, particularly related to data/information you have observed in use in your healthcare organization or nursing practice. Describe any potential challenges or risks that may be inherent in the technologies associated with these trends you described. Then, describe at least one potential benefit and one potential risk associated with data safety, legislation, and patient care for the technologies you described. Next, explain which healthcare technology trends you believe are most promising for impacting healthcare technology in nursing practice and explain why. Describe whether this promise will contribute to improvements in patient care outcomes, efficiencies, or data management. Be specific and provide examples.

       

      The post Discussion first appeared on Nursing Thread.

    • 6101WK7 DISCUSSION

       If there is a right and wrong answer, there is no ethical dilemma. An ethical dilemma occurs when one or more competing ethical principles must be considered and weighed against each other. 

      • attachment

        WEEK7DISCUSSION.docx
      • attachment

        SOCW_6101_SocialMedia_Ethics.pdf

       

      WEEK 7 DISCUSSION

      RESOLVING ETHICAL DILEMMAS

      If there is a right and wrong answer, there is no ethical dilemma. An ethical dilemma occurs when one or more competing ethical principles must be considered and weighed against each other.

      Social workers serve individuals, families, and communities who experience complex problems for which there are rarely simple solutions, or right or wrong answers. As such, social workers use the NASW Code of Ethics to identify the various ethical principles and standards that will guide ethical decision making.

      In this Discussion, you apply social work ethics as you analyze an ethical dilemma.

      RESOURCES

      Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. 

      WEEKLY RESOURCES

      TO PREPARE

      · Consider the ethical decision-making framework outlined in this week’s resources, including Figure 1.1 on page 439 of Kirst-Ashman and Hull. 

      · Select one of the following options, and then engage in the first few steps of the ethical decision-making process, including consultation with colleagues through your response posts.

      Option 1

      · As technology advances, so do the ways that social workers can connect with clients. Is it acceptable to look at a client’s activities on social media or seek information through an internet search? Should a social worker allow clients to contact them by text or e-mail? How does a social worker’s personal social media presence influence the worker/client relationship?

      Option 2

      · Consider the presence of dual relationships in social work practice. What are examples of nonharmful and harmful dual relationships between clients and workers? How do social workers determine if dual relationships are harmful to a client?

      Option 3

      · Your Instructor will post a social work ethical dilemma related to a current event.

      BY DAY 3

      Post a response to the following:

      · Describe a specific ethical dilemma based on one of the options above.

      · Describe the ethical issues in the option chosen.

      · Identify specific values or ethical standards that apply.

      · Identify who is likely to be affected by the ethical dilemma.

      · Describe potential courses of action.

      · Examine reasons in favor of or opposed to the course of action.

      Support your post with examples from the course text and any other resources used to respond to this Discussion. Demonstrate that you have completed the required readings, understand the material, and are able to apply the concepts. Include a full reference of resources at the bottom of the post.

      BY DAY 6

      Respond by providing consultation to at least two colleagues on the ethical dilemma they described by doing one of the following:

      · Explain additional ethical standards and values that your colleague may need to consider in the case.

      OR

      · Explain any previously unconsidered course of action and reasons in favor of or opposed to that course of action.

      Required Readings

      · Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018).  Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.

      · Chapter 11, “Values, Ethics, and the Resolution of Ethical Dilemmas” (pp. 419–465)

      · National Association of Social Workers. (2021).  Code of ethics of the National Association of Social Workers . Links to an external site. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English.aspx

      · Reamer, F. G. (2014, June).  Eye on ethics: The evolution of social work ethics. Links to an external site.   Social Work Today. http://www.socialworktoday.com/news/eoe_061614.shtml

      · Document:  Social Media and Ethical Considerations  Download Social Media and Ethical Considerations (PDF)

      ,

      Social Media and Ethical Considerations

      Walden’s MSW Social Media Policy

      A student’s presence on and use of social media reflects on the MSW program and the social

      work profession; therefore, behavior on social media will be held to the same professional

      standards and student code of conduct expectations. Social Work professionals, including

      students, are expected to adhere to the NASW Code of Ethics related to virtual communications.

      Students should use social work values and principles, as well as specific agency policy, to guide

      their social media interactions.

      Students need to consider the ethical consequences of their own social media use, as well as use

      of social media in practice. Be aware of and follow agency policies regarding the use of social

      media. Before using social media communication tools on behalf of a field agency, students

      must seek agency approval of any messages or posts.

      Walden MSW students are expected to adhere to the ethical standards outlined in the NASW

      Code of Ethics. Common ethical issues that social workers need to understand and manage when

      utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),

      conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).

      There is significant risk of unintentionally sharing protected information when using social

      media. Be cautious when posting information about an agency. Never post confidential or

      private information about clients or colleagues, even using pseudonyms.

      Students need to remain aware of professional boundaries even when participating in social

      media in their personal time. Managing “friend” requests and maintaining privacy settings is

      critical regardless of whether a student uses social media for personal or professional reasons.

      According to the Code of Ethics, “social workers should not engage in dual or multiple

      relationships…in which there is a risk of exploitation or potential harm to the client…and social

      workers…are responsible for setting clear, appropriate, and culturally sensitive boundaries”

      (1.06c). The Code of Ethics further clarifies use of technology as related to 1.06 Conflicts of

      Interest:

      (e) Social workers should avoid communication with clients using technology (such as

      social networking sites, online chat, e-mail, text messages, telephone, and video) for

      personal or non-work-related purposes.

      (f) Social workers should be aware that posting personal information on professional

      Web sites or other media might cause boundary confusion, inappropriate dual

      relationships, or harm to clients.

      (g) Social workers should be aware that personal affiliations may increase the likelihood

      that clients may discover the social worker’s presence on Web sites, social media, and

      other forms of technology. Social workers should be aware that involvement in electronic

      communication with groups based on race, ethnicity, language, sexual orientation, gender

      identity or expression, mental or physical ability, religion, immigration status, and other

      personal affiliations may affect their ability to work effectively with particular clients.

      (h) Social workers should avoid accepting requests from or engaging in personal

      relationships with clients on social networking sites or other electronic media to prevent

      boundary confusion, inappropriate dual relationships, or harm to clients.

      The NASW Code of Ethics goes on to state, “Social workers should respect clients’ right to

      privacy. Social workers should not solicit private information from clients unless it is essential

      to providing services” (1.07a). Social work students should consider the ethics of obtaining

      information about a client through social media means. According to the NASW Code of Ethics,

      “Social workers should obtain client consent before conducting an electronic search on the client.

      Exceptions may arise when the search is for purposes of protecting the client or other people

      from serious, foreseeable, and imminent harm, or for other compelling professional reasons”

      (1.03i).

      Students are encouraged to further review the NASW, ASWB, CSWE, and CSWA Standards for

      Technology in Social Work Practice.

      https://www.socialworkers.org/includes/newIncludes/homepage/PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf
      https://www.socialworkers.org/includes/newIncludes/homepage/PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf

      Guidelines for the Use of Social Media

      by Social Work Graduate Students

      Walden MSW students are expected to adhere to the ethical standards outlined in the NASW

      Code of Ethics. Our ethical obligations to clients, colleagues, and other professionals are no

      different when using Facebook, Twitter, or other social media channels, as well as

      communications via our cell phones such as texting or email.

      Social media channels, such as Facebook, Twitter, YouTube, Flickr, Instagram, Snapchat, and

      various blog sites are just a few examples of ways to connect with others and share information.

      However, the rapid growth of social media communication tools and their ease of accessibility

      can also have unintended and potentially damaging consequences to users if basic guidelines are

      ignored whether intentionally or not. Social Work professionals, including students, are

      expected to adhere to social work values, ethics and engage in professional conduct as outlined

      in the NASW Code of Ethics when using social media communication tools, whether they are

      using a personal site or an agency site. Common issues that social workers need to understand

      and manage when utilizing social media include, but are not limited to, privacy and

      confidentiality (Section 1.07), conflicts of interest and dual relationships (Section 1.06), and

      informed consent (Section 1.03) in our relationships with clients, colleagues, and in our practice

      settings. Utilizing social media communication tools as a social work professional requires

      ongoing attention to these ethical challenges. Inadvertent postings about trouble with coworkers,

      classmates, and clients on different social media sites can be very harmful, especially in rural

      practice where the identities of these mentioned individuals could be quickly surmised or

      presumed. Keep in mind that your presence on and use of social media reflects on Walden and

      the social work profession and your behavior will be held to the same professional standard and

      student expectations.

      Professional Use of Social Media versus Personal Use of Social Media:

      As a social work professional, it is important to consider whether you are using social media

      channels for professional activities such as advancing social justice issues, advocating for

      vulnerable populations and promoting your professional identity versus using these sites to

      maintain contact with friends and family. We must be cognizant that the legal, ethical, and

      clinical responsibilities we have as professionals does not cease when we leave the agency nor is

      it confined to the physical setting of an office. Our ethical obligations extend to the virtual world

      of the Internet and include the use of social media communication tools whether we use them

      professional or personally and to what sites or organizations we belong. It is therefore

      paramount that our professional lives are mirrored in our personal ventures as well. It is your

      responsibility to understand social media privacy settings and set them appropriately.

      Facebook:

      Managing friend requests and maintaining privacy settings is critical regardless of whether you

      use social media for personal and/or professional reasons. Allowing clients, former clients, or

      others, such as supervisors (and field instructors) in your professional circle to cross into your

      personal life may complicate and blur your professional boundaries. This is particularly tricky

      when managing Facebook accounts. As a professional, you must fully consider the extent of your

      privacy settings, how you will manage friend requests, your level of self-disclosure, and how you

      will monitor wall posts or other interactions on your site. Be aware that if you do not employ any

      privacy settings on your social media site, your profile is public and anyone can see what is on

      your page. Additionally, people can see when you are tagged in photos, view comments made

      by others, note your status updates and see who you’ve friended. All professionals must evaluate

      the scope of their social media connections. Since this is still an emerging professional topic,

      some professionals may be cautious and guarded in their use of social media while others may be

      more open and exposed. It is your responsibility as a professional social worker or student and

      to abide by the Code of Ethics and your specific agency policy, including your virtual

      communications and use social work values and principles to guide your interactions.

      Text, email, and Twitter:

      With the proliferation of hand held devices such as smart phones, accessing the Internet and

      connecting with others is literally in the palm of our hands. Text, email, and Twitter are quick

      and effective ways to communicate with others; however, many ethical, legal, and clinical issues

      must be addressed when using these communication tools. For example, if you text a client, is

      the text considered protected information under HIPAA? Are you ethically, legally, and/or

      clinically bound to respond to a client who texts you after hours? How will you maintain the

      privacy and confidentiality of these digital communications? Should texts be included in the

      clinical record? If you maintain a public Twitter profile, anyone can read or reply to what you

      post. Are you prepared to monitor and respond to questions and comments from clients who

      follow your Tweets? These and many other issues are emerging as professionals learn to

      navigate new and evolving technologies. As such, it is important to consider the security,

      privacy, and confidentiality of all communication methods and when in doubt, seek consultation

      and supervision before embarking into unfamiliar or uncertain areas.

      Below are some general guidelines for the use of social media communication tools.

      Maintain confidentiality and privacy:

      There is a huge risk for unintentionally sharing protected information when using social media so

      always use good ethical judgment. Be cautious when you post information about your agency

      (field placement and classroom work, if you are a student) or agency staff. Never post

      confidential or private information about clients or colleagues, even using pseudonyms. Be

      aware of agency policies regarding the use of social media and scrupulously follow agency

      policies. Do not discuss a client, patient, or situation on a social media site even if you are

      disguising the information. In general, do not post anything about yourself that you would not

      want on the front page of a newspaper. It is almost impossible to remove anything from the

      Internet so once it is posted, tagged, tweeted, or followed, you had better feel good about it.

      Respect time and property:

      Before using social media communication tools on behalf of your agency, be sure to seek

      approval of any messages or posts. Be careful not to endorse or promote a product, cause, or

      position without prior approval. If you have personal sites, maintain them on your own time

      using your own computer. (If you are a student, your time in field and the resources provided to

      you in your field placement are to be used for field related matters.)

      Be accurate and authentic:

      Do not pretend to be someone else or hide your identity when using social media. Be clear if you

      are sharing personal views and use good judgment regarding sensitive issues. Verify information

      before you post it, correct mistakes in a timely manner, and be aware of legal liability issues such

      as copyright infringement, defamation, and posting proprietary information.

      Protect your identity:

      Understand how privacy settings work and review them regularly. Refrain from providing too

      much personal information such as your home address or full birth date. Don’t post in advance

      when you plan to be on vacation or away from home for an extended period of time. In addition,

      by no means post provocative images of yourself or family that may come back to haunt you at

      some future point in time.

      Think before you post:

      There is no such thing as privacy on a social media site or the Internet. Comments can be

      forwarded or copied, posts and pictures can be found on search engines years after the initial

      publication, and archival systems save information even after you delete it. Consider the image

      you are portraying by the photos and comments you post. Are you projecting the image you want

      future employers (and faculty members), advisors and friends to know you by? What you write

      or post is ultimately your responsibility so be thoughtful about your on-line communication. Be

      certain that what you post today will not come back to haunt you a few years from now.

      Do no harm:

      Social media channels provide an excellent means to build our community; however, as you

      navigate these channels, do no harm to yourself, your field site, your clients, Walden, or the

      social work profession in the process.

      The post 6101WK7 DISCUSSION first appeared on Nursing Thread.

    • 6002 WEEK 6 DISCUSS

        

      Thinking back to your social work inspiration in Week 1, consider whether your perspective has changed, your goals have expanded, or you have affirmed your reason for beginning this journey. Now, reflect on what you learned as you interviewed a social worker in the field for this Assignment. How could you apply what you learned in your coursework to the field of practice you learned more about in person through the interview?

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      WEEK6 6002 DISCUSSION

      INTERVIEW WITH A SOCIAL WORKER

      Thinking back to your social work inspiration in Week 1, consider whether your perspective has changed, your goals have expanded, or you have affirmed your reason for beginning this journey. Now, reflect on what you learned as you interviewed a social worker in the field for this Assignment. How could you apply what you learned in your coursework to the field of practice you learned more about in person through the interview?

      Does the combination of your inspiration, your learning, and your experience with a social worker in practice help you visualize your future as a social worker?

      For this Discussion, you interview a social worker and learn about their role in their current organization, as well as their social work career path. You create a professional PowerPoint presentation to share the information you learned from the interview and in reflecting on this experience.

      RESOURCES

      Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. 

      WEEKLY RESOURCES

      TO PREPARE

      · Read the requirements of the presentation listed below, and with those in mind, review your notes from your interview and any other information you gathered. Organize the learning from your notes based on the requirements below.

      · Tip: Don’t just paste an essay into your slides. Follow the best practices for creating a PowerPoint presentation. Use the Notes section in PowerPoint to represent what you would say to add context to the slides.

      BY DAY 3

      Post your Agency Presentation to the Discussion thread following the guidelines below.

      In a 6- to 8-slide PowerPoint presentation, address each of the following areas:

      · Describe the agency you visited. Include:

      · Services offered

      · Mission of the agency

      · Clientele or population served

      · Describe the social worker’s job activities and professional roles.

      · Explain what brought the social worker to the field and their work history.

      · Explain opportunities for advancement and what the social worker does for professional development.

      · Describe the social worker’s overall job satisfaction.

      · Identify the strategies the social worker uses for self-care.

      · Analyze your experience. Specifically:

      · Discuss your thoughts and feelings related to the agency, clientele, and type of work.

      · Reflect on why you may have experienced these reactions to the agency, clientele, and type of work.

      · Explain which social work values and ethics were evident (or not evident) during the interview.

      · Explain how cultural awareness was demonstrated (or not demonstrated) within the agency or by the social worker.

      · Explain how social justice relates to the services provided or population served by this agency.

      BY DAY 6

      Respond to at least one colleague identifying what you have learned from their presentation and further connecting it to the topics and resources of this course.

      REFERENCES

      · Gambrill, E. (2016).  Is social work evidence-based? Does saying so make it so? Ongoing challenges in integrating research, practice and policy  Links to an external site. .  Journal of Social Work Education, 52(sup1), S110–S125. https://doi.org/10.1080/10437797.2016.1174642

      · Levenson, J. (2017).  Trauma-informed social work practice  Links to an external site. .  Social Work, 62(2), 105-113.

      · Parrish, D. E. (2018).  Evidence-based practice: A common definition matters  Links to an external site. .  Journal of Social Work Education, 54(3), 407–411. https://doi.org/ 10.1080/10437797.2018.1498691

      · Walden University: Writing Center. (n.d.).  PowerPoint presentation  Links to an external site. . https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293636 Note: This is a link to a Walden University PowerPoint template.

      MEDIA

      · Walden University. (2021).  Evidence-based practice. [Video]. Walden University Canvas. https://waldenu.instructure.com/

      ,

      Family Health Services

      Brianna Lynn

      Masters of Social Work, Walden University

      SOCW-6002-10: Changing Lives

      Dr. Brookins

      January 03, 2023

      Mission Statement and Services Offered

      Mission Statement:

      “Quality care that has no barriers.”

      Services Offered:

      Family Health Services provides primary care, dental, case management, psychiatry, counseling, and behavioral health.

      Populations served:

      Family Health Services serves clients from 5 years old to death.

      They serve regardless of income or class thus why their mission statement is “quality care that has no barriers.”

      About the Social Worker

      Katelyn Miller MSW, LISW-S

      Katelyn’s Role at Family Health Services is to provide counseling

      to a local school. This is separate from the guidance counselor.

      Katelyn will have students come in via appointment while they are

      In school, which overcomes the barrier of transportation when it

      comes to children getting access to mental health resources.

      Social Worker’s Professional History

      Work History

      Katelyn came to her position at Family Health Services after several different experiences with different agencies. She first worked with hospice care, and then went to community mental health. After her experiences there she went to work with child welfare. After working for a bit in child welfare she became a mother overnight to three children entering the system. She then took a brief break from working in the field so she could navigate motherhood. She then landed at Family Health Services where she is today.

      Education History

      From a young age Katelyn knew she wanted to be in a field where she could assist those with significant mental health struggles.

      Katelyn attended Bluffton University to receive her Bachelors degree in Social Work and continued her education at the University of Tennessee Knoxville where she graduated with a Master of Science in Social Work.

      Professional Advancement

      Because Katelyn has her LISW-S she has the ability to take on supervisory duties. As her organization grows there is a chance that she could use her credentials to help prepare and teach other Social Workers. She could potentially become the supervisor of the school counseling department at Family Health Services.

      Katelyn currently is content with her current standing and has no plans on advancing at the moment. However, she is aware that there are many opportunities for her to grow at Family Health Services.

      For professional advancement she also continues her education and does the mandatory thirty hours of CE education to maintain licensure.

      Satisfaction and Self Care

      Katelyn informed me that she is incredibly satisfied with her job. She referred to herself as a “die-hard social worker” and says she would not want to be anywhere else

      For self care she takes baths, meditates, and is very active at her church.

      As a word of advice, she told me that I should always know myself, and my boundaries. She said that self care is so important so that you do not experience burn out or become unable to assist clients.

      Analysis of My Experience

      Family Health Services is an agency that my job works with often. I came into this experience with high regard for this agency. I knew they did so much for the community and my visit and interview just furthered my admiration for this organization. They do so much for the under-served populations. They truly make it so that all individuals in the area have access to all the forms of healthcare.

      The experiences I had made me want to consider seeking an internship or employment with this agency. I have an appreciation for non-profit work that serves those in poverty. I know that without this agency, my clients experiencing homelessness would not have their medical needs taken care of.

      Values, Cultural Awareness, and Social Justice

      During the interview Katelyn upheld all of the Social Work Values. She was professional and respected and represented the six core values of social work.

      Values: Service, Social justice, Dignity and worth of the person, Importance of human relationships, Integrity, and Competence.

      Family Health Services demonstrates being culturally aware because they offer services in more than one language making care more accessible. They have Spanish speaking staff as well as staff who know ASL. Once again this helps them support their mission statement and overcome barriers to supplying care to clients

      Social Justice is applicable to Family Health Services because they advocate for all of their clients regardless of culture or economic standing.

      There is no discrimination on the services they provide, and they make sure all of their clients have the health care they need to survive.

      This includes mental health care, medical care, and dental care.

      References

      Quality, affordable healthcare services in Sandusky. Family Health Services. (2022, November 23). Retrieved January 3, 2023, from https://www.familyhs.org/

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      The post 6002 WEEK 6 DISCUSS first appeared on Nursing Thread.

    • 6101 WK 6 ASSIGN

       How you present yourself to others is an important part of being a social worker. Being able to present yourself in an open, caring, and professional manner helps with building rapport and influences your clients’ willingness to share their experiences.  

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        WEEK6ASSIGNMENT.docx
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        SOCW_6101_InterviewQuestions.docx

       

      WEEK6 ASSIGNMENT

      INTERVIEW PRESENTATION

      How you present yourself to others is an important part of being a social worker. Being able to present yourself in an open, caring, and professional manner helps with building rapport and influences your clients’ willingness to share their experiences. You also must be skilled at interacting with clients who are different from you.

      Interviewing skills are also very important, as you have seen, and social workers must be mindful of how to conduct an interview in a culturally competent and culturally sensitive manner.

      In this Assignment, you have an opportunity to practice your engagement and assessment skills. You conduct an interview with an individual from a different culture than your own to learn their perspective about culture and gender. The goal is for you to explore the cultural norms within that ethnic or cultural group.

      RESOURCES

      Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. 

      WEEKLY RESOURCES

      TO PREPARE

      · Identify an interview subject.

      · Download the Interview Presentation: Questions handout from the Learning Resources.

      · Ask your interview to subject the questions found in the Interview Presentation handout. Be sure to record the interview (with participant’s permission) and/or take good notes.

      · You will not submit the interview itself. You create a presentation about the interview.

      · Record a PowerPoint presentation. Your video should be  4–5 minutes but no more than 6 minutes.

      BY DAY 7

      Submit a recorded PowerPoint (PPT) presentation about your interview with a person from a different culture than your own. Your PowerPoint presentation should include 8–10 slides and should be  4–5 minutes in recorded length.

      In the PowerPoint presentation, address the following:

      · Identify basic background information of the interviewee.

      · Provide a summary of what you learned about the individual when conducting this interview.

      · Identify the skills you used to address the differences between you and the interview subject.

      · Describe your reaction to this activity.

      · Reflect on these reactions, and explain why you believe you may have experienced these thoughts and feelings.

      · Describe what you learned, and explain which additional social work skills you could apply or could have applied when working with this individual.

      Please remain mindful of confidentiality and privacy of the interviewee when presenting information in the educational environment.

      SUBMISSION AND GRADING INFORMATION

      For guidance on posting a video into the Discussion Forum, please refer to the steps below or to the Kaltura section of the Classroom Support Center, accessed via the  Help button (the  i icon) on the left-hand global navigation menu.

      · Click  on Start Assignment near the top of the page.

      · Next, click Text Entry and then click the Embed Kaltura Media button.

      · Select your recorded video under My Media.

      · Check the box for the End-User License Agreement and select Submit Assignment for review.

      Rubric

      SOCW_6101_Week6_Assignment_Rubric

      SOCW_6101_Week6_Assignment_Rubric

      Criteria

      Ratings

      Pts

      This criterion is linked to a Learning OutcomeSummary

      15 to >13.35 pts

      Exceeds Expectations

      Student presentation of interviewee provides all of the following while providing in-depth detail and specific examples:… 1) Basic background information of the interviewee… 2) Summary of what student learned about the interviewee when conducting this interview

      13.35 to >11.85 pts

      Meets Expectations

      Student presentation of the interviewee provides all of the following:… 1) Basic background information of the interviewee… 2) A good summary of what student learned about the interviewee when conducting this interview

      11.85 to >10.35 pts

      Fair

      Student presentation of the interviewee provides at least one of the following in sufficient detail and does the other superficially: … 1) Basic background information of the interviewee… 2) Summary of what student learned about the interviewee when conducting this interview

      10.35 to >0 pts

      Needs Improvement

      Student presentation of the interviewee provides only one of the following or does both superficially:… 1) Basic background information of the interviewee… 2) Summary of what student learned about the interviewee when conducting this interview

      15 pts

      This criterion is linked to a Learning OutcomeSkills to Address Difference

      15 to >13.35 pts

      Exceeds Expectations

      Presentation identifies three or more skills used to address difference and provides specific examples of these skills.

      13.35 to >11.85 pts

      Meets Expectations

      Presentation identifies two skills used to address difference and provides at least on general example of these skills.

      11.85 to >10.35 pts

      Fair

      Presentation identifies at least one skill used to address difference with an example and/or identifies a list of skills with no explanation.

      10.35 to >0 pts

      Needs Improvement

      Presentation either does not list skills or identifies one or more skills that do not have clear connection with the difference identified.

      15 pts

      This criterion is linked to a Learning OutcomeReflection on Reactions

      15 to >13.35 pts

      Exceeds Expectations

      Student presentation provides all of the following:… 1) Description of three or more reactions to the activity; provides specific examples to demonstrate each reaction… 2) Reflection of one each reaction and explanation of why student experienced these reactions (Presentation supports reflection with examples from course learning resources and/or specific personal experiences.)

      13.35 to >11.85 pts

      Meets Expectations

      Student presentation provides all of the following:… 1) Description of two reactions to the activity… 2) Reflection on most reactions identified and explaination of why student experienced these reactions (Presentation supports reflection with general examples.)

      11.85 to >10.35 pts

      Fair

      Student presentation provides all the following:… 1) Describes one reaction to the activity or superficial description of more than one reaction… 2) Reflects on briefly reaction (Explanation of why they experienced these reactions may be superficial or lack detail.)

      10.35 to >0 pts

      Needs Improvement

      Student presentation provides only one of the following or does both superficially:… 1) Describes student’s reaction to the activity… 2) Reflects on these reactions and explains why they experienced these reactions

      15 pts

      This criterion is linked to a Learning OutcomeLearning and Application of Skills

      15 to >13.35 pts

      Exceeds Expectations

      Student presentation provides a detailed and in-depth explanation of:… 1) What student has learned (Explanation of learning provides specific examples and explains about how their knowledge changed.)… 2) Additional social work skills student could apply or could have applied when working with this individual (Explanation identifies three or more skills, explains why the skills where chosen, and provides a specific example of skill application.)

      13.35 to >11.85 pts

      Meets Expectations

      Student presentation provides a good explanation of:… 1) What student has learned (Explanation of learning provides general examples.)… 2) Additional social work skills student could apply or could have applied when working with this individual (Explanation identifies two skills and either explains why the skills where chosen or provides an example of skill application.)

      11.85 to >10.35 pts

      Fair

      Student presentation provides at least one of the following in detail and does the other superficially:… 1) What student has learned (Explanation does not provide examples or needed details.)… 2) Additional social work skills student could apply or could have applied when working with this individual (Explanation identifies at least one skill.)

      10.35 to >0 pts

      Needs Improvement

      Student presentation provides only one of the following or does both superficially:… 1) What student has learned … 2) Additional social work skills student could apply or could have applied when working with this individual

      15 pts

      This criterion is linked to a Learning OutcomeProfessional Presentation

      15 to >13.35 pts

      Exceeds Expectations

      Presentation is 4–5 minutes. … The presentation is exceptionally professional and coherent. The student appears practiced and professional. The presentation displays effective organization and focus to communicate ideas. Tone and presentation of ideas are free from bias and objective. … The slides are well organized and generally error free (two or fewer). Slides use best presentation practices in use of bullet, brief text, and use of color and font to enhance presentation.

      13.35 to >11.85 pts

      Meets Expectations

      Presentation is 4–5 minutes. … The presentation is clear and coherent. The student appears practiced and professional. Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. … The slides are well organized. Errors in grammar or spelling are minor, minimal (three to five), and do not interfere with the scholarly message. Slides conform to generally to presentation best practices.

      11.85 to >10.35 pts

      Fair

      Presentation is between 3:30–4 minutes or between 5–6 minutes. … The presentation is generally coherent but sometimes unfocused. The student appears professional and organized, but there is little evidence of practice. … The slides might be slightly unorganized. Errors in grammar or spelling are minor but frequent (five to 10) and occasionally interfere with the message. Use of color and font maybe inconsistent.

      10.35 to >0 pts

      Needs Improvement

      Presentation is less than 3:30 minutes or more than 6 minutes. … The presentation is generally unfocused and lacks professionalism, with little evidence of practice or preparation. Tone and presentation of ideas reveal bias and subjectivity. … Errors in grammar or spelling are major, pervasive (11+), and interfere with the message. The slide deck is not organized or color/font is distracting and inconsistent with presentation best practices.

      15 pts

      Total Points: 75

      Previous Next

      REFERENCES

      · Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.

      · Chapter 12, “Culturally Competent Social Work Practice” (pp. 466–498)

      · Chapter 13, “Gender-Sensitive Social Work Practice” (pp. 499–543)

      · Azzopardi, C., McNeill, T. (2016).  From cultural competence to cultural consciousness: Transitioning to a critical approach to working across differences in social work. Links to an external site. Journal of Ethnic & Cultural Diversity in Social Work, 25(4), 282–299. https://doi.org/10.1080/15313204.2016.1206494

      · Fisher-Borne, M., Cain, J. M., Martin, S. L. (2015).  From mastery to accountability: Cultural humility as an alternative to cultural competence Links to an external site. Social Work Education, 34(2), 165–181. doi:10.1080/02615479.2014.977244

      · Hook, J. N., Farrell, J. E., Davis, D. E., DeBlaere, C., Van Tongeren, D. R., & Utsey, S. O. (2016).  Cultural humility and racial microaggressions in counseling Links to an external site. .  Journal of Counseling Psychology, 63(3), 269–277. https://doi.org/10.1037/cou0000114

      · Walden University Writing Center. (2020).  Walden templates: General templates: PowerPoint presentation. Links to an external site. http://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-2774360

      · Document:  Interview Presentation: Questions  Download Interview Presentation: Questions (Word document)

      ,

      Interview Presentation: Questions

      To prepare:

      · Identify an interview subject with a different cultural background than you.

      · Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.

      During the interview, ask the individual the following interview questions:

      · Have you ever lived or visited outside of the United States? If so, where? Describe the experience.

      · What do you identify as your culture?

      · What are the most important values and beliefs of your family and community?

      · What are the important events, traditions, celebrations, and practices in your family or community?

      · How does your family or community define gender roles?

      · How do you identify your:

      · Race

      · Ethnicity

      · National origin

      · Color

      · Sex

      · Sexual orientation

      · Gender identity or expression

      · Age

      · Marital status

      · Political belief

      · Religion

      · Immigration status

      · Disability status

      · How well do you fit within your family or community based on these other identities you hold?

      · How do you think others outside your community view your culture?

      · Have you experienced prejudice or discrimination? Please describe.

      The post 6101 WK 6 ASSIGN first appeared on Nursing Thread.

    • Letter to a Policy-Maker

      One of the overarching themes of PSCI 2306 is the division of policy-making power among the various branches and levels of government. Another is the importance of representation and having a government that reflects the will of the people. This assignment requires you effectively demonstrate core competencies of critical thinking, communication, social responsibility, and personal responsibility within the context of civic engagement in the U.S. political process.

      In this assignment, you will

      1. Identify a current political issue that affects you and your community.
      2. Educate yourself about the issue by reading at least three articles from reputable news sources about the issue.
      3. Determine which policy-maker is in the best position to represent your interests with respect to that issue. That could be your representative in the U.S. House of Representatives, your representative in a state legislature, or some member of the executive branch. The key is that you identify a person who has some policy-making authority with respect to the issue you have chosen and a person who might listen to your position (for example, choosing your own representative to the U.S. House rather than some other representative).
      4. Draft a letter to your legislative or executive-branch policymaker in which you
        1. identify yourself as one of the politician’s constituents;
        2. identify the political issue about which you are concerned;
        3. clearly state a position on that issue (what should the policymaker do or not do); and
        4. provide an explanation for your position that will persuade the policymaker to agree with you.

      You will turn in

      1. a .doc, .docx, or .pdf version of your letter; and
      2. a .doc, .docx, or .pdf document listing the three articles you read

      For tips on writing a letter to Congress, visit https://www.thoughtco.com/write-effective-letters-to-congress-3322301Links to an external site.

      Your individual work should be typed, double-spaced, in 12-point font.  Your name and student ID number should be typed at the top of the page (in the right- or left-hand corner).  

         

        The post Letter to a Policy-Maker first appeared on Nursing Thread.

      • 7. Case Application Small Group Discussion Assignment

         

        The past few modules have covered the common morality framework, which is a largely intuitive set of ideas that most people use without really knowing they are doing so. As we have explicated the framework, we have come to know that our society shares a great many of the same kinds of basic values, including that it is unacceptable to kill, cause pain, deprive people of freedom (self-determination) and pleasure, lie, and fail to do one’s duty. Those values are identified as the moral rules. These rules hold true for our society because we want other people to adhere to them and we figure that we had better do the same to keep other people in line.

        As we have been discussing, applying the common morality’s rules, harms, and benefits is done using a two-step process: reviewing the facts of the case (Step 1 morally relevant features), and determining whether the potential moral rule violations are publicly allowed by rational, impartial people regardless of whether they would personally take the action or allow the moral rule violation (Step 2 questions). You have reviewed two cases in which the common morality has been applied.

        As you have reviewed those cases, you have noted that the framework is applied when a moral rule violation is being considered. You have also noted that the person toward whom a social worker has a moral obligation is the person in the case toward whom the social worker is considering violating a moral rule. Determining who this person is, is key in solving ethical dilemmas. The person who is owed a moral obligation is the person who is most affected by the action that is being considered. For example, in the case of the Dubois family, the ethical dilemma is whether the social worker should support Mr. Dubois in taking Mrs. Dubois home or support the physicians’ stance that Mrs. Dubois should remain in a care facility. The person owed a moral obligation in this case is Mrs. Dubois because she is the one toward whom the social worker is considering violating moral rules.

           

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        • MGTCB/526: Managing In A Changing Environment Competency 3

          Help this is what he said about my paper

          Nice job discussing the advantages and disadvantages of technological change and how IT can lead to beneficial changes in that industry. 

          When you get to the assessment, you will want to include more depth on demographics. Check out my 11/9 announcement about how to find demographic info on a company and my 11/21 announcement about demographics and marketing for some help on this topic.

          Your analysis of the benefits of social responsibility and how Starbucks implements CSR initiatives was well done. 

          • attachment

            Reflection.pdf

           

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          Reflection

          Name

          Affiliation

          Course

          Professor

          Date

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          When answering to the following questions, keep in mind the factors at play in the global

          environment as well as your own professional experience: What are some of the consequences of

          demographic pressures for the industry in which you now work or want to work?

          The benefits and drawbacks of technological development are discussed in detail below.

          How can information technology be used to bring about positive changes in the workplace?

          Which industry do you now work in or hope to work in?

          When you consider the forces at play in the global climate, what do you think a fraction of the

          consequences could be?

          What might the implications of section powers be for the industry in which you work? – If we take

          a look at the IT/ITES sector, or any other industry for that matter, we will find that socioeconomics

          plays an important role in defining the industry.

          a handbook for those in the business For example, the age of the delegates has a major influence on

          the outcome.

          In more ways than one, the future of employment is becoming more flexible than it has ever been.

          People have never faced difficulties in the workplace in the early stages of their careers like those

          they are seeing in the modern world. These problems are occurring at such a breakneck pace that it

          is becoming more difficult for HR professionals to keep up with them. Nonetheless, the human

          resources department must adapt to these difficulties in order to keep up with the developments

          pertaining to the future of work. Technology is one of the trends that is influencing and is

          anticipated to influence the future of work in a variety of ways. Because the phenomena has a large

          number of agents who are also highly complicated, academics think that they will not be able to

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          deal with the trends of future work in the near future (Kezar, et al. 2017). Technology is the first

          component of the future of work, and human resource professionals must be properly prepared to

          deal with it. Although technology is not a new concept in the field of human resources, older

          digital tools are getting more sophisticated, and there are also new ones that are designed to place

          more demands on HR managers. That being stated, human resource managers are left with little

          choice but to embrace the reality that change is no longer an exception, but rather a new norm that

          they must adhere to in their organizations.

          determining how easy or difficult it will be to adapt to a new invention or ability The per capita

          pay of a district will also have an effect on the general expenses of the organization, which will

          have an impact on and benefit the company. Furthermore, the instructional skills of people will

          have an impact on the overall asset quality in a certain location. There is a good possibility of

          discovering a large number of gifted assets quickly in areas where the education percentage is high.

          What are the advantages and disadvantages of implementing mechanical change? – The most

          important advantage of creative transformation is that it increases personal happiness across the

          organization and for all employees. Innovation is always impacting our lives on a daily basis and

          plays a crucial role in bringing the globe closer together. The web, television, automobiles and

          communication devices/stages, as well as clinical advantages, all rely on development to improve

          accessibility, speed, and overall experience for their respective audiences. Innovation has provided

          us with an ideal associated universe filled with a plethora of options to consider. The greatest

          important disadvantage to creative transformation will be an excessive dependence on innovation

          for each and every little or big aspect of life (Fukuda, 2020). Furthermore, rapid adaptation to new

          technological advancements is a significant drawback, since the customer must constantly up-skill

          himself or herself in order to utilize the new technology effectively.

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          What are the chances that data innovation will result in beneficial improvements inside the

          workplace? –

          Information innovation may aid in the improvement of the overall efficacy of the working

          environment, according to certain studies. Advanced frameworks may help with the completion of

          tasks at faster rates and with more precision than previously possible. Mechanization and cycle

          improvements may assist to improve the efficiency and security of the workplace.

          Taking on Social Responsibility

          When answering to the following questions, take into consideration your professional experience.

          What, in your opinion, are the top three advantages of taking on social responsibility?

          How does your company go about putting social responsibility ideas into practice? What factors

          should be taken into account if they do not? The following are the main advantages of corporate

          social responsibility, in my opinion: improved brand awareness, greater sales and customer loyalty,

          and improved financial results (Canedo, et al. 2017).

          Starbucks has long believed that its business should have a positive social effect on the

          communities in which it operates.

          They are there to help. Starbucks is committed to sourcing goods that are ethical and

          environmentally friendly. This guarantees that consumers get high-quality goods that have been

          ethically bought and that have been responsibly manufactured. Starbucks is dedicated to doing so

          in a responsible manner.

          decreasing one’s environmental footprint and encouraging others to do the same to assist reduce

          one’s environmental footprint In addition, according to the “Starbucks Social Impact” (2021)

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          website, they are interested in creating possibilities for the community by investing in pathways

          that will enable people to climb up the social ladder such as education, training, and employment.

          Starbucks also strives to improve the community by making its shops a gathering place for people

          to talk and by boosting civic participation via volunteerism and service (Culot, et al. 2019).

          References

          Canedo, J. C., Graen, G., Grace, M., & Johnson, R. D. (2017). Navigating the new workplace:

          Technology, millennials, and accelerating HR innovation. AIS Transactions on Human-

          Computer Interaction, 9(3), 243-260.

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          Culot, G., Orzes, G., & Sartor, M. (2019). Integration and scale in the context of Industry 4.0: the

          evolving shapes of manufacturing value chains. IEEE Engineering Management

          Review, 47(1), 45-51.

          Fukuda, K. (2020). Science, technology and innovation ecosystem transformation toward society

          5.0. International journal of production economics, 220, 107460.

          Kezar, A. J., & Holcombe, E. M. (2017). Shared leadership in higher education. Washington, DC:

          American Council on Education.

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        • Biostatistics

            

          A. Estimate total cholesterol value for persons with the following characteristics regardless of the values of the regression coefficients (the slopes) for the predictor variables in the model:

          A male with a BMI of 30 kg/m2 and aged 50 years.  

             

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