• People Management

Organisational Learning and Development

This unit focuses on how applying core professional behaviours such as ethical practice, courage and inclusivity can build positive working relationships and support employee voice and well-being. It considers how developing and mastering new professional behaviours and practice can impact performance

Equality, diversity and inclusion (EDI) in the workplace (November 2022)

Promoting and delivering EDI in the workplace is an essential aspect of good people management. To reap the benefits of EDI, it’s about creating working environments and cultures where every individual can feel safe, a sense of belonging and is empowered to achieve their full potential. Whilst legal frameworks vary across different countries, in the UK the Equality Act 2010 provides legal protection for nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.  However, an effective EDI strategy goes beyond legal compliance and seeks to take an intersectional approach adding value to an organisation, contributing to the wellbeing and equality of outcomes and impact on all employees. This includes: accent, age, caring responsibilities, colour, culture, visible and invisible disability, gender identity and expression, mental health, neurodiversity, physical appearance, political opinion, pregnancy and maternity/paternity and family status and socio-economic circumstances amongst other personal characteristics and experiences. This factsheet explores what workplace equality inclusion and diversity (EDI) means, and how an effective strategy is essential to an organisation’s business objectives. It looks at the rationale for action and outlines steps organisations can take to implement and manage a successful EDI strategy, from recruitment, selection, retention, communication and training to addressing workplace behaviour and evaluating progress.

Ethics at work: an employer’s guide (February 2024)

Ethical values provide the moral compass by which we live our lives and make decisions: ‘doing the right thing’ because it’s the right thing to do. However, there are several reasons why unethical behaviour continues to happen in the workplace, from individual actions and choice to industry-wide indiscretions and compromising decisions.

In this guide, we discuss the red flags to watch out for, along with practical tips and resources to safeguard your organisation and people against ethical breaches and misconduct. The guide draws on – and complements – the latest CIPD research, and features nine areas of action employers can prioritise to ensure they behave ethically. If you’re an employer or manager looking to foster and encourage ethical behaviour in your organisation, you’ll find the practical advice you need in this guide.

1. 1.   Understand the purpose and value of the people profession.

Q: With reference to the CIPD Profession Map, appraise what it means to be a people professional. (AC 1.1)

1. 2.   Know own personal and ethical values and apply these consistently in their (people practice) work. 

Q: Discuss your personal and ethical values (one of each), with examples of how these are evident in your work. (If you have yet to work in people practice, explore how you believe your values would inform your work.)  (AC 1.2)  

1. 3.   Know the importance of people professionals contributing to discussions in an informed, clear and confident way to influence others.

Q: Discuss reasons why this is important and the consequences of people practitioners not being willing or able to influence others. (AC 1.3)

1. 4.   Know when and how to raise matters that might be unethical or illegal.  

Q: Discuss, with examples, when and how you would react to both unethical and illegal matters (one of each). (AC 1.4)

1. 5.   Be able to make use of related theory and thinking, to argue the human and business benefits of people feeling included, valued, and fairly treated at work.

Q: Demonstrate your ability to do this with a written argument, which poses different theoretical perspectives, as well as your own. (AC 2.1)

1. 6.   Know how to design people practice initiatives to be inclusive and how to check inclusivity after an initiative has been implemented.

Q: Discuss, with examples, how you have, or would, achieve both of these (AC 2.2)

1. 7.   Be able to work inclusively with others and build positive working relationships.

Q: Using a combination of your own reflections and feedback from at least one other person, discuss your ability to work inclusively and positively with others. (AC 2.3)

There is no requirement to include evidence of the use of references to wider reading for AC 2.3

1. 8.   Understand how the people practitioner role is evolving and the implications this has for your ongoing professional development.

Q: Demonstrate your understanding of this with a written response and related entries in your CPD Plan. (AC 3.1)

1. 9.   Be able to assess (own) strengths, weaknesses and development areas, based on own considerations and feedback from others. 

Using a combination of your own conclusions and feedback from at least one other person, assess yourself against a specification of your choice (such as a role/job description or any two of the core behaviour areas of the CIPD Profession Map (associate level). Briefly explain the outcome of your assessment (strengths, weaknesses and development areas) and the information that informed your conclusions. (AC 3.2)

There is no requirement to include evidence of the use of references to wider reading for AC 3.2

10.Be able to formulate a range of appropriate CPD options to support ongoing learning.

Following on from your self-assessment, identify a range of formal or informal development activities and add these to your CPD Plan/document. Provide a brief explanation as to why you have selected these activities. (AC 3.3)

There is no requirement to include evidence of the use of references to wider reading for AC 3.3

11.Be able to reflect on and draw conclusions about the effectiveness of development activities.Reflect on three development activities, already undertaken, that have had an impact on your work behaviour or performance, explaining how they have impacted you. (Your reflections should be presented within your CPD Record document.) (AC 3.4)

 There is no requirement to include evidence of the use of references to wider reading for AC 3.4

#1

Anorexia nervosa is a psychological disorder in which a person significantly decreases their caloric intake, leading to low body weight. Anorexia is a complex disorder that has genetic correlations with education attainment, neuroticism, and schizophrenia (Moore & Bokor, 2023). Endocrine abnormalities in anorexia nervosa are common and include low levels of gonadal hormones, reduced levels of thyroxine (T4) and triiodothyronine (T3),  and increased cortisol secretion (Attia & Walsh, 2022).

Culture is believed to be a significant factor in the etiology of anorexia nervosa. Rates of anorexia nervosa are more prevalent in specific ethnic and racial groups and change as culture evolves. An increase in anorexia seems to arise in cultures that place a high value on physical aesthetics (Miller & Pumariega, 2001).

The financial implications of anorexia nervosa are substantial. Economic costs of eating disorders in 2018-2019 were estimated to be $64.7 billion, which equates to about $11,808 per affected person (Streatfeild et al., 2021).

Environmental implications of anorexia nervosa include a person family origin, social network, and perceptions of stressful life events (Mazzeo & Bulik, 2009).

Nursing interventions for a patient admitted to the emergency room for anorexia nervosa include rehydration, cardiac monitoring, fall risk identification, and a suicide assessment.

Lab work such as a complete blood count (CBC) must be done to determine if the patient is dehydrated, as indicated by an elevated number of high red blood cells. A CBC would also include the patient hemoglobin and hematocrit levels to determine if the patient is anemic from not eating. Other blood tests, such as a basic metabolic panel (BMP), should be drawn to evaluate the body organ functioning. The BMP includes a blood urea nitrogen (BUN) test showing dehydration and a creatinine test used to evaluate kidney function. The BMP also includes several electrolytes, such as potassium, sodium, chloride, and phosphorus, which are at risk of being imbalanced for a patient with anorexia nervosa. BMP also includes calcium and glucose levels in the blood (National Heart, Lung, and Blood Institute, 2022).  An EKG should also be completed, and the patients should be monitored in a telemetry unit for severe sinus bradycardia, marked prolongation of the corrected QT interval, or syncope (Sachs et al., 2016).

Treatment of anorexia nervosa needs to be treated holistically with various members of an interdisciplinary team. First, the overall care must be overseen by a Primary Care Physician (PCP). The role of the PCP is to monitor labs, vital signs and coordinate care between the interdisciplinary team (Lenton-Brym et al., 2019). The role of the psychiatrist in prescribing antidepressants for patients with anorexia has been proven helpful in treatment (Marquez et al., 2022). The role of a dietitian is also vital in treating anorexia nervosa. The dietitian establishes healthy eating habits and monitors the patient’s food intake (Heafala et al., 2021). Registered nurses (RNs) must administer medication and educate patients about the disorder, medications, and treatment plans while providing therapeutic communication (Ramjan, 2004). A  therapist is also vital to the patient’s success as they help the patient navigate the psychosocial factors involved with their disorder through family therapy (Grange et al., 2019).  Furthermore, a physical therapist can supervise physical therapy to improve body awareness and mental and physical .

#2

Anorexia nervosa, a complex eating disorder characterized by an intense fear of gaining weight and a distorted body image, involves multifaceted pathophysiological processes. The disorder is primarily associated with severe caloric restriction, leading to significant weight loss and malnutrition. This malnutrition impacts various physiological systems, including metabolic and endocrine functions. According to Kaye, Mddr, and Bulik (2020), metabolic disturbances include alterations in thyroid function, adrenal hormone levels, and sex steroid levels, which contribute to the clinical manifestations of anorexia. Specifically, individuals with anorexia often exhibit decreased levels of thyroid hormones and disruptions in cortisol and leptin, which are critical for maintaining metabolic balance and regulating appetite (Kaye, Mddr, & Bulik, 2020).

Moreover, anorexia nervosa affects the central nervous system, particularly the areas involved in hunger and satiety. The dysregulation of neurotransmitters such as serotonin and dopamine has been implicated in the perpetuation of restrictive eating behaviors and the distorted self-image characteristic of the disorder. Studies have shown that individuals with anorexia have altered brain structure and function, especially in regions like the hypothalamus and the orbitofrontal cortex, which are involved in appetite control and reward processing (Kaye, Mddr, & Bulik, 2020). These neurobiological changes, combined with psychological factors, contribute to the persistence and severity of the disorder. The intricate interplay between metabolic dysfunction, endocrine abnormalities, and neurobiological alterations underscores the complexity of anorexia nervosa and the necessity for a comprehensive approach to treatment.

Cultural factors significantly influence the prevalence, manifestation, and treatment of anorexia nervosa. Cultural norms and ideals related to body image and beauty play a crucial role in shaping individuals’ attitudes toward food and body weight. For instance, cultures that emphasize thinness as a standard of beauty are more likely to experience higher rates of anorexia nervosa. According to Levine and Murnen (2009), media portrayals of thinness and societal pressures related to body image contribute to the internalization of these ideals, leading to increased risk of developing eating disorders. The study highlights that exposure to thin-ideal images in Western media is associated with body dissatisfaction and disordered eating behaviors, illustrating how cultural factors can exacerbate the risk of anorexia nervosa. Thus, cultural contexts that valorize thinness and stigmatize obesity can significantly impact the onset and persistence of anorexic behaviors.

Financial factors can have a profound impact on the development and management of anorexia nervosa, influencing both the accessibility of treatment and the socioeconomic pressures that contribute to the disorder. Individuals from lower socioeconomic backgrounds may face financial barriers that limit their access to specialized care and nutritional support, exacerbating the severity of the condition (Streigel-Moore & Bulik, 2007). Economic stressors can also contribute to disordered eating behaviors, as financial insecurity may lead to increased preoccupation with body image and weight control as a means of exerting some sense of power in a challenging environment. Moreover, the cost of healthy food options can be prohibitive for some, leading individuals to engage in restrictive eating patterns that mimic anorexic behaviors (Streigel-Moore & Bulik, 2007). Thus, financial constraints and related stressors play a critical role in both the onset and the progression of anorexia nervosa.

Environmental factors significantly influence the development and progression of anorexia nervosa, mainly through exposure to societal and familial pressures that impact body image and eating behaviors. For example, living in an environment with high levels of social comparison and appearance-related pressure, such as through media or peer groups that emphasize thinness, can increase the risk of developing anorexia (Stice, 2002). Additionally, family dynamics and interpersonal relationships play a crucial role; environments characterized by high levels of familial conflict, criticism, or an overemphasis on appearance can contribute to the onset of disordered eating patterns. Stice (2002) emphasizes that environmental stressors, including societal and familial influences, interact with individual vulnerabilities to exacerbate the risk of eating disorders, highlighting the importance of considering these factors in both prevention and treatment strategies.

For a client with anorexia in the emergency department, priority nursing interventions should focus on immediate stabilization, safety, and addressing both physical and psychological needs. 

The post Week 2re first appeared on Courseside Kick.

 

For this online discussion, you will:

• Participate in a “panel discussion” for an imaginary town hall audience on “Today’s Big Idea.”
• Write an initial post in the voice of an author of one of the closed research theme readings or a major respondent in that reading.
• Respond to at least two peers, staying in the voice of your selected author or respondent.

To prepare:

• Read all reading assignments from “They Say / I Say” in this module
• Complete the M04 Closed Research Theme Reading Check-In
• A “Panel Discussion” is a public event in which a group of informed people gathers together in front of an audience to discuss a specific topic, usually led by a moderator who asks their own questions or takes questions from the audience. Watch a few minutes of the video below to get a sense of how a panel discussion works:

 

In this discussion, you will write in the voice of the author of one of the closed research theme readings. Alternatively, you may write in the voice of a major respondent, expert, or witness who is interviewed or quoted in a closed research theme reading, if you think theirs is a more relevant perspective on the closed research theme. You will be playing this “character” in the panel discussion, adopting their positions and/or responding the way you think they would respond to others in the discussion. 

To begin, review the 6 closed research theme readings you have read so far; pick one author or one major respondent you will play in the panel discussion. You will be playing this “character” in the panel discussion for the whole board (initial posts and responses). You need to write in their voice and remain in character throughout the discussion.

Then start a new thread in this board and respond to the following prompt. Click the Post Reply button to submit your initial post: 

• Identify yourself as the author or respondent you have selected as well as the title of the reading and the person’s role in the reading.
  • Example: “I’m Alex Tizon, author of ‘Lola’s Story.’”
  • Example: “I’m Lola, a major figure in Alex Tizon’s ‘Lola’s Story.’”
• In the voice of your selected “character,” respond to one or more of the following questions. You can think of these as the questions you are being asked by the moderator or audience member:
  • How would you answer the guiding question for this section’s closed research theme? (If needed, you can find your class’s closed research theme question in Modules)
  • What issue regarding the closed research theme do you see as most important or most overlooked? What do you want the panel audience or other panel members to see and understand?
  • What action, solution, or policy, related to the closed research theme, is closest to your heart? What do you want the panel audience, other panel members, and/or others in society to take action on?
• Remember, think about what your “character” (author or major respondent) would believe, know, want, value, etc. This may not be what you personally know or believe, at all! Stick to their perspective and viewpoints as much as you can, based on what you know about their views from the closed research theme reading.
•  

The post Participate in a “panel discussion” for an imaginary town hall audience on “Today’s Big Idea.” first appeared on Courseside Kick.

PLEASE RESPOND TO THE FOLLOWING POST OF A CLASSMATE IN 100 WORDS, Remember that your posts must be substantive and contribute to the dialogue that is taking place and Response posts must offer at least TWO new piece of information or insight.

Classmate Post:

1) Do you think teamwork can have negative consequences?

There are many scenarios in which teamwork can make work, in general, challenging or even strongly negatively affect the workflow. We all can relate to this one example that we have experienced at some point in our educational journey. When people are assigned to work in a group, they tend to put most of the workload on other people because they will not be praised or evaluated on their individual contribution but on the group project. Because people are not evaluated on individual efforts, productivity might decrease due to the fact that some individuals do not help with the overall effort. If teams are getting along too well, they are also able to reduce their overall efficiency because it will cause them to be focused on other things. These teams would be more focused on being social than on being productive. Also, teams can suffer from poor communication, which can contribute to a low-performing team because team members are not communicating correctly. In a high-performing team, all team members will need to be informed of all the information they need to be effective. If it isn’t clear who is leading the team, there might be a struggle with power dynamics, which negatively affects the productivity of a team because there would be an internal conflict. Therefore, some of the capabilities will be used to try to resolve this conflict. This would make the team less productive because of the power dynamic issue. 

2) What can a leader do when a team lacks synergy and the collective whole is not greater than the  sum of individual parts?

As discussed in the last question, there can be numerous reasons why a team functions better when the individuals work by themselves rather than in a team.  For a team to function at its best, it is important that the common communication is highly functional and effective. This means that people can have honest and open conversations about the problems and solutions that are supposed to be handled by the team (Brigden, 2024). When the goal of a team is not specifically defined, it is unclear how the team will be able to achieve their teams’ goals. Therefore, creating a collaborative goal that can be accomplished by a team effort in the best and most efficient way possible is necessary to become a well-established and deficient team (Brigden, 2024).  All the team members will need to know what the goals of the team are because, without that, the team is not going to be an effective and efficient team (Brigden, 2024).  When a team is successful, it is important for the team to engage in a team effort celebration because this will make the team connect and show them that together, they can accomplish their goals and be successful (Brigden, 2024).  A team leader should engage in all these efforts so that he can facilitate a caring and efficient environment by creating an effective team that is going to, therefore, be more successful.

Brigden, B. (2024, March 4). Leadership and teamwork: 10 ways leaders can help their teams. Teamwork Blog. Retrieved September 11, 2024, from https://www.teamwork.com/blog/10-ways-leaders-teams/

The post There are many scenarios in which teamwork can make work, in general, challenging or even strongly negatively affect the workflow first appeared on Courseside Kick.

 

Assignment:  Final Project Part 1: Review Rubric in the Appendix section of your Syllabus. Your final project due in Week 8 will be to create a full instructional video (3-5 minutes). The first part of your assignment (due this week) is to create a plan for what your video will include. This is called a storyboard. When you have your own students complete storyboards, it’s a great way to give them a chance to complete a writing activity in connection with a video project.

1. Determine the project idea.
2. Complete a storyboard for the project. You can create a storyboard in any word processing or presentation tool. You can also just use this storyboard from us(Links to an external site.)Links to an external site.. The critical things you need to put on your storyboard before you turn it in are

• your instructional objective (what do you want your students to know, feel, and do?
• (movies only) visual representation of what will happen in each scene of the movie (stick figures, clipart, whatever). If you are using photos, you should have these collected and can embed these in your storyboard. If you are using live video, just some notes about what you want the actors to do in different scenes.
• a script for what the narration will say, or what the actors will say. Make the script concise and to the point so your project is more engaging!

Collect images, video, and music for your project. Store these in a folder on your key drive or computer (remember to back them up!). Remember Creative Commons sources, which are often great places to get material you can use for free and without worrying about typical media use restrictions. However, if you follow Fair Use guidelines, you can also use copyrighted materials. You may find the following resources to be particularly useful to you as you begin to search for media:

• http://creativecommons.org/(Links to an external site.)Links to an external site. (click on license, and then search licensed content)
• com(Links to an external site.)Links to an external site. (use the advanced search, scroll down, and click on “Creative Commons”)
• Wikimedia commons(Links to an external site.)Links to an external site.
• Freeplaymusic(Links to an external site.)Links to an external site.
• Fotolia(Links to an external site.)Links to an external site. (regular copyrighted stock photography, but cheap enough that you can afford to use it)
• Free stock photo exchange(Links to an external site.)Links to an external site.
• YouTube(Links to an external site.)Links to an external site. videos (do a search, click on filters, and then creative commons)

*Start this week preparing for your final assignment due next week which is an instructional video.  Look at the examples (in Module 8) of the final video to give you an idea of what you should be working to create.  This will assist you in the development of your storyboard.

The post Education Can Anyone Complete This Assignment first appeared on Courseside Kick.

 

Goal:

To conduct an assessment of health promotion while applying the nursing process and evidence based research to disseminate findings to course colleagues.

Case:

Jessica is a 32 y/old math teacher who presents to the ER with a friend for evaluation of sudden decrease of vision in the left eye. She denies any trauma or injury. It started this morning when she woke up and has progressively worsened over the past few hours. She had some blurring of her vision 1 month ago and thinks that may have been related to getting overheated, since it improved when she was able to get in a cool, air-conditioned environment. She has some pain if she tries to move her eye, but none when she just rests. She is also unable to determine colors. She denies tearing or redness or exposure to any chemicals. Nothing has made it better or worse.

She denies fever, chills, night sweats, weight loss, fatigue, headache, changes in hearing, sore throat, nasal or sinus congestion, neck pain or stiffness, chest pain or palpitations, shortness of breath or cough, abdominal pain, diarrhea, constipation, dysuria, vaginal discharge, swelling in the legs, polyuria, polydipsia, and polyphagia.

Patient is alert; she appears anxious. BP 135/85 mm Hg; HR 64bpm and regular, RR 16 per minute, T: 98.5F. Visual acuity 20/200 in the left eye and 20/30 in the right eye. Sclera white, conjunctivae clear. Unable to assess visual fields in the left side; visual fields on the right eye are intact. Pupil response to light is diminished in the left eye and brisk in the right eye. The optic disc is swollen. Full range of motions; no swelling or deformity. Mental status: Oriented x 3. Cranial nerves: I-XII intact; horizontal nystagmus is present. Muscles with normal bulk and tone; Normal finger to nose, negative Romberg. Intact to temperature, vibration, and two-point discrimination in upper and lower extremities. Reflexes: 2+ and symmetric in biceps, triceps, brachioradialis, patellar, and Achiles tendons; no Babinski.

Submission Instructions:
 

• Complete a comprehensive history and Physical Examination.
• What physical findings are you looking for to help determine a presumptive nursing diagnosis?
• Support your findings with peer reviewed articles.
• Presentation is original work and logically organized in current APA style. Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
• Power point presentation with 8 -10 slides, excluding the tile slide and the reference slide.
  The presentation is clear and concise and students will lose points for improper grammar, punctuation, APA and misspelling.
• Speaker notes expanded upon and clarified content on the slides.

The post To conduct an assessment of health promotion while applying the nursing process and evidence based research to disseminate findings to course colleagues first appeared on Courseside Kick.

 

Goal:

To conduct an assessment of health promotion while applying the nursing process and evidence based research to disseminate findings to course colleagues.

Case:

Jessica is a 32 y/old math teacher who presents to the ER with a friend for evaluation of sudden decrease of vision in the left eye. She denies any trauma or injury. It started this morning when she woke up and has progressively worsened over the past few hours. She had some blurring of her vision 1 month ago and thinks that may have been related to getting overheated, since it improved when she was able to get in a cool, air-conditioned environment. She has some pain if she tries to move her eye, but none when she just rests. She is also unable to determine colors. She denies tearing or redness or exposure to any chemicals. Nothing has made it better or worse.

She denies fever, chills, night sweats, weight loss, fatigue, headache, changes in hearing, sore throat, nasal or sinus congestion, neck pain or stiffness, chest pain or palpitations, shortness of breath or cough, abdominal pain, diarrhea, constipation, dysuria, vaginal discharge, swelling in the legs, polyuria, polydipsia, and polyphagia.

Patient is alert; she appears anxious. BP 135/85 mm Hg; HR 64bpm and regular, RR 16 per minute, T: 98.5F. Visual acuity 20/200 in the left eye and 20/30 in the right eye. Sclera white, conjunctivae clear. Unable to assess visual fields in the left side; visual fields on the right eye are intact. Pupil response to light is diminished in the left eye and brisk in the right eye. The optic disc is swollen. Full range of motions; no swelling or deformity. Mental status: Oriented x 3. Cranial nerves: I-XII intact; horizontal nystagmus is present. Muscles with normal bulk and tone; Normal finger to nose, negative Romberg. Intact to temperature, vibration, and two-point discrimination in upper and lower extremities. Reflexes: 2+ and symmetric in biceps, triceps, brachioradialis, patellar, and Achiles tendons; no Babinski.

Submission Instructions:
 

• Complete a comprehensive history and Physical Examination.
• What physical findings are you looking for to help determine a presumptive nursing diagnosis?
• Support your findings with peer reviewed articles.
• Presentation is original work and logically organized in current APA style. Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
• Power point presentation with 8 -10 slides, excluding the tile slide and the reference slide.
  The presentation is clear and concise and students will lose points for improper grammar, punctuation, APA and misspelling.
• Speaker notes expanded upon and clarified content on the slides.

The post Jessica is a 32 y/old math teacher who presents to the ER with a friend for evaluation of sudden decrease of vision in the left eye first appeared on Courseside Kick.

• In a new Word document, start with your name and date at the top
• Copy and paste the questions below (keep the numeric question format in your document)
• Answer each question with at least 2-3 complete sentences for full credit
• Re-upload and submit the completed Word document to Canvas

CASE STUDY:

Madison Wills worked night shift on a neonatal intensive care unit (NICU) at a major medical center. She assumed the care of a very sick premature infant who weighed 1 kg (a little over 2 lb). Sylvia Smithson had been the infant nurse during the day shift. Sylvia had started the infant intravenous (IV) antibiotic infusion at 6:30 p.m., just before shift change. She reported that the infant IV line in his arm was flowing without difficulty and the IV site had no redness or swelling.

When Madison assessed the infant at 7:45 after the end-of-shift report, she noted that the baby arm was swollen and that the IV had infiltrated (was no longer in the vein). When she stopped the medication, she also noted that the dose on the antibiotics was incorrect and was much too large for a very small infant.

Answer the following questions:

1. What is the first thing that Madison should do after discovering these two problems?
2. Which of these problems (the infiltration or the dosing) was the most significant?
3. What is the nurse responsibility when an antibiotic is prepared by the pharmacy?
4. Did malpractice occur? Why or why not?
5. Who would you hold responsible for the errors which occurred? Why?
6. What could have been done to prevent the errors?

GUIDELINES

• Assignments will NOT be accepted by email or in the Canvas Comments Box.
• You have multiple attempts (prior to grading) in case an error is made to re-submit your assignment or journal to Canvas.
• It is your responsibility to check Canvas to be sure assignments have been submitted completely and correctly prior to the due date and time. You will not be allowed to re-submit once an assignment has been graded.
• If assignments/journals are not submitted in the correct format as an attachment in Microsoft Word, (submit a blank document or a Pages document, for example) students will receive a ‘0’ on that assignment and will not be allowed to re-submit.
• You may turn this assignment in late for up to 2 days for a -10 percentage point penalty per day.

View Rubric
 

The post Madison Wills worked night shift on a neonatal intensive care unit (NICU) at a major medical center first appeared on Courseside Kick.

Task 1 Assess each of your three to five sources for credibility using the C.R.A.A.P. test, then answer our C.R.A.A.P. test worksheet questions for each source. You can download a copy of the C.R.A.A.P. test worksheet as a Word document, or copy and paste into Word or Google Docs from our GoView C.R.A.A.P. test worksheetThe C.R.A.A.P. Test Worksheet
Task 2Following the formatting shown in our Module 8 Reading: Annotated Bibliographies Explained and an Example, develop an annotated bibliography for your three to five sources. For each of your sources, include the following:
An MLA formatted citation;
A summary of the content from the source in your own words, and including integrated direct quotes you may use in your essay (in quotation marks), with the page number, if applicable, as a parenthetical citation;
An evaluation of the source;
A synthesis of how this source relates to your other sources;
Your response to the source and how you will use it. Remember, you must include each of the three to five sources you’ll use in Essay 3, and use full MLA formatting as per our example (including indentation), alphabetizing your sources. You should NOT color code your annotated bibliography! Grading Criteria
Completion of Tasks 1 and 2, with:
A complete and effective C.R.A.A.P. test assessment of each of your sources; A complete and well-written annotated bibliography;
Complete and correct MLA formatting of your annotated bibliography.
.

The post Task 1 Assess each of your three to five sources for credibility using the C.R.A appeared first on Versed Papers.

Drug abuse remains a significant public health concern, particularly among university students. Understanding students’ knowledge and attitudes towards drug abuse is essential for developing effective educational and intervention programs.

The post Drug abuse remains a significant public health concern, particularly among unive appeared first on Versed Papers.