Change Theories Project

Change Theories Project

Note: You will create a PowerPoint slide presentation (not an APA paper) for this assignment. Submit your assignment to the Academic Coach for grading for this module. If you do not submit a PowerPoint slide presentation you will not receive credit for this assignment.

Overview: Change Theories Project

Each student will produce a plan for implementing a change project in nursing departments throughout the organization. You will begin by selecting one of the options provided in module one and propose a change to solve the problem. If you do not select one of the provided options you will not receive credit for this assignment. Then you will select one of the change theories you have studied that models how you want to implement the proposed change. You will conduct a SWOT analysis and develop a comprehensive action plan. You will create a PowerPoint presentation of your plan with a “script” in the Notes section below each slide, as if you are presenting this to an audience. These will be your speaker notes as if you are presenting your PowerPoint to an audience. You MUST have a notes section for your slides. There will be a 50 point deduction if notes are not present. (The Notes section can be found below each slide within the PowerPoint presentation).

During and after your work, you will examine the types of communications, decision-making processes, and processes you use, and comment upon those in the last part of the “script.”

 

Objectives

1. Select and utilize a change theory model to implement the proposed change (chapter 5)

2. Analyze the leadership roles and management skills necessary to implement a new program.

3. Identify your decision-making process.

4. Demonstrate the elements of the change process.

 

 

Rubric

Use this rubric to guide your work.

 

Criteria Target Acceptable Unacceptable
Introduction

(8 points)

Clear statement of a scenario (problem) and proposed change and rationale

(4points)

Statement of a proposed change

(2 points)

No statement of a proposed change

(0points)

Clear statement of appropriate change theory model to use

(4points)

Statement of theory model addressed

(4 points)

No statement of theory model

(0points)

SWOT Analysis

(12 points)

Clear identification of the strengths, weaknesses, opportunities, and threats associated with implementing or failing to implement the proposed plan

(12 points)

Description of some potential strengths, weaknesses, opportunities, and threats associated with the proposed plan

(9-10 points)

Missing description of viable strengths, weaknesses, opportunities, or threats associated with proposed plan

(0-8 points)

Action Plan

(40 points)

Each of these components addressed in detail

(5 points each = 40 points)

· Change Theory Model

· Steps and processes

· Communication plan

· Leadership styles

· Management functions

· Budget requirements/ implications

· Steps to assure staff compliance

· Evaluation

Each of these components addressed generally

(4 points each = 32 points) (See list under “Target”)

Some components addressed minimally or not at all

(0-2 points each = 16 points maximum)

Decision-Making Process

(15 points)

Analysis of the decision- making process used, including effective/ineffective processes and what you would change in the future

(15 points)

General analysis of the decision-making process used, including effective/ineffective processes or what you would you change in the future

(10-14 points)

Minimal or no analysis of the decision-making process used

(0 -9 points)

References

(25 points)

At least 3 references to professional literature, with correct APA citations

 

At least 2 references to professional literature, with mostly correct APA citations

 

One reference to professional literature, with correct APA citation

(10 points)

 

 

Note: There will be automatic 50 point reduction if notes are not included.

Action Plan (Pivotal portion of project)

Your plan will include at least-

· Supporting rationale for implementing the new program.

· Steps and processes necessary to assure staff compliance.

· Ways in which you will communicate your plan.

· The change process you have chosen with an explanation of how and why this model was selected.

· A definition of the leadership style you expect to be most effective.

· What management functions you will utilize.

· Any budget requirements/implications.

· The advantages and disadvantages of using a work group vs. sending an e-mail announcing the change.

· A plan for how you will handle noncompliance, late majority, laggards, and rejecters.

· Specifications regarding how you will evaluate the effectiveness of your proposal.

You are expected to use current professional references to support your work throughout. At least two of your references must be from separate professional nursing management journals.

 

 

Project Presentation

Your presentation should be constructed as follows:

You will open a new PowerPoint presentation and save it to your computer desktop or other storage device with the filename: N4455_ YOURNAME. In the actual file, YOURNAME should be replaced by your name.

The presentation should include slides with the script in the Notes section of each slide. This script reflects what would be said at an oral presentation of the change proposal to key stakeholders. The slides should be created as follows-

Slide 1: Title Slide – Title and Your Name Slide 2: Introduction with chosen

Change Theory

Slide 3: SWOT Analysis

Identify the Strengths, Weaknesses, Opportunities, and Threats associated with implementing or failing to implement the proposed plan.

Slides 4-14: Action Plan

Discuss the details of the implementation plan. Demonstrate the application of theory to the specific decisions and recommendations.

· Change theory model

· Steps and processes

· Communication plan

· Leadership styles

· Management functions

· Budget requirements/implications

· Steps to assure staff compliance

· Evaluation

Slide 15: Decision-making process

Analyze the decision-making process used. What was effective or ineffective and what would you change in the future? (Note-Your slides should be indicative of what would be used in the presentation to the stakeholders, and the script in the Notes section should describe to the stakeholders how you arrived at decisions. Then, also in the Notes, describe in parentheses the effective and ineffective methods or situations involved in your work. You would probably not go into such details in your presentation to stakeholders!)

Slide 16: References

 

 

Throughout: Minimum of three APA references, correct APA format, spelling, and grammar

 

 

 

©2015 University of Texas at Arlington

Page 1 of 4

Week 4 Case Study On Death And Dying

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would  George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Given the above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

This assignment uses a rubric.You are required to submit this assignment to LopesWrite.

1. Bioethics: A Primer for Christians

Read Chapters 6 and 12 in Bioethics: A Primer for Christians.

http://gcumedia.com/digital-resources/wm-b-eerdmans-publishing-co/2013/bioethics_a-primer-for-christians_ebook_3e.php
2. Called to Care: A Christian Worldview for Nursing

Read Chapters 10-12 in Called to Care: A Christian Worldview for Nursing.

http://gcumedia.com/digital-resources/intervarsity-press/2006/called-to-care_a-christian-worldview-for-nursing_ebook_2e.php

3. Defining Death: Medical, Legal and Ethical Issues in the Determination of Death

Read the Introduction and Chapters 1-3 of “Defining Death: Medical, Legal and Ethical Issues in the Determination of Death” by the President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research (1984).

https://repository.library.georgetown.edu/bitstream/handle/10822/559345/defining_death.pdf?sequence=1

Rubric

  1. Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  2. Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  3. Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is clear and demonstrates a deep understanding that is skillfully supported by topic study materials.12%
  4. Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  5. Evaluation of which options would be justified in the Christian worldview for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  6. Reflection hypothesis of which personal choices would be make if faced with ALS based on personal worldview is clear, relevant, and insightful. 10%
  7. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 7%
  8. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 8%
  9. Writer is clearly in command of standard, written, academic English. 5%
  10. All format elements are correct.5%
  11. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 5%

Use the questions in the table in chapter 3 on page 101 of your textbook as a guide as you write your personal philosophy of nursing

Use the questions in the table in chapter 3 on page 101 of your textbook as a guide as you write your personal philosophy of nursing. The paper should be three typewritten double spaced pages following APA style guidelines. The paper should address the following:

  1. Introduction that includes who you are and where you practice nursing
  2. Definition of Nursing
  3. Assumptions or underlying beliefs
  4. Definitions and examples of  the major domains (person, health, and environment) of nursing
  5. Summary that includes:
    1. How are the domains connected?
    2. What is your vision of nursing for the future?
    3. What are the challenges that you will face as a nurse?
    4. What are your goals for professional development?

Grading criteria for the Personal Philosophy of Nursing Paper:

Introduction                                                                            10%

Definition of Nursing                                                                20%

Assumptions and beliefs                                                         20%

Definitions and examples of domains of nursing                        30%

Summary                                                                               20%

Total              100%

NURS 6551 Section 8 Primary Care of Women

NURS 6551, Section 8, Primary Care of Women

June 17, 2016

Week 3 Soap Note: Bacterial Vaginosis

Patient Initials: WJ Age: 22 Gender: Female

SUBJECTIVE DATA:

Chief Complaint: “I have vaginal itching with discharge and foul odor for the past one week ”

History of Present Illness: WJ is a 26-year-old Hispanic American female who presented to the clinic with complaint of vaginal itching with thin, gray vaginal discharge. Patient reported that the vaginal discharge has a strong foul, fishy odor, and the vaginal odor was particularly strong with a fishy smell after sex for the past one week. Patient stated that she has burning on urination, but denied fever, chills, nausea or vomiting. She reported that she decided to see a health care provider because she could not tolerate the odor, burning and discharge anymore.

Location: Vaginal

Duration: One week.

Quality: Itching, gray vaginal discharge; strong foul odor with fishy smell

Radiation: None

Severity: 8/10 on a scale of 1 to 10.

Timing/Onset: One week ago, but worse in the past 2 days.

Alleviating Factors: None

Aggravating Factors: sexual intercourse

Relieving Factors: Sitz bath

Treatments/Therapies: None except warm sitz bath

Medications: None

Allergy: No known drug or food allergy.

Past Medical History: None

Past Surgical History: None

GYN History: LMP 06/09/2016; last Pap smear 05/2016; result: WNL; menarche 12; cycle 5 days; age of first intercourse 18 year; number of partners one; no contraceptive, heterosexual.

OB History: Gravida: 0 Para: 0

Personal/Social History: Single; denied recreational drug/alcohol use. Lives alone. Sexually active.

Immunizations: up to date with vaccination; positive influenza vaccine in November 2015. Negative Pneumococcal vaccine.

Family History: Diabetes: father; hypertension: Mother; both parents still living .

Review of Systems:

General: Patient appeared well nourished; active, denied change in weight .

HEENT: Patient denies headache or head injury, wears contact lenses, denies nasal/sinus congestion or drainage. Denies hearing problem, tinnitus or vertigo. H e reports that he had his dental exam within the last 6 months, and denies any bleeding gums, gingivitis or ulceration lesions; denies chewing or swallowing problem.

Neck: Denies neck pain, tenderness, swelling, or neck injury.

Respiration: Denies difficulty breathing, cough or coughing up blood, or dyspnea at rest .

Cardiovascular: Denies chest pain, SOB, palpitations, edema, arrhythmias, and heart murmur. Gastrointestinal: Denies abdominal pain, nausea, vomiting, or changes in bowel/bladder regularities. Admits good appetite.

Peripheral Vascular: denies any peripheral vascular problem .

Urinary: Reports burning on urination, denies back pain, frequency, blood in the urine.

GYN: Reports vaginal itching with thin, gray vaginal discharge. Reports vaginal discharge with strong foul, fishy odor; reports vaginal odor particularly strong with a fishy smell after sex, denies STDs.

Musculoskeletal: Denies joint pains, joint stiffness, or problem with joints range of motion.

Psychiatry: Denies anxiety, depression, mood changes, and mental health. Denies any suicidal ideation or attempt.

Neurological: Denies memory loss, dizziness, tingling/numbness, falls, and seizures.

Integument/Hematology/Lymph: Denies bruising easilyskin rashes, dryness, itching, skin lesions and cancer. Denies any clotting or bleeding disorders. Denies transfusion reaction.

Endocrine: Denies diabetes, thyroid problem, heat or cold intolerance.

Allergic/Immunologic: Denies allergic rhinitis, denies immune deficiencies.

OBJECTIVE DATA

Physical Exam:

General: Alert and oriented. Appeared well-groomed. Patient does not appeared to be in any acute distress. Vital signs: B/P 116/74, left arm, sitting; P 76; RR 18; SPO2 100% RA. Weight 132 pounds, BMI 20.53, Height 65 inches.

HEAD: Head round and symmetry, no lesions, bumps, nodules, or injury noted.

EENT: PERRLA, clear conjunctiva and sclera; hearing intact bilateral; TMs visualized, pearly grey; clear nasal passage, normal turbinates, septal deviation absent. Oral mucosa pink and moist .

Neck: thyroid supple, midline trachea, no thyromegaly or lymphadenopathy

Chest/Lungs: Chest wall symmetrical, no use of accessory muscles note, breath sound are clear to auscultation, no wheezing, rhonchi, or prolonged expiration noted in the upper/lower lung fields. No nipple discharges or abnormal lump noted.

Heart: S1, S2 noted with regular rate and rhythm. No extra sounds, clicks, rubs, or murmurs noted. Capillary refill normal at 2 seconds. Pulses palpable/normal at 2+. No edema noted.

Abdomen: Abdomen is soft, non-tender and non-distended. Bowels sounds are present in all 4 quadrants. No hepatosplenomegaly.

Genital: Gray, thin, watering vaginal discharge with foul fishy odor noted.

Musculoskeletal: Full range of motion present in all extremities. No varicose vein, clubbing, cyanosis, or edema present. Palpable peripheral pulses present .

Neurologic: Alert and oriented; ambulatory with steady gait. Speech clear/audible. All extremities movable. Touch sensation and two- point discrimination present and intact .

Skin: No rashes, nodes, lumps, ulcers noted. Skin moisture good and turgor is intact.

ASSESSMENT:

Lab Test and Results:

Urine dipstick: Negative

Pelvic/Vaginal examination: showed gray thin watering discharge with foul, fish odor, vaginal swab obtained for microscopic examination, such as

wet mount test; whiff test; vaginal pH test, and oligonucleotide probes test (send out test).

Swap applied to wet mount for whiff amine test, clue cells test, and applied to litmus paper to check for pH. Results: KOH positive for fishy odor; pH 5.2; wet mount: clue cells present

Differential Diagnosis :

1. Bacterial Vaginosis

2. Vaginal Candidiasis

3. Trichomoniasis

Primary Diagnosis:

Bacterial vaginosis (BV): is the primary diagnosisWomen’s Health (WH, 2015) describe bacterial vaginosis as the vaginal infection that results from overgrowth of bacterial usually found in the vagina which disrupt the natural balance. Bacterial vaginosis can affect women of any age, but usually affect women in their reproductive years. According to WH (2015) signs and symptoms include vaginal discharge that is white or milky or gray in color. Also, the discharge can be watery or foamy with strong fishy odor usually after sex; itchy, irritating vagina, and burning on urination. Moreover, WH (2015) explained that diagnosis are made based on vaginal exam, results of swap vagina fluid obtained during physical examination, such as wet mount test; whiff test; vaginal pH test, and oligonucleotide probes test results. Diagnosis can be made based on the result of three out of the four tests according to WH (2015). The rationales for identifying bacterial vaginosis as the primary diagnosis are that patient’s pelvic/vaginal examination revealed thin, watery, grey discharge. Also, laboratory test for wet mount test; whiff test; vaginal pH test are all positive, and when these tests are positive with the vaginal discharge that is synonymous with bacterial vaginosis, the diagnosis of bacterial vaginosis is established.

Vaginal Candidiasis: Commonly known as yeast infection. The infection is caused by fungus candida, which causes extreme itching, swelling, and irritation. Symptoms include rash, vaginal discharge that is usually thick, white, and odorless; itching, burning, pain during sex, soreness, and burning. Vaginal candidiasis is ruled out as the primary diagnosis because of the difference in the vaginal discharge, which is odorless, thick, and white like cottage cheese unlike bacterial vaginosis (Center for Disease Control and Prevention [CDC], 2016).

Trichomoniasis: The CDC (2016) explained that trichomoniasis is a sexual transmitted disease. the infection is caused by protozoan parasite known as trichomonas vaginalis. The infection is transmitted from an infected person to an uninfected person during sex. In addition, CDC (2016) explained that the signs and symptoms trichomoniasis to include mild irritation to severe inflammation, burning, itching, redness or soreness genitals; discharge can be thin, frosty, greenish, yellowish, clear or white with unusual smell. The CDC (2016) stipulated that trichomoniasis cannot be diagnosed based on symptoms alone. Laboratory test or check is needed to diagnose the infection. Trichomoniasis is ruled out as the possible differential diagnosis because the patient discharge is not frosty, yellow-green.

PLAN:

Diagnostic plan: Oligonucleotide probes test will be ordered and send out to outside diagnostic lab company. Wet mount test, KOH/whiff test, and litmus test for pH were all ordered and tested. Results: positive.

Treatment and Management:

Bacterial vaginosis resolved spontaneously for most women, but the patient has been having the symptoms for one week. I will use an antibiotic therapy.

Antibiotics Therapy:

Metronidazole (Flagyl), 500 mg orally twice daily for seven days .

Alternative Therapy

I will recommend probiotics, such as Lactobacillus acidophilus, which will help eliminate high levels of bad bacteria and replace them with good bacteria. The rationale is that acidophilus is a known good bacteria. Also, I will recommend apple cider vinegar; the rationale is that bacterial vaginosis is caused be change in vaginal pH. The apple cider vinegar is natural acidic compound and will help regulate the patient body pH and naturally restore pH balance (Machado, Castro, Palmeira-de-Oliveira, Martinez-de-Oliveira, & Cerca, 2015). In addition, I will recommend hydrogen peroxide because hydrogen peroxide is natural disinfecting agent, and patient will be directed to insert tampon soaked with 3% hydrogen peroxide purchased at drugstore, the goal is to eliminate bad bacteria in the patient body (Machado et al., 2015).

Nonpharmacological Treatment:

Yogurt will be recommended to the patient, and patient advised to eat two cups of plain yogurt daily. Rationale is to restore normal pH balance in the vagina inhibiting the growth of bad bacteria. Moreover, tea tree oil will be recommended to the patient, and patient will be instructed to add few drops of tea tree oil in warm water, stir the water and use the water to rinse vaginal daily for three to 4 weeks (Machado et al., 2015). The rationale is to kill the bacteria that cause bacterial vaginosis as well as eliminate the foul fishy odor associated with bacterial vaginosis because tea tree oil has both natural antibacterial and antifungal compounds. Furthermore, patient will instructed to eat raw or cooked garlic daily because the garlic natural antibiotic properties. The rationale is to keep the eliminate bad bacterial (Machado et al., 2015).

Health Promotion:

Patient will be educated to wipe from front to back instead of back to front to void contaminating the vagina with bacterial from the rectum. Also, patient will be educated to keep her vulva clean and dry. In addition, patient will be educated to refrain from using agents that are irritating in her vagina, such as strong soaps, feminine hygiene sprays, or douching. Furthermore, patient will be educated to abstain from tight jeans, panty hose with no cotton crotch, or clothing that trap moisture. Have only single sex partner and use condom (Public Health, 2015).

Reflection Note and Follow-Up

What I will do differently on a similar patient evaluation is that I will check the patient hemoglobin A1C to rule out diabetic origin of the condition . I would send the patient home to try the recommended home remedies for few days and come back for antibiotic treatment since bacterial vaginosis can be resolved without treatment to prevent antibiotic resistance. Patient will be schedule to follow-up in 14 days to repeat the diagnostic test to make sure that the infection is cleared, and if the infection is not cleared, I will repeat antibiotic treatment. I agree with my preceptor diagnosis based on the available positive test results and clinical guidelines .

References

Centers for Disease Control and Prevention. (2016). Genital/vulvovaginal candidiasis.

Retrieved from http://www.cdc.gov/fungal/diseases/candidiasis/genital/index.html

Centers for Disease Control and Prevention. (2016). Trichomoniasis. Retrieved from

http://www.cdc.gov/std/trichomonas/stdfact-trichomoniasis.htm

Machado, M., Castro, J., Palmeira-de-Oliveira, A., Martinez-de-Oliveira, J., & Cerca, N.

(2015). Bacterial vaginosis biofilms: Challenges to current therapies and emerging solution. Front Microbiol, 6, 1528-1542. doi: 10.3389/fmicb.2015.01528

Public Health. Bacterial vaginosis: Women’s health guide. Retrieved from

http://www.publichealth.va.gov/infectiondontpassiton/womens-health-

guide/bacterial-vaginosis.asp

Women’s Health. (2015). Bacteria vaginosis. Retrieved from

http://womenshealth.gov/publications/our-publications/fact-sheet/bacterial-

vaginosis.html

SOAP note rubric

Subjective (15 points) Points Possible Points Earned
· CC 1 1
· Pertinent positives (OLDCARTS) 5 5
· Pertinent negatives & positives (from ROS) 5 4
· Pertinent PMH, SH, and FH 3 3
· Medications and drug/food allergies are included 1 1
Objective (15 points)
· VS including FHT if indicated 3 3
· Thyroid, Heart, and Lungs 1 1
· Systems or specialty exam techniques that are not necessary to arrive at a diagnosis are included. -5 1
· Systems or specialty exam techniques that are necessary to arrive at your diagnosis are omitted. -5 5
· Diagnostic test results (ex; BHCG, CBC, Rubella, RPR, pap, GC, CT, 1 HR GTT, GC/CT, urine dip, wet prep, Blood group & RH Status) 2 2
Assessment (10 points for each priority diagnosis to equal 30) 30 30
Plan (15 points)
· Medications discontinued (“d/c lisinopril 10 mg daily”) 1 NA/1
· Medications started (“start Ferrous Sulfate 325 mg daily”) 2 2
· Alternative therapies if appropriate (1 point) 1 NA/1
· Diagnostic tests ordered with timeframe 6 6
· Referrals or consultations if appropriate 2 2
· Follow-up interval 3 3
Reflection notes (25 points)
· What did you learn from this experience? Any ah-ha’s? (5 points) 5 0
· What would you do differently? 5 5
· What additional data would you have gathered? 5 5
· What additional elements of the exam would you have done? 5 0
· Do you agree with your preceptor based on the evidence? 5 5
Total points 100 85

Overall great work on your first SOAP note, please see comments.

�Great CC, clear concise in patient’s own words.

�Great use of OLDCARTS

�Great history

�Any fever, chills, fatigue?

�She

�Unnecessary

 

�Unnecessary

�Unnecessary in this case

�Unnecessary in this case

�Unnecessary in this case

�Unnecessary in this case

 

�Great

�Great choice, first line treatment for BV

�This may be beneficial in recurrent cases however besides fam hx, patient does not have any other risk factors, young, normal BMI.

�In The reflections you are to list What did you learn from this experience? Not addressed.

What would you do differently? You addressed this.

What additional data would you have gathered? You addressed this.

What additional elements of the exam would you have done? Not addressed

Do you agree with your preceptor? You addressed this.

See SOAP note template, even if you don’t have anything to add, just state that with the question.

Select a patient that you examined as a nurse practitioner student during the last three weeks of clinical on OB/GYN issue

Gynecologic Health

 

 

 

Select a patient that you examined as a nurse practitioner student during the last three weeks of clinical on OB/GYN Issue. With this patient in mind, address the following in a SOAP Note 1 OR 2 PAGES :

 

Subjective: What details did the patient provide regarding her personal and medical history?

 

Objective: What observations did you make during the physical assessment?

 

Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?

 

Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters for this patient , as well as a rationale for this treatment and management plan.

 

Very Important:  Reflection notes: What would you do differently in a similar patient evaluation?

 

 

 

Reference

 

Gagan, M. J. (2009). The SOAP format enhances communication. Kai Tiaki Nursing New Zealand, 15(5), 15.

 

Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.

 

 

 

Chapter 6, “Care of the Well Woman Across the Life Span” ,“Care of the Woman Interested in Barrier Methods of Birth Control” (pp. 275–278)

 

Chapter 7, “Care of the Woman with Reproductive Health Problems”

 

“Care of the Woman with Dysmenorrhea” (pp. 366–368)

 

“Care of the Woman with Premenstrual Symptoms, Syndrome (PMS), or Dysphoric Disorder (PMDD)” (pp. 414–418)

Assessment 1 – Concept map and guided questions

Assessment 1 – Concept map and guided questions.

Information 1 – Getting started.

 

Your first assessment is generating a concept map for left heart failure and answering three questions related to a case study about a patient who has an acute exacerbation of heart failure. When preparing your assignment refer to the criteria and standards in the Learning Guide.

You can begin this assessment now by finding readings about heart failure and summarising the information under the headings of the pathophysiology template. This information can then be used for your concept map.

Some readings that you may find helpful to start your assignment are:

Your textbook:

Craft,J.A., Gordon,C.J., Huether,S.E., McCance, K.L., Brashers, V.L. & Rote,N.E.

(2015). Understanding pathophysiology – ANZ adaptation (2nd ed.).

Chatswood, NSW: Elsevier Australia. Chapter 23.

 

Also:

Aitken, L., Marshall,A. & Chaboyer, W. (2015). ACCCN’s critical care nursing

(3rd ed.). Chatswood, NSW: Elsevier Australia. Chapter 10.

 

Wagner, K.D. (2014). High acuity nursing (6th ed.). Upper Saddler River, New

Jersey: Pearson. Chapter13.

 

(These books are available online from the Western Sydney University library).

 

This is just to begin. You will then find more readings to add to your information.

 

Remember that the information in your concept map and answers to the questions must correlate with the references that you cite so keep an accurate record when preparing your assignment. The marker of your assessment will check your citations.

 

An example of a pathophysiology template for a left-sided ischaemic stroke and a concept map using this information has been attached to start you thinking about how you will approach your assignment. The concept map has been generated using Word. However, if you wish, you may prefer to use a concept map template that you may find on the web.

CHCCCS023 SUPPORT INDEPENDENCE AND WELLBEING ASSESSMENT

CHCCCS023 SUPPORT INDEPENDENCE AND WELLBEING ASSESSMENT

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

Your skills and knowledge using written and observation activities that apply to your workplace.

Your ability to apply your learning.

Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

 

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

Ensure that their own qualifications are current.

When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

When required, ensure supervisors and students sign off on third party assessment forms or third party report.

Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines

 

Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page

Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages

Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages

Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
Attachments if requested are attached Requested supplementary items are not attached
All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information

Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

 

Assessment cover sheet

Assessment Cover Sheet
Student’s name:
Assessors Name: Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

S NYS
Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

S NYS
Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature: Date:
Assessor Signature: Date:

 

 

 

written activity

For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each question must be 100 words minimum in length.

1. Discuss the basic human needs that we all have.

These are the basic human needs that every human being have:

1. Physical: Physical needs

2. Psychological

3. Spiritual: Ceremonial observances

Formal and informal religious observance

Need for privacy

Need for an appropriate environment to reflect and / or participate in spiritual activities

Culturally appropriate spiritual support assists care recipients to express their unique spirituality in an open and non-judgemental environment by helping them to maintain important practices, beliefs and networks

4. Cultural: RECOGNISE AND RESPECT THE PERSON’S SOCIAL, CULTURAL AND SPIRITUAL DIFFERENCES:

In all cases when working in a community service or health environment you will need to consider and respect a person’s social, cultural and spiritual differences if you are going to work with them effectively

Ceremonial and festive observances

 Dress and dietary observance

 Need for continued interaction with cultural communityIt is then the care workers role to ensure that dignity is respected by giving them the privacy they require.

It is important that you ensure your work practices accommodate a client’s modesty and privacy according to cultural requirements.

Accept cultural and religious ceremonies and link in to them

Celebrate different cultures by sharing food from that culture or having cultural days

Get guest speakers to talk about different cultures

Learn a language (even a few words) to make people feel more welcome

5. Sexual: From the discussion above, it is clear that you should avoid imposing your own values and attitudes regarding sexuality on others, including your clients. Your own values may not be consistent with those of your client, and if you impose these conflicting values on your client this can cause them problems – including psychological harm. RECOGNISE, RESPECT AND ACCOMMODATE THE PERSON’S EXPRESSIONS OF IDENTITY AND SEXUALITY AS APPROPRIATE IN THE CONTEXT OF THEIR AGE OR STAGE OF LIFEA client’s circumstances may have a significant impact on their expression of identity and sexuality. Expression of identity and sexuality may include:

Access to assistive / protective devices

Love and affection

Need for privacy and discretion

Physical appearance

Touch

 

2. Discuss the concept of self-actualisation.

Maslow’s hierarchy reflects a linear pattern of growth depicted in a direct pyramidal order of ascension. Moreover, he states that self-actualizing individuals are able to resolve dichotomies such as that reflected in the ultimate contrary of free-will and determinism. He also contends that self-actualizers are highly creative, psychologically robust individuals. It is argued herein that a dialectical transcendence of ascension toward self-actualization better describes this type of self-actualization, and even the mentally ill, whose psychopathology correlates with creativity, have the capacity to self-actualize.

Maslow’s hierarchy is described as follows:

1. Physiological needs, such as needs for food, sleep and air.

2. Safety, or the needs for security and protection, especially those that emerge from social or political instability.

3. Belonging and love including, the needs of deficiency and selfish taking instead of giving, and unselfish love that is based upon growth rather than deficiency.

4. Needs for self-esteem, self-respect, and healthy, positive feelings derived from admiration.

5. And “being” needs concerning creative self-growth, engendered from fulfillment of potential and meaning in life.

 

3. Outline human development across the lifespan.

Which stage of life is the most important? Some might claim that infancy is the key stage, when a baby’s brain is wide open to new experiences that will influence all the rest of its later life. Others might argue that it’s adolescence or young adulthood, when physical health is at its peak. Many cultures around the world value late adulthood more than any other, arguing that it is at this stage that the human being has finally acquired the wisdom necessary to guide others. Who is right? The truth of the matter is that every stage of life is equally significant and necessary for the welfare of humanity. In my book The Human Odyssey: Navigating the Twelve Stages of Life, I’ve written that each stage of life has its own unique “gift” to contribute to the world. We need to value each one of these gifts if we are to truly support the deepest needs of human life. Here are what I call the twelve gifts of the human life cycle:

1. Prebirth: Potential – The child who has not yet been born could become anything – a Michaelangelo, a Shakespeare, a Martin Luther King – and thus holds for all of humanity the principle of what we all may yet become in our lives.

2. Birth: Hope – When a child is born, it instills in its parents and other caregivers a sense of optimism; a sense that this new life may bring something new and special into the world. Hence, the newborn represents the sense of hope that we all nourish inside of ourselves to make the world a better place.

3. Infancy (Ages 0-3): Vitality – The infant is a vibrant and seemingly unlimited source of energy. Babies thus represent the inner dynamo of humanity, ever fueling the fires of the human life cycle with new channels of psychic power.

4. Early Childhood (Ages 3-6): Playfulness – When young children play, they recreate the world anew. They take what is and combine it with the what is possible to fashion events that have never been seen before in the history of the world. As such, they embody the principle of innovation and transformation that underlies every single creative act that has occurred in the course of civilization.

5. Middle Childhood (Ages 6-8): Imagination – In middle childhoood, the sense of an inner subjective self develops for the first time, and this self is alive with images taken in from the outer world, and brought up from the depths of the unconscious. This imagination serves as a source of creative inspiration in later life for artists, writers, scientists, and anyone else who finds their days and nights enriched for having nurtured a deep inner life.

6. Late Childhood (Ages 9-11): Ingenuity – Older children have acquired a wide range of social and technical skills that enable them to come up with marvelous strategies and inventive solutions for dealing with the increasing pressures that society places on them. This principle of ingenuity lives on in that part of ourselves that ever seeks new ways to solve practical problems and cope with everyday responsibilities.

7. Adolescence (Ages 12-20): Passion – The biological event of puberty unleashes a powerful set of changes in the adolescent body that reflect themselves in a teenager’s sexual, emotional, cultural, and/or spiritual passion. Adolescence passion thus represents a significant touchstone for anyone who is seeking to reconnect with their deepest inner zeal for life.

8. Early Adulthood (Ages 20-35): Enterprise – It takes enterprise for young adults to accomplish their many responsibilities, including finding a home and mate, establishing a family or circle of friends, and/or getting a good job. This principle of enterprise thus serves us at any stage of life when we need to go out into the world and make our mark.

9. Midlife (Ages 35-50): Contemplation – After many years in young adulthood of following society’s scripts for creating a life, people in midlife often take a break from worldly responsibilities to reflect upon the deeper meaning of their lives, the better to forge ahead with new understanding. This element of contemplation represents an important resource that we can all draw upon to deepen and enrich our lives at any age.

10. Mature Adulthood (Ages 50-80): Benevolence – Those in mature adulthood have raised families, established themselves in their work life, and become contributors to the betterment of society through volunteerism, mentorships, and other forms of philanthropy. All of humanity benefits from their benevolence. Moreover, we all can learn from their example to give more of ourselves to others.

11. Late Adulthood (Age 80+): Wisdom – Those with long lives have acquired a rich repository of experiences that they can use to help guide others. Elders thus represent the source of wisdom that exists in each of us, helping us to avoid the mistakes of the past while reaping the benefits of life’s lessons.

12. Death & Dying: Life – Those in our lives who are dying, or who have died, teach us about the value of living. They remind us not to take our lives for granted, but to live each moment of life to its fullest, and to remember that our own small lives form of a part of a greater whole. 5

 

4. Define each of the following:

a. Spiritual Wellbeing

b. Cultural Wellbeing

c. Financial Wellbeing

d. Career/occupation Wellbeing

a. An important part of respecting cultural and spiritual preferences is to provide your clients with information on the cultural and spiritual networks available to them. Networks may include:

 Advocates

 Carers

 Clergy / pastoral care providers

 Family members

 Friends

 Veteran’s / war widow organisations

To be able to provide information to your clients on the cultural and spiritual networks available to them, it is important that you are aware of the cultural and spiritual networks available in your local community (including both existing and new, as they occur). As noted above, networking – that is, engaging – with other professionals in the community services and in related fields is important in this respect, as these networks will be able to provide you with valuable information on events and services which might be suitable for your clients. Also, as discussed, you may research suitable opportunities online and in local newspapers / magazines, etc.

b. Cultural issues may also be affecting your client’s ability to socialise and therefore may be impacting on their well-being. People in care often have limited ability to socialise due to illness or incapacitation but in some cases, there may be language barriers that can affect people. English may not be their first language and it is possible that they are isolated because of this. Of course, these two issues are not the only ones that can impact of mental and physical well-being. You should consider all aspects of the person if you notice a deterioration in

 

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mental and physical health in your clients and record and report them to your supervisor.

c. It is a well-known fact that people who are struggling financially have a higher rate of illness than those who are not. You may often find that the well-being of your client’s is affected by the financial struggles they face. People who need home care do not work, perhaps live on disability income or aged pensions, where their disposable income is limited. People often isolate themselves because they do not have the finances to be socially active. This can increase depression and physical illness in your clients. If you recognise signs of mental illness, depression or other signs that might be negatively impacting your client, consider their financial state as at least one aspect that could be impacting their well-being.

 

5. What are the basic requirements for good health for every person?

Mental health

o Nutrition and hydration

o Exercise

o Hygiene

o Lifestyle

o Oral health

 

6. What are the signs of mental health or developmental issues and the risk and protective factors?

Gross motor signs:

 Has a markedly clumsy manner when compared with others of same age

Vision signs:

 Has difficulty following objects (or people) with eyes

Hearing signs:

 Fails to develop sounds or words that would be appropriate for their age

Signs of mental health issues may include but are not limited to:

 Changes in cognition:

o Hallucinations or delusions

o Excessive fears or suspiciousness (paranoia)

o Confused thinking

 Changes in mood:

o Loss of interest in once pleasurable activities

o Thinking or talking about suicide

 Changes in behaviour:

o Bizarre behaviour (strange posturing, ritualistic behaviour)

o Intention harming or killing of animals (especially in children)

o Hyperactivity

o Physical changes:

o Deterioration in hygiene or personal care

o Unexplained weight gains or loss

o Sleeping too much or being unable to sleep

Consultation and questioning of the client should be conducted in an exploratory and clinically professional manner at all times, if you feel that a client is presenting with issues that are outside your scope of responsibility or expertise then appropriate referrals must be made in line with organisational, legal and ethical guidelines.

 

 

7. Service delivery models and standards

Integrated service delivery refers to a number of service agencies working together to collaborate and coordinate their support, services and interventions to clients. The focus is generally on clients, or client target groups, who have complex needs that require services from a number of agencies. Some efforts may be one-off, but more typically, there will be a system developed that enables agencies to meet or communicate and possibly streamline processes, to provide ongoing coordination.

 The primary purpose of integrated service delivery approaches is to improve outcomes for our clients. How this is achieved, and the factors that are important, will vary according to the service settings, agency capabilities and specific needs of the clients. They may include:

 Improving communication between agencies to monitor client progress and changes and be more responsive to these.

 Identifying areas of duplication, working at cross-purposes, or what is creating confusion for clients about who is doing what.

 Developing one plan for the client which includes the work being done by/with all agencies. This plan may also include actions and responsibilities the client agrees to do.

 Building understanding and capacity between the agencies – such as sharing practice frameworks and legal and funding limitations – so they can work together more effectively and generally support each other in their service delivery.

 Identifying systematic issues that create problems for clients, and for services in their efforts to meet client needs. This may include identification of client groups or needs that “fall between the gaps”. Ideally, there will be a process whereby these issues can be brought to the attention of decision-makers.

 Development of streamlined processes which can provide more seamless services to clients, such as a common referral or assessment process.7

There are also governance and management rules that apply to community service organisations. For access to all the current standards please go to:

http://www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelines-and-legislation/human-services-standards-evidence-guide-and-resource-tool

http://www.communityservices.act.gov.au/home/about_us/client_service_standards.

https://www.qld.gov.au/community/community-organisations-volunteering/community-care-standards/

 

8. What are the relevant funding models that are used in health and community services

DEPARTMENT OF HUMAN SERVICES FLEXIBLE FUNDING MODEL (2011 – 2012)

Flexible Funding models have been created to provide a new flexible way to fund many of the nation’s health priorities.

The creation of the Funds will, over time, reduce red tape, increase flexibility and more efficiently provide evidence-based funding for the delivery of better health outcomes in the community.

For further information on flexible funding models go to: http://www.dhs.vic.gov.au/funded-agency-channel/about-service-agreements/simplifying-funding-and-reporting/flexible-funding

DEPARTMENT OF HEALTH BLOCK FUNDING MODEL

A fundamental principle of the new block funding arrangements is that changes to the service mix will be determined at the local level and negotiated between organisations and the Department of Health.

Changes should focus on the local community’s needs but also take into account broader health objectives, along with the capacity of the ACCHO.

Each ‘ACCO Services’ activity or ‘bucket’ includes sub activities that describe the programs or ‘jam jars’.

In a block funding model, ACCHOs will have the flexibility to move funds from one ‘bucket’ to another, as well as have one ‘jam jar’ to another, to address local priorities.

The service standards and guidelines for each program area will still apply.

For a full description of block funding arrangements go to: http://www.dhs.vic.gov.au/funded-agency-channel/about-service-agreements/simplifying-funding-and-reporting/flexible-funding

ACTIVITY BASED FINDING

The key principles of ABF are the accurate and transparent allocation of funding to health services based on the activity they perform. This requires an ability to define, classify, count, cost and fund activity in a consistent manner.

Three key elements form the building blocks of ABF.

 Classification – grouping activity that uses a similar amount of resources into clinical meaningful classes

 Counting – applying the same rules and units to measure the amount of activity that occurs

 Costing – measuring in dollars the amount of resources used to provide each output in the classified group

For a full outline on activity based funding models go to:

https://www2.health.vic.gov.au/hospitals-and-health-services/funding-performance-accountability/activity-based-funding

work role boundaries”

Community service workers are often required to make decisions according to the ethics and philosophies of their organisation. Behaving in a way that is ethical and adhering to the policies and procedures of the organisation are a good starting point for providing high standards of care for the client. It is the responsibility of management to develop policies and procedures which reflect the values, objectives, and purpose of the organisation. Whilst management also have the responsibility to introduce staff to the policies and procedures, particularly to the new worker at the time of induction, it is the responsibility of the worker to familiarise themselves with the relevant information and ensure they comply.

Position descriptions are a good way for the worker to establish the scope of their work. These descriptions provide information about the scope of the work and the duties to be performed.

Policies and procedures provide valuable information about how the work should be done.

Community workers should pay particular attention to the boundaries of their work. Not only are they expected to perform to a particular standard outlined by the organisation, but they must ensure that they do not exceed the boundaries of their work role. Attempting to work beyond the level of one’s qualifications can be both dangerous to the health and safety of others, as well as to the detriment of the client. For example A person who holds a certificate 4 in community services should not be attempting to provide treatment for a client which would normally be the job of a registered nurse.

All workers need to be aware of their responsibilities and the boundaries of their work role. If at any stage you are unclear about the scope of your work then you should consult with your supervisor or manager, as well as the policy and procedure manual of the organisation.

 

9. Issues that impact health and well being

 

10. Impacts of community values and attitudes, including myths and stereotypes

 

11. Indicators of emotional concerns and issues

It is important that you recognise indications that a client’s experience of pain is affecting their wellbeing. Indicators that a client’s experience of pain is affecting their wellbeing are provided following:

 Be less able to function

 Feel tired and lethargic

 Lose [their] appetite or have nausea

 Not be able to sleep, or have [their]sleep interrupted by pain

 Experience less enjoyment and more anxiety

 Become depressed, anxious, or unable to concentrate on anything except pain

 Feel a loss of control

 Have less interaction with friends; be less able to enjoy sex or affection

 Have a change in appearance

 Feel that [they] are more of a burden on family or other caregivers

When you recognise indications that a client’s experience of pain is affecting their well-being, it is essential that you report this according to organisation policy and protocol. This may involve formal reports, both in written and verbal format, to your supervisor and other senior persons in your organisations, as well as your clients’ other caregivers (such as their doctor or chronic pain specialist, etc.). You should familiarise yourself with your organisations policies and protocols for reporting instances which negatively impact a clients’ wellbeing.

A client’s emotional needs may include: A sense of security and contentment.

Acceptance of loss

 Dealing with degenerative issues

 Dealing with pain, grief, bereavement, acceptance of death

 Freedom from anger, anxiety, fear, guilt loneliness

 Love and affection

 Veterans’ / war widows’ issues

A client’s psychological needs may include:

 A sense of control

 Acceptance of disability

 Freedom from undue stress

 Life stage acceptance

 Personal identity

 Self-determination

 Self-esteem

 Sense of belonging

 Veterans’ / war widows’ issues

 

12. Discuss each of the below and how they are used in your industry:

a. Duty of care

b. Dignity of risk

c. Human rights

d. Discrimination

e. Mandatory reporting

f. Privacy, confidentiality and disclosure

g. Work role boundaries – responsibilities and limitations

You will need to ensure you monitor all aspects of your client service delivery to ensure your reputation is upheld, you are meeting the needs of the clients and you are meeting your duty of care requirements.

Your organisation’s reputation is extremely important. Without a good reputation, your service will not operate. You will not receive referrals from others and the clients you have will eventually move on. Therefore, you must ensure that at all times you are addressing the needs of individual clients and the community as a whole. All of this comes under one very important banner. Your duty of care! This means your duty of care to staff, clients, the community as a whole, other organisations and much more.

Duty of care is a difficult term to define as there isn’t a legal definition of the concept (except in occupational health and safety legislation). Duty of care comes under the legal concept of negligence, and negligence belongs to the domain of common law. Common law is also known as judge-made law as the decision about guilt is decided using legal precedence and community attitudes and expectations. That is, there hasn’t been an Act of Parliament passed defining what is legal or illegal but rather the decision is based on what is considered appropriate or not appropriate at a particular time in history.8

ROLE OF AGENCY POLICY AND PROCEDURE

Organisations should always ensure that there are a clearly written policy and procedure, which enables staff to understand and perform their duty of care. Policy will vary according to the target group and agency context, but should include the following points:

 Encourage consumers, staff and significant others (such as parents and carers) to work together to cooperatively develop strategies and identify solutions for challenging duty of care issues

 Ensure that staff receive appropriate, relevant training and support to perform their duty of care

The following points are an example of what may be incorporated into policy and procedure in relation to the duty of care.

All employees need access to orientation training and induction that includes information about duty of care

Discrimination

In Australia, employers and their employees are legally obliged to uphold the human rights standards set out in a number of federal laws. Some of these human rights standards are included in the types of Acts listed below.

Some of the types of laws governing human rights include:

 Age Discrimination

 Disability Discrimination

 Human Rights and Equal Opportunity

 Race Discrimination

 Sex Discrimination

It is important for you to familiarise yourself with the relevant human rights legislation. You will be able to access your own copy of relevant legislation at http://www.humanrights.gov.au/our-work/legal/legislation

 Employees need to seek advice and support from internal or external professionals to deal with issues that challenge duty of care and dignity of risk

 Appropriate documentation relating to daily duty of care responsibilities should be maintained at all times (e.g. case notes)

 Information should be given to clients, staff, volunteers and significant others about considerations involved in evaluating duty of care issues. This should include information identifying duty of care obligations and the client’s right to experience and learn from risk taking

 Ensure that clients participate in decisions regarding their care arrangements and lifestyle choices

 Issues relating to duty of care must be discussed with a manager or supervisor

As you can see, the thrust of duty of care policy is to collaborate with the relevant people involved and to be mindful of accountability and client rights.9

Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. We are all equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible.

Universal human rights are often expressed and guaranteed by law, in the forms of treaties, customary international law , general principles and other sources of international law. International human rights law lays down obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human rights and fundamental freedoms of individuals or groups. 11

Dignity of risk is the legal requirement to ensure that all persons with a disability has the legal right to choose their own medical treatments even if the professionals involved feel that this is not the correct choice for them.

Mandatory reporting is a term used to describe the legislative requirement imposed on selected classes of people to report suspected cases of child abuse and neglect to government authorities. Parliaments in all Australian states and territories have enacted mandatory reporting laws of some description. However, the laws are not the same across all jurisdictions. The main differences concern who has to report, and what types of abuse and neglect have to be reported. There are also other differences, such as the state of mind that activates the reporting duty (i.e., having a concern, suspicion or belief on reasonable grounds – see Table 1) and the destination of the report. QLD, Becomes aware, or reasonably suspects

Significant detrimental effect on the child’s physical, psychological or emotional wellbeing

F: The Australian Medical Association (AMA), Code of Ethics, requires medical practitioners to maintain a patient’s confidentiality and privacy. Your workplace will also have its own policies in place on how you go about doing this.

While the terms ‘privacy’ and ‘confidentiality’ are commonly used interchangeably, they are not identical concepts. Privacy laws regulate the handling of personal information (including health information) through enforceable privacy principles. On the other hand, the legal duty of confidentiality obliges health care practitioners to protect their patients against the inappropriate disclosure of personal information. Confidentiality means keeping a client’s information between you and the client. You are not to make a client’s information available to anyone else unless they are involved in their care. This includes; family, friends, colleagues and anyone else you may be talking to.

The types of information that is considered confidential can include:

 Name, date of birth, age, sex and address

 Current contact details of family, guardian, etc.

 Bank details

 Medical history or records

 Personal care issues

 File progress notes

 Individual personal plans

 Assessments or reports

Adult clients have the right to decide what information they consider personal and confidential.

There is, however, no such thing as absolute confidentiality in the community services industry. Workers are required to keep notes on all interactions with clients and often to keep statistics about who is seen and what issues are addressed. As a worker, there

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will be times when you could be faced with some personal difficulties regarding confidentiality.10

It is desirable for confidentiality to be handled consistently throughout the service, and while the type and extent of the information conveyed by staff will vary according to the situation, certain basic principles are applicable in all instances.

 

 

QUESTIONS

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

1. As a support worker, what can you do to recognise and support individual differences in clients?

 

2. List two examples each of a client’s possible cultural and spiritual preferences.

 

3. Support workers are expected to be able to respond to sexuality and sexual health issues. How can they do this?

SUPPORT THE PERSON TO EXPRESS THEIR SEXUALITY

Supporting a client to express their sexuality is an important aspect of your role. But how can you do so in ways that are both legal and meaningful? Consider the following information from Victoria’s “Personal relationships, sexuality and sexual health policy and guidelines” for disability workers in the state about how you can support clients to express their sexuality:

All people access a wide variety of support and materials to meet their individual needs. Sexuality is just one of many life areas where people may seek such support. The role of support workers is to provide assistance, where needed, so people with a disability can experience the same life opportunities as other people. As part of their role, support workers are expected to be able to respond to sexuality and sexual health issues by:

 Answering simple questions.

 Supporting people with a disability to understand their rights and responsibilities in this area.

 Supporting people in accessing services where needed. This may include helping people access information and services or attend appointments.

 Being aware of, and able to respond appropriately to, duty of care issues.

 Ensuring sexuality and sexual health are considered in individual planning for people with an intellectual or cognitive disability

It is essential that you find a suitable balance between supporting a person to express their sexuality and remaining within the boundaries of your legal obligations to your client. Ensure you seek support from your supervisor or manager where required.

 

4. As a support worker, what can you do to promote independence in your clients?

 

5. List four of the types of networks that may be available to your clients.

 

6. What steps can you take to ensure that the physical wellbeing of your client is supported?

 

7. List six measures and modifications that can be implemented to minimise the risk of harm in a living environment

 

8. What incidents and/or information are you required to report and who should you report to?

 

9. In what ways can you support social, emotional and psychological wellbeing in your clients?

 

10. List six signs of abuse or neglect you may notice in your client.

Signs of neglect :

Poor personal hygiene, including lack of skin ‘bloom’, hair loss, etc.

 Dirty clothing.

 Constantly hungry; failure to thrive; possibly obese.

 Lack of medical / dental care.

 Untreated sores / nappy rash.

 Frequent illness / low-grade infections.

 Delays in all developmental domains; erratic attendance at respite care.

 Lack of adequate supervision; extended stays at services.

 Inadequate sleep cycles; fatigue.

 Anxiety about abandonment.

 Self-comforting behaviours.

 Attention-seeking, often extreme.

 

 

 

 

Developed by Enhance Your Future Pty Ltd 9 CHCCCS023 Support independence and wellbeing Version 1.1 Course code and name

Implementation on Organizational Structure and Performance

 

After careful review of your Phase 4 report addressing compliance risks, at Universal Health Services Inc. (UHS) ,the board has approved the implementation of the first recommendation that you provided in the report that you submitted in Phase 3. As part of the implementation plan, you have been asked to prepare the report that is outlined below.

The report needs to address the following areas:

  • Describe and assess the impact of the implementation of the recommendation on the organizational structure and performance relative to the forecasted demand for the services or products offered.
  • Explain how the implementation of the recommendation serves as a specific solution to a real health care problem that is facing the organization, and discuss elements of the proposed design that serve to improve balancing costs, quality, and access to care among all stakeholder groups (e.g., patients, providers, and third-party payers).
  • Present a forecasted strengths, weaknesses, opportunities, and threats (SWOT) analysis for at least 3 internal and 3 external stakeholder groups relative to expected outcomes after full implementation of the recommendation.
  • Develop a strategic communication plan, including key messages, benchmarks, and approaches that can be used to communicate the change within the organization, and draft an external press release announcing the organization’s strategic initiative to the health care industry.

 

 

 

 

For this IP# 5 assignment, you will write a paper of 10-12 pages with at least 9 peer reviewed or professional references (within the last 5 years) that discusses the following with these HEADINGS: 

 

      Introduction

      Describe Recommendation Implementation on Organizational Structure and Performance

      Explain Recommendation Implementation on Healthcare Problems

       Discuss Proposed Design to Improve Cost, Quality and Access Among Stakeholders

        Present SWOT Analysis with 3 Internal and 3 External Stakeholders After Implementation

       Conclusion 

implementing strategic plan

Part of successfully implementing a strategic plan is involving everyone in the organization in the plan. You work as an admission coordinator for an assisted living facility that just enacted its 5-year strategic plan. However, no one has communicated any of the components of the plan to any departments, including yours. Instead, management has chosen to include only senior-level management.

  • What do you think of this implementation approach?
  • Do you think it will be an effective strategy? Why or why not?
  • What would you do differently to ensure the successful implementation of the assisted living facility’s strategic plan?
  • Direct your comments specifically to an assisted living facility’s characteristics and how a strategic plan might be implemented in such an organization.

Challenges for strategic planning

  • Considering legislation and quality improvement measures, what challenges do you see on the horizon for strategic planning, and how would you meet them as a manager?