DISCUSSION BOARD FOR (AGING ACROSS THE LIFESPAN) 250 TO 300 WORDS DUE WEDNESDAY

 

 

 

Cognitive Development and Decline

 

Jean Piaget and Lev Vygotsky’s developmental theories offer us two frameworks for understanding our cognitive processing as we age. Aspects of cognition, such as information processing, attention, or memory can be different in childhood as compared to senior adulthood.

To prepare for this Discussion, review this week’s Learning Resources. Consider what Piaget and Vygotsky had to say in their theories of cognitive development.

By Day 3, post a comprehensive response to the following:

 

• 
  
• How do the patterns of cognitive development, observed throughout childhood, contrast with those seen in advanced aging?
• 
  
• Is cognitive decline inevitable with aging?
• 
  
• What are some strategies for maintaining and/or enhancing cognition in advanced age?

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RESOURCES

 

Media

Video: Laureate Education (Producer). (n.d.). Aging across the lifespan: Cognitive development [Video file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 33 minutes.

In this week’s media, presenters Dr. Nina Lyon-Bennett and Dr. John C. Cavanaugh discuss: the development of a sense of self; motor development and Piaget’s four stages of cognitive development; theorist Lev Vygotsky and the impact of culture on cognitive development; the differences in information processing between adolescents and adults; practical intelligence; lifelong learning; and physiology and cognition as we get older, including memory issues and information processing.

 

Readings

 

• Course Text:   Kail, R. V., & Cavanaugh, J. C. (2016). Human development: A life-span view. (7th ed.). Belmont, CA: Wadsworth Cengage Learning.  
  • Chapter 4, “The Emergence of Thought and Language: Cognitive Development in Infancy and Early Childhood”
  • Chapter 6, “Off to School: Cognitive and Physical Development in Middle Childhood”
    • Section 6.1, “Cognitive Development”
  • Chapter 8, “Rites of Passage: Physical and Cognitive Development in Adolescence”
    • Section 8.3, “Information Processing During Adolescence”
  • Chapter 10, “Becoming an Adult: Physical, Cognitive, and Personality Development in Young Adulthood”
    • Section 10.3, “Cognitive Development”
  • Chapter 13,  “Making It in Midlife: The Biopsychosocial Challenges of Middle Adulthood”
    • Section 13.2, “Cognitive Development”
  • Chapter 14, “The Personal Context of Later Life: Physical, Cognitive, and Mental Health Issues”
    • Section 14.3, “Cognitive Processes”

 

• • What makes an individual? While it could be argued that it is one’s physiological appearance or how one interacts with others, it is cognition—the mental processes of active acquisition of knowledge and comprehension—that, in many ways, defines who we are. The brain’s higher-level functions encompass language, imagination, perception and planning; shaping our outlook on life and our approach to others. In this week’s textbook reading, you will examine elements of cognition such as: thinking, knowing, remembering, judging, and problem-solving across the lifespan.

 

• Article: Lindberg, M., Chapman, M., Samsock, D., Thomas, S., & Lindberg, A. (2003). Comparisons of three different investigative interview techniques with young children. Journal of Genetic Psychology, 164(1), 5-28. Retrieved from
  http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9923366&site=ehost-live&scope=site

  This article presented the results of a study on finding the answers to four questions. First, what interviewing technique for children gives us the most correct versus incorrect, coached, and suggested information? Second, how is information that is provided by child witnesses received and interpreted by interviewers? Third, what implications do these relations have in terms of the practice of training new interviewers? Fourth, what do these results have to say about theories of memory in general?

• Article: Memon, A., & Vartoukian, R. (1996). The effects of repeated questioning on young children’s eyewitness testimony. British Journal of Psychology, 87(3), 403-415. Retrieved from
  http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9609205550&site=ehost-live&scope=site

  This article studies the impact of repeated questioning on children’s memory performance.

 

Optional Resources

Media

 

• Video: PBS. (Producer). (2009, June). NOVA science now: How memory works [Web Video]. Retrieved from http://www.pbs.org/wgbh/nova/body/how-memory-works.html
  
• Video: PBS. (Producer). (2002). Frontline: Inside the teenage brain [Web Video]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02sfacq392&continuous=1

 

Websites

 

• Exploratorium. (1998). Memory lecture series. Retrieved from http://www.exploratorium.edu/memory/lectures.html

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HEALTH INFORMATICS DISCUSSION BOARD DUE WEDNESDAY 250 TO 300 WORDS

 

 

 

The Impact of Device Design on Work Flow

To prepare for this Discussion, search the Internet for an example of a mobile device that a health practitioner uses in tasks associated with his/her job.

By Day 4, post a comprehensive response to the following:

 

• Briefly describe the device and its purpose.
• What are positive outcomes from using this device?
• What are negative outcomes from using this device?
• Should the organization mandate the use of this device? What could happen if the practitioner refused?
• How could you convince the health practitioner that this is a useful device that could positively impact patient care?

_____________________________________________________________________________-

RESOURCES

 

Media

Video: Laureate Education (Producer). (2010). Health informatics: Workflow redesign and human factors [Video file]. Retrieved from https://class.waldenu.edu

 

Readings

 

• Topical Study Guide
  
• Piechowski, R. (March/April 2006). Making CPOE Work: Redesign Workflows to Optimize Benefits. Patient Safety and Quality Healthcare. Retrieved at: http://www.psqh.com/marapr06/cpoe.html
• Karsh, B., Weinger, M., Abbott, P., & Wears, R. (2010). Health information technology: fallacies and sober realities. Journal of the American Medical Informatics Association: JAMIA, 17(6), 617–623.
• Norris, B. (2009). Human factors and safe patient care. Journal of Nursing Management, 17(2), 203–2 11.
• Erickson, L., & Lyon, T. (2008). How to fix a flawed process: The four rules of work design. Family Practice Management, 15(6), 29–33.
• Elrod, J., & Androwich, I. (2009). Applying human factors analysis to the design of the electronic health record. Studies in Health Technology and Informatics, 146, 132-6.
• Green, M. (2009). Medical equipment: Good design or bad design? Retrieved from
  http://www.visualexpert.com/Resources/mederror.html
• Carayon, P. (2010). Human factors in patient safety as an innovation. Applied Ergonomics, 41(5), 657-665.
• Agarwal, R., Khuntia, J. (2009). Personal Health Information and the Design of Consumer Health Information Technology: Background Report. (Prepared by Insight Policy Research under Contract No. HHSA290200710072T. AHRQ Publication No. 09-0075-EF. Rockville, MD: Agency for Healthcare Research and Quality. June 2009.) Pages 1–31 and 54–80. Retrieved from
  http://healthit.ahrq.gov/sites/default/files/docs/citation/09-0075-EF.pdf
• U.S. Department of Health and Human Services, The Office of the National Coordinator for Health Information Technology. (2009, December 4). Glossary of Health-IT Terms.
  
  
• Wilkins, M. A. (2009). Factors influencing acceptance of electronic health records in hospitals. Perspectives in Health Information Management, (Fall 2009), 1–20.

 

Optional Resources

 

Readings

 

• Agarwal, R., Khuntia, J. (2009). Personal Health Information and the Design of Consumer Health Information Technology: Background Report. (Prepared by Insight Policy Research under Contract No. HHSA290200710072T. AHRQ Publication No. 09-0075-EF. Rockville, MD: Agency for Healthcare Research and Quality. June 2009.)

• Boston-Fleischhauer, C. (2008). Enhancing healthcare process design with human factors engineering and reliability science, part 1: Setting the context. Journal of Nursing Administration, 38(1), 27–32.

• Healthcare Informatics. (2012, March 29). ONC Announces Heart Health Apps Winners. Retrieved from http://www.healthcare-informatics.com/news-item/onc-announces-heart-health-apps-winners
• Raths, D. (2012, September 17). Is Mobile PHR the New Killer App? Healthcare Informatics. Retrieved from http://www.healthcare-informatics.com/article/mobile-phr-new-killer-app
• Perna, G. (2012, March 8). The Curious Case of iPads in Healthcare. Healthcare Informatics. Retrieved from http://www.healthcare-informatics.com/blogs/gabriel-perna/curious-case-ipads-healthcare
• Healthcare Informatics. (2012, April 5). Allscripts EHRs Get iPad Application. Retrieved from http://www.healthcare-informatics.com/news-item/allscripts-ehrs-get-ipad-application
• Beuscart-Zéphir, M., Pelayo, S., & Bernonville, S. (2010). Example of a Human Factors Engineering approach to a medication administration work system: Potential impact on patient safety. International Journal of Medical Informatics, 79(4), 43-57.
• Wolters Kluwer Health. (n.d.). Overcoming Clinician Resistance to Medication Decision Support within CPOE. Retrieved from http://www.himss.org/files/HIMSSorg/content/files/ClinicalInformatics/WoltersKluwerMediSpan_PhysicianResistance_WhitePaper_HiRes_FIN.pdf

 

Websites

 

• Motion Computing
  http://www.motioncomputing.com/solutions/healthcare.asp

 

 

 

Health and Illness in Your Community

Evaluate your perception of health and illness in the community in which you work/live. Include an experiential experience of how you either observed or where involved in a stereotyping experience and how this impacted the health care of the patient, family or community.

 

Instruction:

1. Review Chapter 4.3 – 4.3C Health of Vulnerable Populations pg 77-83 regarding groups include: ethnic, religious, racial, tribal minorities, immigrants, refugees and internally displaced people, prisoners, persons with mental illnesses, physical impairments and older persons.
2. Write a 2-3 page paper, excluding the abstract
   • Describe a specific situation where you were involved or observed  health care inequalities for one the vulnerable populations identified on page 77 of your textbook
   • Describe the inequity that was avoidable, unfair or unjust. 
3. Use APA style:  Abstract (blocked comprehensive) running head, title page, citations, reference page).  
4. Use standard English grammar and spelling.
5. Must use a minimum of 2 references from the module. 
6. Copy/save your results and upload the file by clicking “Browse My Computer” for Attach file. 
7. View grading rubric.

Guidelines: Your paper should be a WORD document. Your paper should be 2-3  pages long excluding the abstract title page and reference page; in other words, the body of your paper paper should be 2 to 3 pages. Your paper should be organized as follows: Title page:  Health and Illness in Your Community Abstract Introduction:  One paragraph (minimum of 4 to 5 sentences) Describe a specific situation where you were involved or observed  health care inequalities for one the vulnerable populations identified on page 77 of your textbook Describe the inequity that was avoidable, unfair or unjust.  Summary and Conclusion (minimum of one paragraph of 4 to 5 sentences) Use APA style:  Abstract (blocked comprehensive) running head, title page, citations, reference page).   Use standard English grammar and spelling. Must include references from the module be sure to include the textbook and citations. interviews can be used for information. cite in the paper