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Discussion: Cultural and Spiritual Competence

ORDER NOW FOR AN ORIGINAL PAPERAssignment: Discussion: Cultural and Spiritual Competence

Respond to the following:

Question 1: What implications does culture have for the care of Ms. Gandhi? Describe the spiritual concerns you’ve identified.

Question 2: What cultural factors do you believe may contribute to Ms. Gandhi’s overall health? How would you address her physical needs in a culturally competent way? How would you address her spiritual needs? What would be different if Ms. Gandhi was a Muslim? Or if she was male rather than female?

Question 3: Given the limited time allotted, how would you prioritize this visit? What would you address first, second, etc.?

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Submission Instructions

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 15% of your final course grade.

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Crisis Memo Assassination Of Rev. Martin Luther King Jr

1. Defines the crisis from the point of view of one of the major participants (Why was this a crisis for this player? What could be its consequences? What was at stake?)

2. Identifies some of the other participants for whom this also was a crisis (Why was this a crisis for them? What consequences might it have had for them?)

3. Explains how the interests of each of these other participants coincided or differed from that of the major player identified in (1) above. If they did differ, why was that the case?

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Discussion: Pathophysiology of the Disorders

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT : Discussion: Pathophysiology of the Disorders

As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.

Consider the following scenarios:

Scenario 1:

Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell. Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.

Scenario 2:

Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.

Scenario 3:

Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To Prepare

Discussion: Pathophysiology of the Disorders

Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.
Identify the pathophysiology of the disorders presented in each of the three scenarios, including their associated alterations. Consider the adaptive responses to the alterations.
Review the examples of “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.
Review the Application Assignment Rubric found under Course Information
To Complete

Write a 2- to 3-page paper excluding the title page, reference page and Mind Map that addresses the following:

For each of the three scenarios explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes. You are required to discuss all three scenarios within the paper component of this assignment.
Construct one mind map on a selected disorder presented in one of the scenarios. Your Mind Map must include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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professional counseling literature

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Balkin, R. S., & Kleist, D. M. (2017) and/or American Psychological Association (2014). Assignments should adhere to graduate-level writing and be free from writing errors. I have also attached resources given to complete the assignment. Please follow the instructions to get full credit. I need this completed by 10/12/19 at 7pm. The case number you will focus on is #2. You will complete only part 2 of the worksheet attached because part 1 has been completed.

Assignment – Week 7

In Week 5, you selected a case study for your Final Project research investigation. In Part 1 of the Final Project Worksheet, you identified the client, mental health disorder, and counseling intervention that will be the focus of your research. This week, you will complete Part 2 of the Final Project Worksheet. The goal of this Assignment is to conduct a review of the professional counseling literature and identify current, peer-reviewed articles to support your Final Project.

To Prepare

Review the media program, Final Project Worksheet Part 2, and consider your next steps for your Part 2 Final Project assignment.
Review the Final Project Worksheet you used for your Part 1 Assignment, and use Part 2 of this worksheet to complete this Final Project assignment.
Incorporate any feedback you received on Part 1 from your Instructor during Week 5.
Search the Walden Library and choose three articles that relate to the intervention and mental health issue that you chose for your Final Project using the criteria below:
Three current (last 10 years) and peer-reviewed articles from professional counseling journals.
Include at least one quantitative and one qualitative research design.
Do NOT use meta-analysis type articles.
Verify that the research is not outside of the scope of practice for a professional counselor.
For each article you chose, be sure to provide:
A complete citation of the article
The methodology used in each article
Permalink for each article
Note: Please see the Final Project Worksheet for specific details.

Final Project Assignment

· Complete Final Project Part 2 of the Final Project Worksheet.

Required Resources

Balkin, R. S., & Kleist, D. M. (2017). Counseling research: A practitioner-scholar approach. Alexandria, VA: American Counseling Association.

Chapter 8, “Examining Differences Within Groups and Single-Case Research Designs”
Chapter 9, “Synthesizing Research Results Using Meta-Analysis”
Caruth, G. g. (2013). Demystifying mixed methods research design: A review of the literature. Mevlana International Journal Of Education, 3(2), 112-122. doi:10.13054/mije.13.35.3.2

Note: You will access this article from the Walden Library databases.

Foster, L. H., Watson, T. S., Meeks, C., & Young, J. S. (2002). Single-subject research design for school counselors: Becoming an applied researcher. Professional School Counseling, 6(2), 146.

Note: You will access this article from the Walden Library databases.

Walden University Course Guides (2017). COUN 6626 Research Methodology and Program Evaluation: Week 7. Retrieved from http://academicguides.waldenu.edu/coun6626

Document: Final Project Worksheet

Required Media

Laureate Education (Producer). (2017g). Mixed methods: An example [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 11 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Laureate Education (Producer). (2017d). Final project worksheet part 2 [Audio file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 10 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Mixed Methods: An Example

Mixed Methods: An Example Program Transcript

NARRATOR: Doctor Debra Rose Wilson’s study provides an excellent example of a mixed method research design. Note why this is the case, as she explains her research question and study.

DEBRA ROSE WILSON: My background’s in health care and my PhD Is in Health Psychology. And I teach in the School of Psychology, as well as in the School of Nursing. I’m a nurse as well, so I come into this with a health perspective, looking at research from a holistic perspective, recognizing that if we’re examining any phenomena within health, that we have to look at it from many angles. That it isn’t always just cause and effect.

For example, in cardiovascular disease, it isn’t just genetics that causes the disease, it’s diet, it’s whether they had an angry personality, how much social support they had, it’s even with your breasts fed or not, as an infant. All of those factors contribute to the disease.

And from a health care perspective it was important to look at all those factors. When you look at quantitative data, that’s very valid for health care. We need to know those hard numbers. We need to know the biomarkers, or the results of blood tests, or results of EEGs, and blood pressure, and pulse. Those are all important in health care.

But so is the subjective perception of pain, for example. While we can measure blood pressure and pulse during pain, and look at the objective science of pain, it’s really difficult to express and understand the patient’s perspective of pain. That’s why it’s so important to look at health care from a mixed methodology approach.

My area of expertise is working with adult survivors of childhood sexual abuse. I also had a background in relaxation techniques and complementary alternative therapies. And for me, it made sense to combine the two areas of expertise in my area of research.

The research area that I look at, consequently, is mind body. The influence that our attitudes, our beliefs, our perception of stress has on our biology. And this was important to apply to the population of adult survivors of childhood sexual abuse.

We didn’t really know how adult survivors dealt with stress. We knew that they tended to overreact to stress. They tended to use more denial and inappropriate, maladaptive coping mechanisms when they were stressed. And they tended to perceive more stress in their environment as well. We really didn’t know if stress management was effective for this population.

Mixed Methods: An Example

The study I’m talking about is a mixed method approach to examining the effectiveness of stress management. My study explored the experience of stress management from a holistic perspective. 35 adult survivors of childhood sexual abuse participated in four weeks of stress management training.

And so from a holistic perspective, I wanted to gather as much data as possible, both quantitative and qualitative. And I did this from a holistic approach so that I gathered objective data, which are those biomarkers, those hard numbers. And for that I examined their salivary immunoglobulin A.

Saliva was collected from the participants and we sent it to a lab and looked at how much immunoglobulin A they had in their saliva. Immunoglobulin A is the immuno-protector of our mucus membranes of our digestive system and our respiratory system, for example. And it was an easy way to get a sample because I didn’t have to draw blood and stress them again.

Another parameter that I wanted to check was subjective data. How did they interpret their ways of coping? And I used Folkman and Lazarus’ Ways of Coping Questionnaire, which is a subjective measure of coping. And I also examined that before and after the intervention, as I did the salivary IgA before and after the four week intervention of stress management classes.

The third part of my study, I gathered intersubjective data. When doing qualitative interviews, you can’t really take the researcher out of the research. There’s something that happens between the participant and the researcher that’s relevant. And that interview process is intersubjective.

So for this study, I gathered objective data, subjective data, and intersubjective data. It’s really important when you’re gathering intersubjective data to recognize that it is intersubjective, that the researcher’s bias is involved. And so when you’re doing any kind of qualitative piece of research, you have to recognize what your biases are.

I wasn’t sexually abused as a child. I had to recognize that I had bias, that I had pre-assumptions about what it was like to be sexually abused as a child, but I had not experienced it. When I was able to put those ideas down and recognize them as my bias, and then set them aside, it was much easier to gather intersubjective data.

Another really important point about intersubjective data, and when you’re doing any kind of qualitative interview, is to be truly present with the person that you’re with. True presence means that you’re consciously and intentionally setting aside all those running thoughts that are running at the back your head and focusing on what your participant is saying. Your participant knows when you’re in true presence with them.

Mixed Methods: An Example

They know that you’re focused on them. And you get a better rapport, and you get a better understanding of what their experience is when you’re truly focused on what they’re saying and what their body is saying, as well, that you’re being objective, and looking at their responses, and matching their body language to what they’re saying.

So to summarize, the objective data gathered was that salivary immunoglobulin A, a lab test, quantitative data. The subjective data was the Ways of Coping Questionnaire by Folkman and Lazarus, which really examined their interpretation of how they were coping. And thirdly, the intersubjective data was the interview at the end of the four weeks, where you consciously…