Classroom discipline is one of the key issues that affects student rights.  Puni

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Classroom discipline is one of the key issues that affects student rights.  Punishment can get out of hand and doesn’t always result in better behavior.  So what does work?  One of the current trends is restorative circles 
For this discussion, read the article: Restorative Circles in Orlando Schools https://www.orlandosentinel.com/news/education/os-orange-schools-suspensions-post.html
For your original post find another online article, video or other resource about restorative circles.  In paragraph 1, post the link and a summary of the resources.
In paragraph 2, describe how restorative circles affects the victim, the “perpetrator,” the teacher, and the class as a whole. 
In paragraph 3, provide a rationale for why you would or would not use restorative circles in your classroom.  

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Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

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Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

For this assignment, identify a problem or concern in your state, community, or organization that has the capacity for advocacy through legislation. Research the issue and use the “Advocacy Through Legislation” template to complete this assignment.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.

The post Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system. appeared first on Infinite Essays.

NR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment.

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ent
  • CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)
  • CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)

Due Date

Patient Teaching Plan assignment is due Sunday of Week 4 at 11:59 MT.

Points

This assignment is worth 125 points.

Background Information

NR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment.

Prior to beginning this assignment, follow the link to read the article below. The information related to adult learning and barriers to understanding will be helpful when planning how to best educate your selected population.

Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337. permalink (Links to an external site.)

Directions

Please read all directions carefully before you begin.

  1. Click to download the Patient Teaching Plan Form (Links to an external site.).
    Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet.
  2. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.
  3. Health Topic: Decide WHAT you would like to teach. Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale. Select from the following health topics to complete your Patient Teaching Project:
    • Stress and Time Management
    • Self-Care (can choose a specific self-care activity)
    • Prevention of Hazards at Work
    • Bicycle Safety
    • Ergonomics (related to work, posture)
    • Skin Cancer Prevention
    • Healthy Eating
    • Exercise/Physical Activity
    • Suicide
    • Human Trafficking
    • Eating Disorders
    • Substance Abuse (Opioid, Alcohol, Nicotine)
    • Depression
    • Palliative Care/Hospice Care
  4. Population and Setting: Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)
  5. Learning Barriers: Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population. Example:
    • The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding.
  6. Learning Objectives: Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with “At the end of this education, the learner will …” Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify). Example:
    • At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet.
    • At the end of this education, the learner will be able to describe how to perform a breast self-exam.
    • At the end of this education, the learner will be able to list three benefits of regular physical activity.
  7. Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.

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Margaret Schmidt, a terminally ill 60-year-old American of German descent, was recently admitted to a hospice service and is receiving care at home.

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casestudy

Create your APA formatted essay-style submission, with references, be sure to cite your sources and check your spelling.

Assignment:

Complete the following:

  • German case study
  • Irish case study

 

GERMAN CASE STUDY
Margaret Schmidt, a terminally ill 60-year-old American of German descent, was
recently admitted to a hospice service and is
receiving care at home. Diagnosed with
metastatic breast cancer, Margaret’s prognosis
is less than 6 months. Margaret’s cancer
has metastasized to her ribs and liver and
often causes intense pa
in. Although Margaret
speaks freely of her impending death, her family
has expressed their discomfort at her
decision to secure hospice care.
Over the last 10 years, Margaret, a nurs
e, has practiced homeopathy (for herself
and others) and consults frequently with a
medical intuitionist. She follows the medical
intuitionist’s recommendations to attenuate
her symptoms but avoids, when she can, the
traditional cancer pain
–management therapies.
Medical staff and her family have entere
d into continuous discussions with her
about her lack of acceptance of traditiona
l medical approaches. Margaret remains
unconvinced of their value within her scheme
of care. Margaret main
tains a strong belief
in an afterlife, believing that
she will be reunited with
her husband. Margaret meditates
daily, calling upon her spiritual guides and angels for strength and peace in the dying
process. She often asks those around
her to join her during this time.
Study Questions
1.
What experiences have you had with patients of German descent?
2.
How does Margaret’s German ancest
ry mold her beliefs about medical
treatment?

3.
What Western medicine concepts
complicate the staff and family’s
understanding of Margaret’s self
-prescribed medical regimen?
4.
How do you, as a health-care prof
essional, feel about the use of
homeopathic remedies?
5.
What is your view of the use of
medical intuitionists and other non-
Western health practices?
6.
How do Margaret’s health-care c
hoices differ or match your own?
7.
How do you deal with cultural health practices unlike your own?
8.
Discuss Margaret’s desire to contro
l her life even through terminal illness.
9.
Relate Margaret’s strong spiritual beli
efs in an afterlife to her ability to
cope with her impending death.
10.
Describe a plan of care that is cultu
rally sensitive to the patient and her
family.
11.
How can your knowledge of the German American culture positively
influence health outcomes for Margaret?
12.
Discuss the cultural filters you may
use as you assist Margaret in her
health-care decisions.
13.
Describe the enculturation you, as
a health-care professional, have
experienced and how this influences
your own health-care decisions.

RISH CASE STUDY
The O’Rourke family lives on a small farm in Iowa and comprises David, aged 30; his
wife, Mary, aged 29; and two children: Bridge
t, aged 7, and Michael, aged 6. Both David
and Mary are second-generation Irish. Before
purchasing their farm 5 years ago, David
sold farm equipment in Ohio. The O’R
ourkes are Catholic; Mary converted to
Catholicism when they married.
David, who works long hours outdoors, is
concerned about profitability from
his corn crop because of the unpredictable size of the harvest, and thus, his income
varies depending on the weather. Mary di
d not work outside the home because she
wanted to be with their children until they started school. However, because both
children are now school age, Mary has discus
sed with David the possibility of working
part time to supplement the family income. He
would prefer that she stay at home, but
Mary is anxious to return to the wo
rkforce and believes the timing is right.
Both David and Mary are happy with ju
st two children and do not desire more.
They use the rhythm method for family planning.
Eating a healthy breakfast is important
to the O’Rourkes. Because eggs are
readily available on the farm, they have frie
d eggs with potato bread and juice at least
four times a week. Their main meal in the
evening usually includes meat, potatoes, and
a vegetable. David enjoys a
glass of beer with dinner.
David has been a little edgy lately becau
se of his concerns about the corn crop.
He admits to having some minor chest pain, wh
ich he attributes to indigestion. His last
visit to a physician was before their marri
age. Mary knows David is concerned about
finances and believes it would help if she had a job.

Bridget and Michael spend
a lot of time outside playing and doing some minor
chores for their parents. Both children
enjoy school and are looking forward to
returning in the fall. Bridget is starting to
show concern over her appearance. She does
not like her red hair and all the freckles on he
r face. Her teacher has noted that Bridget
has trouble reading and may need glasses.
Michael wants to be a farmer like his Dad
but worries about his Da
d being tired at night.
The O’Rourkes have not taken a vacati
on since they were married. They go to
the state fair in the summer, which is the extent of their trips away from home. They
are active in the church and
attend services every Sunday.
Study Questions
1.    Describe the O’Rourke family st
ructure in terms of individual roles.
2.    Identify two potential health problems re
lated to the O’Rourke
’s dietary practices.
3.    Identify potential health-risk
factors for the O’Rourkes as a family unit and for each
family member.
4.    Explain the relationship be
tween risk factors a
nd ethnicity specific
to the O’Rourke
family and their Irish heritage.
5.
Describe culturally competent health-promotion strategies for the identified risk
factors for the O’Rourke family.
6.    Describe the O’Rourke family’s fertility
practices. Are they congruent with their
Irish background and religious beliefs?
7.
Describe the O’Rourke fam
ily’s communication patterns.

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8.
What are the predominant health
conditions among Irish immigrants?
9.    Explain the significance of the Great
Potato Famine for Irish Americans.
10.   Name two genetic diseases common among Irish Americans.
11.
Identify accepted fertility practices
for Irish American Catholics.
12.   Identify three sources of strength for
the Irish American in times of illness.
13.   Identify traditional home remedies commonly used by Irish Americans.

ITALIAN CASE STUDY #1
Rosa and Mario Gianquito live on the ground fl
oor of a three-family house in Brooklyn,
New York. Although they completed only gram
mar school in Italy, they speak English
and have little difficulty understanding mo
st verbal communication. They have a
daughter, Lucia, aged 25, and a son, An
thony, aged 28, who were born in this
neighborhood but now live in Manhattan. Both
children speak fluent Italian. Anthony is
an attorney and does not visit with his si
ster very often. Luci
a is a grammar school
teacher, married to an Italian man, Guido
Venetto, who recently immigrated from
southern Italy and is 10 years older than Lu
cia. Guido speaks mostly Italian at home but
does speak broken English. In addition to sm
oking two packs of cigarettes a day, Guido
is emotionally abusive to Lucia. He is ve
ry jealous and does not want Lucia to go out
after work with her friends or
to spend much time visiting with her parents. Lucia has
allergies, and the last time she visited the docto
r, he told her that her blood pressure was
elevated. She has noticed lately that, after st
anding all day at work, she often has swollen
ankles and leg pain.
Lucia’s husband works 12 hours a day as a construction worker and expects her
to cook Old-Country–style Italian food, which re
quires that she use a great deal of salt.
She is often depressed and feel
s isolated and powerless. She has been trying to have a
baby for 3 years.
Rosa comes to visit her daughter wh
en she can. She often brings homemade
manicotti or tortellini when she comes. She
is very concerned about Guido’s behavior
toward her daughter but does not feel that
she can challenge Guido because he is the
capo di famiglia
. Rosa is concerned about Lucia’s
swollen feet and suggests that she

drink red wine and eat more garlic and dandeli
ons. She tells Lucia to pray to the Virgin
Mary to ask for help in conceiving a ch
ild and to make Guido treat her better.
Lucia and Guido attend the neighborhood Catholic Church on Sunday. Lucia
always wears the
cornicelli
around her neck that her mother gave her to protect her
from
il mal occhio
. Lucia says her faith and her fa
mily help her cope with life
challenges with
pazienza
.
Study Questions
1.    Identify three problems and a
related plan of care for Lucia.
2.
Identify two health-teaching goals for this family that are congruent with family
order and rituals.
3.
Identify three socioeconomic factors that in
fluence the health of the Venetto family.
4.
How might the health-care provider involve
Lucia in a mutual-planning process for
her holistic health-care needs,
including mind, body, and spirit?
5.    Knowing that many first-generation Italia
ns generally mistrust health-care providers,
how would you encourage Lucia to enga
ge in health-promotion behaviors?
6.    Discuss at least two preventive health
maintenance–teaching activities that respect
the folk practices used to treat illness in this family.
7.    Define the Italian’s unique relationship w
ith food and discuss implications this could
have on the health of the Venetto family, particularly Lucia.
8.
Discuss the status and role of elderl
y Italians in the extended family.

9.     Identify two practices common among Ital
ian women that might affect conception
and pregnancy.
10.   Name two dietary health-car
e risks and two dietary health
-care assets for Italians.
11.   What are some of the primary religious
practices and use of prayer for Italian
people?
12.   Define the terms
capo di famiglia
,
il mal occhio
, and
pazienza
.

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