Explain the potential impact of white privilege on clients from both dominant and minority groups

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Submit a 2.5 – to 3-page APA formatted paper in which you:

Explain the potential impact of white privilege on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).

Explain how intersecting identities might impact an individual’s experience (for example, race/ethnicity and gender, race/ethnicity and class, race/ethnicity and ability, race/ethnicity and sexual orientation, race/ethnicity and class).

Providing specific examples, explain how a social worker might utilize cultural strengths when working with clients.

Describe 2-3 social work skills and how a social worker might use them to engage in anti-oppressive work.

Support ideas in paper with at least 2-3 course resources (please reference specific chapters, not the entire textbook)

Resources

Bent-Goodley, T., Snell, C. L., & Carlton-LaNey, I. (2017). Black perspectives and social work practice. Journal of Human Behavior in the Social Environment, 27(1-2), 27-35.

Johnston-Goodstar, K. (2013). Indigenous youth participatory action research: Re-visioning social justice for social work with indigenous youths. Social Work, 58(4), 314-320.

McDermott, M., & Samson, F. L. (2005). White racial and ethnic identity in the United States. Annual Review of Sociology, 31, 245-261.

Rough Draft Qualitative Research Critique And Ethical Considerations

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Details:

Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. (Attached)

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS-433V-RS-Research-Critique-Guidelines.docx  (Attached)

You are required to submit this assignment to Turnitin. (10% or Less)

Running head: PICOT AND LITERATURE SEARCH 1

PICOT AND LITERATURE SEARCH 2

 

 

 

 

 

Diabetes: PICOT Statement and Literature Search

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Diabetes: PICOT Statement and Literature Search

PICOT Statement

PICOT Statement: Adults with Type 1 and Type 2 Diabetes undergoing self-management education compared to not undergoing self-management education can achieve better glycemic control within six months.

P: – Population – Adults with Type 1 and Type 2 Diabetes

I: – Intervention – Undergoing self-management education

C: – Comparison – Not undergoing self-management education

O: – Outcome – Can achieve better glycemic control

T: – Time – Six months

References

Carolan, M., Holman, J., & Ferrari, M. (2015). Experiences of diabetes self‐management: a focus group study among Australians with type 2 diabetes. Journal of clinical nursing, 24(7-8), 1011-1023.

The aim of this study is to explore the experiences and concerns of type 2 diabetes patients in a low socio-economic environment. The researchers performed an exploratory qualitative study with a focus group of 22 people aged between 40 and 70 with type 2 diabetes mellitus. The data collected from this focus group study was analyzed using a thematic analysis approach. The participants of the group described their experiences and they were categorized as physical, emotional, and psychological. The data analysis showed four main themes in the experiences of the patients including personal journey, diabetes the silent disease, access to resources and services, and the work of managing diabetes. The research subjects highlighted that the impact of the diabetes management is not only on the patient but also the support group that assists in the self-management efforts. In conclusion, he members of this study are generally satisfied with their self-management techniques but they are in need of additional information to understand more about their condition.

Chrvala, C. A., Sherr, D., & Lipman, R. D. (2016). Diabetes self-management education for adults with type 2 diabetes mellitus: a systematic review of the effect on glycemic control. Patient education and counseling, 99(6), 926-943.

The purpose of this article is to determine the effect of self-management education and the support methods, duration, and contact time or glycemic control for patients of type 2 diabetes. The researchers used online databases such as MEDLINE, ERIC, CINAHL, EMBASE and PsycINFO for article that assess diabetes interventions that involve patients’ participation in self-management activities. The review assessed 118 unique intervention techniques with 61.9% reporting significance. The overall mean reduction in A1C was 0.74 for the study groups and 0.17 for the control groups. A combination of individual and group engagement groups had the largest decreases in A1C with 0.88. Patients with elevated glycemic values reported a statistically significant reduction in their A1C with 83.9%. The data of this study suggests that the mode of self-management education delivery, the hours of engagement, and the baseline glycemic level affect the significant achievement in glycemic control after diabetes self-management.

Milajerdi, A., Shab-Bidar, S., Azizgol, A., & Khosravi-Boroujeni, H. (2015). Provision of nutritional/lifestyle counseling on diabetes self-management: A chance to improve metabolic control in new cases of type 2 diabetes. Journal of Nutritional Sciences and Dietetics, 1(2), 98-106.

The purpose of this study was to evaluate the efficacy of self-management education on metabolic control for type 2 diabetes patients. This was a quasi-experimental study that was done with 300 type 2 diabetes patients as the primary research subjects. The patients participated in 16-week educational program where they were trained on metabolic control by a dietician. At baseline, there was an intervention group attending a 20 minute lifestyle and nutrition educational program. The participants were analyzed at baseline and a 2 to 4 months follow-up for changes in the glycemic status, BMI, and lipid profile were done. Later a pre-education and post education analysis of variance was done to evaluated the differences. This study found that a lifestyle and nutrition education program were effective in helping patients of type 2 diabetes to improve their metabolic control. This study suggested that metabolic control can be done through educational intervention rather that the pharmacological interventions.

Nasab, M. N., Ghavam, A., Yazdanpanah, A., Jahangir, F., & Shokrpour, N. (2017). Effects of self-management education through telephone follow-up in diabetic patients. The health care manager, 36(3), 273-281.

The aim of this study was to investigate the effect of self-management education with a telephone follow-up for diabetic patients living in rural areas of Iran. The study was done using an experimental study design with 64 participants randomly assigned to the intervention and control groups of 32 each. The intervention group included patients who attended four educational sessions lasting 90 minutes each. The control group went through the traditional care routine. The outcome of the experinment was measured using the Diabetes Self-Managemnt Questionnaire (DSMQ) before and after the intervention. The results were analysed using Mann-Whitney U tests. The results found that there was a significant difference in the glycemic control for the intervention and control groups. This study suggests that self-management education facilitates better self-care.

Pereira, K., Phillips, B., Johnson, C., & Vorderstrasse, A. (2015). Internet delivered diabetes self-management education: a review. Diabetes technology & therapeutics, 17(1), 55-63.

The purpose of this article was to investigate the effectiveness of internet-delivered diabetes self-management education on glycemic control. A quantitative analysis was done on literature from various online databases such as PubMed, EBSCO, CINAHL, and Web of Science. The search led to the analysis of 111 relevant articles, but only 14 met the criteria for the review. Nine of the reviewed articles were randomized control trials with study lengths varying between 2 weeks and 24 months. The results of the study showed that internet delivered self-management education is effective in reducing glycemic control among diabetes patients. Additionally, the results showed that self-management education help to increase rates if clinical attendance and change eating habits after the online engagement with patients through the internet. The implications of this study are that education on self-management techniques can be offered through online platforms and help improve self-care among diabetes patients.

Tang, T. S., Funnell, M., Sinco, B., Piatt, G., Palmisano, G., Spencer, M. S., … & Heisler, M. (2014). Comparative effectiveness of peer leaders and community health workers in diabetes self-management support: results of a randomized controlled trial. Diabetes care, 37(6), 1525-1534.

The objective of this article was to compare the differences between the effects of a peer leaders versus community health worker led telephone outreach intervention compared to a six months self-management education program. The study was done using a randomized control trial with 116 Latino adults with type 2 diabetes. The participants were selected from a federally qualified health center and randomly selected for a 6-month self-management education program followed by 12 months of weekly group discussions delivered by peer leaders. Another group was enrolled for the 6-moth education program and later a 12 month outreach program by a community health worker. The results suggested that the group that underwent the peer leadership groups maintained their improvements after the education program for a period of 18 months. Both groups maintained their improvements in waist circumference, diabetes distress, and diabetes support with no significant differences between each of the groups. This study suggests that both low cost peer group interventions and community health worker led outreach programs help diabetes patients to maintain t

Training Document Report

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Needs Analysis and Design Assignment 2: RA 2: Training Document Report

Throughout this course, you learned about the importance of training to improve organizational effectiveness. However, it is even more critical to determine whether training is the best option. Identifying the training need is a critical first step in the training and development process. One needs to tie the deficiency to a business need and ensure that the benefits of conducting the training are likely to resolve the identified problem. For this assignment, you will be tasked with doing just that.

For an organization of your choice, you will create a needs analysis and evaluation report of approximately 10- to 12-pages, which will outline your training recommendations for management. Refer to the discussed theories (i.e., expectancy theory or social learning theory) and prior articles for guidance in completing this assignment.

Directions:

For your report of 10- to 12-pages:

  1. Choose an OrganizationSelect an organization. It can be either a recent employer or a business where you may have volunteered. Identify a particular department in which you have experience.
    • If you cannot identify an organization, consider a fictitious organization well known for a popular product. Reviewing the literature may help in giving you ideas in creating your organization. Identify an issue that is impacting efficiency and productivity (for instance, it could be a well-known telecom company where sales have been down due to poor customer service). The company has hired you as a consultant to do a needs assessment. Improvise where appropriate and provide complete details of the organization and the identified issue for which you have been brought in.
  2. Create a Training Needs Analysis ReportCreate a set of ten to fifteen interview questions to ask managers and employees. The questions should address all of the necessary sections to complete the training needs analysis report.
    If possible, schedule time to conduct observations.
    Required Information for the Training Needs Analysis Report:

    • Background Information: Include information about the organization and the issue you have identified or for which you were consulted.
    • Number of Employees: Identify the number of employees to be trained and their current skill levels.
    • Locations of Employees: Identify where the employees to be trained are located.
    • Interview Data: Interview at least one manager and one employee and summarize managerial and employee feedback on current performance and identified skill gaps. Include your list of questions and answers.
    • Observational Data: Observe at least one or two employees performing the job for which training will be created and include a log of your personal observations.
    • Training Sponsor: Identify the requestor and the approver of the training (may be a single person or two separate individuals).
    • Identification of Training Needs: Include the following in your conclusion:
    • Perform Performance Analysis: If training has been identified due to a performance problem (errors at work, etc.), conduct an analysis to confirm whether a training remedy can resolve the skill deficiency. If not, suggest other strategies that management can use to solve the problem without training (i.e., improving communication on what is expected of employees).
    • Identify Insufficient Knowledge or Skills: List specific knowledge or skills that are deficient (lack of knowledge of products, lack of skills in operating specific software, etc.).
    • Identify the Business Need: Summarize the business need impacted by the identified knowledge or skill deficiency.
    • Identify Cultural or Ethical Considerations: Discuss considerations to be kept in mind when designing the training course.
    • Justification for the Training: Provide your justification for training as the solution to the identified performance problem or skill deficiency:
    • What were the indicators or facts that identify the existence of the issue?
    • What are the possible causes for the existence of the issue?
    • Delivery Dates: Identify when the organization wants to implement the training. Do you think it can be offered in a timely manner? Explain why or why not:
    • Training and Development Department: Assess the company’s training and development department’s role. How will the department be involved?
  3. Construct a Design Document ReportNext, construct a design document making your training recommendations for management. A design document should outline your training program at a high level. It should include all the below-listed components. You are to utilize the Design Document Report Template as a guide for organizing your content.
    Click here to download the Design Document Report Template.
    Required Information for a Design Document Report:

    • Course Title: Suggest a course title.
    • Course Description: Explain in three to four sentences the goals of the whole course.
    • Course Objectives: Write four to six objectives using measureable Bloom’s Taxonomy verbs.
    • Course Topics: Include three to five main topics with three to five subtopics for at least three modules.
    • Activities: Include one suggested activity for each module (simulation, case study, etc.) that directly links to all objectives (three in total). Explain how you incorporated ethical or diversity-related considerations.
    • Module Time Frame: Provide an approximate time frame within which the participant has to complete each module (e.g., in class or online).
    • Course Time Frame: Provide an approximate time frame within which the participant has to complete the full course (e.g., the number of hours or days).
    • Delivery Approach: Recommend a suggested delivery method for the whole course (instructor-led, online, blended, etc.).
    • Delivery Approach Justification: Justify your training delivery approach recommendation, along with a comparison of two to three different delivery options based on learning theories, training research, organizational requirements, and individual needs.
    • Risks: Identify any project risks or concerns that could affect the success of this training (budget, timelines, buy-in, etc.).
    • Follow-Up: Analyze the different methods available for follow-up to ensure transfer of training. Determine the preferred method and justify your decision referencing scholarly resources.
    • Evaluation: Construct an evaluation for the training using Kirkpatrick’s model and discuss it.

Your final product will be a Microsoft Word document of approximately 10- to 12-pages in length and utilize four scholarly sources in your research (beyond your textbook). Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Assignment 2: LASA—Case Study Application Paper

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Assignment 2: LASA—Case Study Application Paper

Case Scenario

Katarina is a first-generation Korean American. She claims to be an atheist raised by irreligious parents. She is still very close to her parents and has an older brother, Young, who has always been protective of her. She has a master’s degree in education and is a teacher at an inner-city high school. She is a 26-year-old lesbian, though not currently in a relationship, in part because she does not know what might happen with her work if she were to come out. She is also concerned with the reaction of her family as she is the only daughter.

Though Katarina loves teaching, she struggles to connect with some of the inner-city youth who have very different values from her own, especially those related to education. She is often frustrated by how much time she spends trying to motivate her students to pay attention and make even minimal effort on their assignments. She also confesses that she does not feel respected and wonders if it is because of her race as well as because she is soft-spoken and often shorter than her students. She admits that she would never be so disrespectful to any of her teachers and does not understand why youth in America do not value education more. Katarina has thought about quitting the job but is afraid that she will bring shame on her family if she just quits.

Katarina has turned to you for help with these issues because she really does not know where else to go.

Description of LASA:

For this LASA, you will use the case scenario of Katarina and apply what you have learned in this course and your program so far. As her counselor, you will use your textbook, the articles assigned in the course, and additional research to write a 6- to 10-page paper in APA format, addressing the following areas:

  • Identify at least two things you have in common with Katarina which will help to develop some rapport.
  • Identify at least three potential differences between you and Katarina and describe how you will address those in your counseling with her.
  • Analyze where you believe Katarina to be in her identity development on at least two different identity development models and how you will meet her where she is in her development. Identify what additional assessments you might use or how you might gather additional information to gain a clear understanding of her worldview.
  • Outline how you will advocate for Katarina and assist her to advocate for herself.
  • Evaluate whom you will need to include in your work with Katarina and how they will be included. Also, identify at least two community resources that you would recommend for Katarina.
  • Finally, address any potential ethical concerns related to working with Katarina and what actions you might take to mitigate them.

Your final product will be a 6- to 7-page (excluding title page and reference list) Microsoft Word document written in APA format. Utilize at least five scholarly sources.