How would technology help providers make health care decisions? How would patients and families interact with providers from their homes or in their communities?

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How would technology help providers make health care decisions? How would patients and families interact with providers from their homes or in their communities?

Envision what the health care system of 2030 might look like? Describe at least two technological advancements that would be available to patients. How would technology help providers make health care decisions? How would patients and families interact with providers from their homes or in their communities? What would health care systems be able to do “in real time?”

 

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What are the roles of the nurse?

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What are the roles of the nurse?

This written assignment will allow you to reflect on your beliefs about nursing. Writing your philosophy of nursing will reveal your professional and personal growth over time as you compare previous versions of your philosophy.

Think about the following before you start writing your paper.

You have learned about various theoretical works in nursing including Nightingale’s Environmental Theory, and Jean Watson Philosophy and Science of Caring, Orem’s Self-Care Deficit Theory of Nursing among others. Which nursing theory most closely matches your beliefs? Why are philosophies of nursing, conceptual models, grand theories, and middle-range theories important to nursing? Why did you choose nursing as your profession? What do you believe is the core of nursing? What is the focus of nursing? To live out your philosophy, what should you keep in mind about your patients, families, environment?

Instructions:

This paper reflects your own values and world view, therefore there are no right or wrong answers.

Paper must be written in APA style.

Paper should be between 5-7 pages excluding cover page and references.

Address the following topics in your paper

Your educational and professional background, reasons for returning to school, current practice specialty, and professional goals.
Individuals who have influenced your views about nursing
Your philosophy of nursing
Nursing metaparadigm: your definition of nursing, human beings, the environment, and health
Your beliefs: Is healthcare a right or privilege? What are the roles of the nurse? What are your thoughts about nursing education?
Trends and current issues affecting nursing
Where is nursing going? What can you do to advance nursing?

 

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Describe the impact of the major names and schools of thought that have emerged within psychology. As we learn in the course, the creative and bold ideas of psychology have evolved through the centuries as a function of several factors.

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Describe the impact of the major names and schools of thought that have emerged within psychology. As we learn in the course, the creative and bold ideas of psychology have evolved through the centuries as a function of several factors.

As a graduate student in psychology, it is highly important to recognize the historical roots of your field. As we learn in the course, the creative and bold ideas of psychology have evolved through the centuries as a function of several factors.

More specifically, as you think about your chosen area or specialization within psychology (such as clinical, developmental, organizational, or educational), describe the origins of your particular area in the context of the history of psychology. Include not only the most obvious theorists and concepts, but expand your thinking to include other topics and areas we have covered in the course. For example, a developmental psychologist might naturally think of Piaget, Kohlberg, and Erikson as major thinkers within the developmental domain. While this is certainly true, how could ideas and concepts such as those from perception, introspection, or Gestalt psychology also have impacted modern developmental psychology?

Cite experiments, movements, or other major events (such as child labor laws or the advent of testing) that might have had an influence upon the field. Using a minimum of eight sources, your assignment is to look at traditional names and concepts that led up to the modern conceptualization of your specialization, and to use your critical thinking skills to speculate how other, less-obvious people and ideas might also have contributed to the field.

To successfully complete this project, you will be expected to: 1.Use critical thinking to speculate how events might have impacted the life of a major theorist OR might have led to the foundation of a theoretical perspective.
2.Synthesize the ideas within psychology to follow the course of development within a particular psychological specialization.
3.Describe the impact of the major names and schools of thought that have emerged within psychology.
4.Think proactively and ethically about the future of the psychology field.

 

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Describe the contributions the study will make from a methodological or practical perspective.In the acute health care industry, it is imperative that health care organizations have educated and supportive nursing staff.

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Describe the contributions the study will make from a methodological or practical perspective.In the acute health care industry, it is imperative that health care organizations have educated and supportive nursing staff.

TITLE OF THE STUDY.

Statement of the Problem

In the acute health care industry, it is imperative that health care organizations have educated and supportive nursing staff. Employees have to work in various kinds of environments under different management styles so that they can improve their patient care services and ensure to maintain discipline. Although the differences in management styles due to gender differences have been observed by several authors, it is still a controversial issue for the industry to understand the implication of differences in management style and gender for employee discipline.The focus of this study will be in hospitals in northern California to examine the differences of employee disciplinary practices between male and female managers within Acute Health Care industry.

An examination of differences in employee disciplinary practices adopted by male and female managers within the health care industry.

A)Explain how the study contributes to knowledge in the field.

•1)What new knowledge is provided?

Describe the information available about the topic.

•2)How is the field lacking?

•3)Why is it important?

•4)How does the study address those issues?

5) Explain your criteria for selecting relevant scholarship to include in the study.

6) Describe the contributions the study will make from a methodological or practical perspective.

7) Explain how the population and context of the study are relevant to the field.

 

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Write a response addressing the importance of the unique perspective of anthropology in today’s global economic market.

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Write a response addressing the importance of the unique perspective of anthropology in today’s global economic market.

Why did the financial crisis of 2007 erupt, and take so many people by surprise? Why did so few people spot the problems that were developed in finance before the crash — and blow the whistle? These days it is often popular to blame the problems on banker greed or political failure. But alongside those issues, another factor was also at work: the way that information circulates around the modern world, via the media.

In the years leading up to the crisis, many parts of the financial system were operating in a state of obscurity, because they were deemed too boring — or technical — to merit wider debate in a competitive and crowded media world. And a pattern of structural and cognitive silos further impeded information flows, contributing to these areas of “social silence” (to use a concept developed by the French anthropologist Pierre Bourdieu).

These failings matter — not simply in terms of the financial world — but for the non-financial system too. Many of the problems with silos and social silences that occurred in finance can be seen elsewhere, from government bureaucracies, medicine, the energy industry, and so on. And while recent changes in the media — and the shift towards electronic communication — could theoretically counter this silo problem, the rise of electronic forms of communication is also reinforcing silos (and social silences) too.

In essence, what’s needed in today’s media and much of the wider world is an “anthropological” prism: namely, an analytical approach that tries to connect the dots, explore power structures, and deconstruct not only what society says about itself… but also the “social silences” that tend to be ignored with such fatal consequences.

Gillian Tett is the U.S. managing editor of the Financial Times, leading the editorial development of the paper s U.S. edition and of U.S. news on FT.com. Previously, Tett was assistant editor responsible for the FT s markets coverage. She also served as capital markets editor, deputy editor of the Lex column, Tokyo bureau chief, Tokyo correspondent, London-based economics reporter, and a reporter in Russia and Brussels.

An anthropologist with a Ph.D. from Cambridge University, Gillian wrote about the financial instruments — such as CDOs, credit default swaps, SIVs, conduits, and SPVs — that partially contributed to the 2008 financial crisis, famously predicting the collapse of the financial markets two years ahead of the curve.

Gillian is the author of New York Times bestseller Fool s Gold: How Unrestrained Greed Corrupted a Dream, Shattered Global Markets, and Unleashed a Catastrophe (Little Brown, UK and Simon and Schuster, US, 2009), and Saving the Sun: A Wall Street Gamble to Rescue Japan from its Trillion Dollar Meltdown (Harper Collins, 2003). Fool s Gold won Financial Book of the Year at the Spear s Book Awards in 2009.

 

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What are some of the obstacles or barriers to implementing EBP in nursing? Provide a 150 word response to the below discussion question answer in apa format with in-text citations and references:

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What are some of the obstacles or barriers to implementing EBP in nursing?
Provide a 150 word response to the below discussion question answer in apa format with in-text citations and references:

Discussion Answer:

There are several barriers or obstacles to implementing evidence based practice into clinical practice in the healthcare workplace environment. Nurses are overworked and have extremely demanding daily routines as it is with just medication administration, interventions, care planning, patient and family education and social issues that often present themselves. (Melnyk, 2002).Nurses may see implementation of new practice that has been incorporated due to EBP as an additional task and change to routine. Nursing staff can become resistant to accepting new practice because they feel it will require additional training and education, which would serve as a further demand on an already strained schedule (Melnyk, 2002). Additionally, nursing staff may feel that there is a significant lack of communication between policy makers and practice change agents and what is the actual transition to care of their patients. This is in part due to a lack of knowledge about why things are being implemented. Nurses may feel intimidated to ask questions of superiors because of fear of appearing uneducated or possibly argumentative about adopting new policy.

Overcoming obstacles to implementing EBP is a joint effort from nursing administration, physicians and change agents within the clinical setting. Through adequate education sessions and group discussions barriers can be revealed that may have not even been considered previously and pave a way for change to occur and development of action plans that translate into real changes in patient care.

Original Question: What are some of the obstacles or barriers to implementing EBP in nursing? Provide a rationale for your answer.

 

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What are some of the fields and careers related to Gerontology?

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What are some of the fields and careers related to Gerontology?

The following websites provide information about work in the field of Gerontology. Research them, and/or other websites of your choice to answer the questions below.
http://www.apa.org/practice/guidelines/older-adults.aspx *note: This is an extensive resource, with multiple tabs and drop-down menus
http://www.allpsychologycareers.com/career/geriatric-psychologist.html

http://careersinpsychology.org/become-a-gerontologist/

http://www.alliedhealthworld.com/gerontology.html

Where might a Gerontologist work, and what might his/her duties include?
What type of degree is needed in order to become a Gerontologist?
What salary might a Gerontologist expect to be paid?
What are some of the fields and careers related to Gerontology?

You may need to do a bit of additional research on your own to answer some of these questions, so don’t feel limited to using the above links. This mini-paper should be approximately three pages in length, and needs to be formatted in accordance with APA Style rules with regard to references, font style/size, and page margins/indentations. As this is not a formal paper, you do not need to include a cover page or abstract, but if you want to practice the format of those items (no points will be added or deducted), remember that those items (as well as direct quotes) do not count toward the minimum page length.

 

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Propose innovative healthcare policies which could directly or indirectly impact the national or global healthcare delivery system

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Propose innovative healthcare policies which could directly or indirectly impact the national or global healthcare delivery system
PLEASE READ !!! NEED ALL REQUIREMENTS MET OR WILL IMMEDIATELY FILE DISPUTE!

QUALITY WORK AND EVERYTHING QUESTION MUST BE ADDRESSED

Propose innovative healthcare policies which could directly or indirectly impact the national or global healthcare delivery system
Propose policy development and advocacy
Create health information related public policy
Most professional organizations associated with Health IT have a section on their website related to advocacy or public policy. The intent is to review legislation and regulations that will impact the health IT industry. You are to go to one of the websites below and review the policies and position statements for a particular professional organization. Select one of the areas of concern. Assume that you have to present this organization’s position to the state representatives in Congress. Prepare the following:

1. An executive summary of the topic. This should give the information in a concise format including the reasoning behind the position of the association. Although you may cite the information from the website, do not just copy information from a position paper. You may need to investigate other sources of information to provide facts and figures in your report. This summary should be no more than 3-4 pages. An executive summary should contain the statement of the topic tied to the mission statement of the association, key findings (where appropriate), benefits, and recommendations.

2. Create a narrated presentation that outlines your association’s position on the topic. While the presentation will include information from the executive summary, it should not be a total repetition of the executive summary. You can be creative, yet professional, in your presentation. Use visual pictures or graphs to get your point across. Provide the script for the presentation. There should be at least 8-12 slides.

 

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Explain the importance of cytokines and their receptors in immune system development and responses.

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Explain the importance of cytokines and their receptors in immune system development and responses.

Summarize the biology of B lymphocytes, from origin to surface molecules.

Summarize the biology of T lymphocytes, from origin to surface molecules.

Analyze the reactions of T and B lymphocytes with each other as well as with other cell types.

Explain the importance of cytokines and their receptors in immune system development and responses.

Format your paper consistent with APA guidelines. Use at least 3 to 5 different references in your paper.

Document Preview:
Transplantation Issue: Volume 86(3), 15 August 2008, pp 384-390 Copyright: (C) 2008 Lippincott Williams & Wilkins, Inc. Publication Type: [Editorials and Perspectives: Overview] DOI: 10.1097/TP.0b013e31817c90f5 ISSN: 0041-1337 Accession: 00007890-200808150-00003 Keywords: Renal transplantation, HLA antibody detection, Sensitized patients [Editorials and Perspectives: Overview] Tools for Human Leukocyte Antigen Antibody Detection and Their Application to Transplanting Sensitized Patients Fuggle, Susan V.1,2,3,5; Martin, Susan4 Author Information 1 Transplant Immunology and Immunogenetics, Oxford Transplant Centre, Churchill Hospital, Oxford, United Kingdom. 2 Nuffield Department of Surgery, University of Oxford, Oxford, United Kingdom. 3 UK Transplant, Bristol, United Kingdom. 4 Transplantation Laboratory, Manchester Royal Infirmary, Manchester, United Kingdom. 5 Address correspondence to: Susan V. Fuggle, Ph.D., Transplant Immunology and Immunogenetics, Oxford Transplant Centre, Churchill Hospital, Oxford OX3 7LJ, United Kingdom. E-mail: susan.fuggle@nds.ox.ac.uk Received 8 January 2008. Revision requested 11 February 2008. Accepted 14 April 2008. ———————————————- Outline Abstract Antibody Identification Complement Dependent Cytotoxicity Flow Cytometry Solid Phase Assays Enzyme-Linked Immunosorbent Assay Flow Cytometry Luminex Patient Sensitization Profile Transplanting Sensitized Patients ACKNOWLEDGMENTS REFERENCES Abstract In recent years there have been major advances in the technology for the detection and definition of human leukocyte antigen antibodies. In this overview we describe the evolution in laboratory technology, the techniques currently available and consider their application in antibody specificity definition and in understanding a…

 

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Explore sociological and psychological theories that can explain peoples behaviour including The Sick Role concept

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Explore sociological and psychological theories that can explain peoples behaviour including
The Sick Role concept

Module Guide
Social Sciences and Nursing
HAP-4-004
Faculty of Health and Social Care
2014-2015
Level 4
Table of Contents
1. Module Details 3
2. Short Description 3
3. Aims of the Module 4
4. Learning Outcomes 4
4.1 Knowledge and Understanding 4
4.2 Intellectual Skills 4
4.3 Practical Skills 4
4.4 Transferable Skills 4
5. Assessment of the Module 5
6. Feedback 7
7. Introduction to Studying the Module 7
7.1 Overview of the Main Content 7
7.2 Overview of Types of Classes 8
7.3 Importance of Student Self-Managed Learning Time 8
7.4 Employability 8
8. The Programme of Teaching Learning and Assessment 9
9. Student Evaluation 10
10. Learning Resources 11
10.1 Core Materials 11
10.2 Optional Materials 12
NOTES 13
1. MODULE DETAILS
Module Title: Social Sciences for Nursing
Module Level: 4
Module Reference Number: HAP_4_004
Credit Value: 20 CAT point
Student Study Hours: 200 hours
Contact Hours: 30 hours
Private Study Hours: Electronic supported activity 20 hours
Pre-requisite Learning (If applicable): None
Co-requisite Modules (If applicable): N/A
Course(s): BSc (Hons) Adult Nursing
BSc (Hons) Childrens Nursing
BSc (Hons) Learning Disability Nursing
BSc (Hons) Mental Health Nursing
Subject Area: Sociology and psychology
Summary of Assessment Method: Patient Narrative Pass Mark 40%
2. SHORT DESCRIPTION
This module will introduce the concept of the patient voice as a means of improving the patient experience and health outcomes. Equally the hearing of patient / client stories to an improved and a more compassionate approach to care. The outcomes of these studies surely register with current and past government policy that has little doubt that services should be planned with patients at the centre of care. As such this module will endeavour to use a patient story of their experience illness in order to construct the cultural social and psychological meaning and locate these in contemporaneous sociological and psychological theoretical perspectives.
3. AIMS OF THE MODULE
This module aims to:
To introduce students to sociological and psychological theories that explicates the perspective of wellness and illness.
To develop skills in working with vulnerable people that encompass values such as compassion dignity and respect and that practice is within the philosophy of empowerment and partnership
To develop an understanding of the concept of discrimination and the impact this can on individuals and communities
To develop an understanding of the learning opportunities when we listen to a patients story.
4. LEARNING OUTCOMES
4.1 Knowledge and Understanding
4.2 Knowledge and Understanding
Develop an understanding of inequalities and vulnerability in health and social care
Discuss how peoples social environment and choice of life style can impact on their health
Understand how the inequalities that people face may be exacerbated by practice that does not take into account anti-discriminatory practice and empowerment
Demonstrate an understanding of how their own values beliefs and culture may impact on their patients and families
4.3 Intellectual Skills
Able reflect on reason with and understand complex situations
Develop structured arguments through discussion and written work
Develop an ability to be self-aware
4.4 Practical Skills
Ability to identify and challenge poor practice
Ability to integrate theory and practice in order to facilitate change
Ability to listen to the patient and understand their contribution to care.
4.5 Transferable Skills
Develop problem-solving skills
Develop critical thinking skills
Develop collaboration and team work skills
5. ASSESSMENT OF THE MODULE
Theoretical Assessment: 3000 word assignment. This assignment consists of two elements:
I. Gaining permission and obtaining a patient narrative whilst on a twelve week host trust placement.
II. Constructing and annotating the narrative using psychological and sociological theories.
Both elements are important. In order to write an assignment there is requisite to have acquired a patient story and can demonstrate an understanding of how health and illness has impacted on their lives.
Formative Assessment: Student will be asked to write up to a 1000 words of the patient story without any annotation. The students will share their stories in groups and discuss the theories from the module that best explores the narrative. This formative piece of work will take place in week four of the module.
Summative Assessment:
The assessment method will involve the student in interviewing a patient / client / carer with consent and then writing a patient narrative that explores the patient journey. The narrative will be annotated using the theories espoused in the module to explicate the patients circumstances and their perspective of their condition.
1. What is a narrative
Basically a patient narrative is the retelling of a story of events that have lead them to where they are now. While a story is just a sequence of events a narrative recounts those events whilst emphasising some aspects of the account and leaving out others is they are irrelevant or unimportant.
Visit: http://www.eng.niu.edu/wac/narr_how.html for more information on what a narrative is.
2. Why is patient / client narratives important
Patient /client narratives are important because it introduces the patients perspective into our understanding illness. It allows us to adopt a more patient / client approach to the delivery of health care. Conversely it helps us in the recognition that other individuals have perspectives and values which differ from our own. Example: A familys story of their thoughts feelings and fears bound up in their 10 year old daughter having type 1 diabetes may elicit an understanding that it is not just about the condition. It is how it represents an entire way of living in which their lives are consumed by choices risks and restrictions that diabetes has imposed upon the family.
Visit: http://onlinelibrary.wiley.com/doi/10.1111/j.1440-1800.2007.00331.x/abstract
http://www.survivor-research.com/index.php/component/content/article/24-highlights/82-black-women-recovery-and-resilience
To find out why narrative are important to nursing care
3. How to write a narrative
The basis for this assignment begins with the selection of a patient carer client or parent who is willing to tell you their story. You will need to seek consent and show in the assignment that the persons / childs anonymity has been respected.
It might be daunting task to ask a specific person or family to tell you their story but discuss this with your mentor on placement who may be able to advise the best patient / child / client/ family to approach.
Visit: http://www.sciencedirect.com/science/article/pii/S1361311104000731#sec1
This web site will give you ideas on how you might elicit a patient/ client / parent / childs narrative.
4. Interpretation of the narrative.
How you interpret the narrative will be the subject area explored in the Social Sciences for Nursing module however preparatory reading is given below.
Visit: http://onlinelibrary.wiley.com/doi/10.1111/1467-9566.00252/pdf On how to interpret a patient narrative.
Submission Date for electronic submission:
Prior to submission the course team will be able to read 500 words or a draft proposal of your assignment. Please note that feedback on drafts will only be given if the drafts are received before the 08.05 2014.
The submission date is the 13.05.2015
Provisional results will be released on the 05.06.2015
Resubmission date will be the 13.07.2015
Submission Route:
All assignments will be submitted electronically in a drop box on Moodle.
All assignments must have been through Turnitin.
The assignment submitted through Moodle is the only assignment that will be marked.
The submitted assignment in Moodle must have a front page in the house style. An example is below.
The submitted assignment must have a footer which includes page numbers and student number.
The Module Co-ordinator will set up the site to open two weeks before the hand in date and the site will close at midnight on the submission date.
Please ensure that your completed assignment is available before midnight of the submission date. The site will close at midnight and no further submissions will be accepted.
Students who have special dispensation to submit after the published submission date will be able to access an alternative site. This site will open on the 0900 the day after the published submission date and close midnight two weeks after the published submission date. This service is available for first attempts only.
Subsequent attempts are not bound by a two week extension.
Please be mindful that if you are planning to submit your assignment close to the midnight deadline that this will be a busy period and might result in missing the deadline.
House style front page
Module Title: Social Sciences and Nursing
Module reference Number: HAP_4_004
Module Leader:
Student Number: 2534567
Assignment Title: Patient Narrative
Field: Childrens Nursing
Cohort: September 2013
Word Count: 2897
External Examiner: Frances David Marshall
Email:
6. FEEDBACK
Results and feedback will be available on Moodle on 05.06.15
7. INTRODUCTION TO STUDYING THE MODULE
7.1 Overview of the Main Content
Lay interpretations of health
o Health Belief Model
o Illness Narratives
Life Course
o Life span approach
o Attachment theory
Stigma
o Presentation of self and stigma
o Concordance and compliance
o Conformity
Institutionalisation
o Vulnerability
o Safe Guarding
o Sick role
Anti discriminatory Practice
The module content is delivered and interacted with both in the face-to- face and virtual learning environment (VLE). You are required to attend face-to-face study sessions (30 hrs) as well as undertaking learning activities (L-tivities) which (20hrs). This module format should allow you flexibility in the way you manage when and where to study.
The L-tivities include materials developed from accessing electronic media (e.g. books journals video casts and web pages). You will be required to complete the study materials on a weekly basis. Each L-tivity is designed to take 2 hours study and there are 3 per week. Feedback and clarification on L-tivities will be via the face-to-face sessions or from materials and interactions from within the VLE.
7.2 Overview of Types of Classes
Teaching and learning strategies based on blended learning approaches will be employed to ensure a balanced and integrated learning: The use of a constructivist model of learning and teaching will be employed.
Key Lectures to introduce and extend knowledge and understanding of the topic areas
Group work / Seminar activities to developing better understanding of the topics and encourage peer assisted learning. Peer sharing of ideas /experience will encourage students to reflect on their life experiences or previous learning opportunities. Facilitation will be provided by a member of the module teaching team.
Moodle (VLE)
Moodle will be used in two ways firstly as a means of communicating subject materials and secondly as an interactive learning experience. E-learning will use a range of electronic technology to engage students in multi-sensory inclusive learning
7.3 Importance of Student Self-Managed Learning Time
Completion of blended learning to engender a deep learning of the subject matter
To use blended learning in a constructionist manner building upon previous learning
Engage with research material to enhance understanding of the subject matter and to understand the application to the students field of nursing.
7.4 Employability
Agenda for Change (2004) the Knowledge and Skills Framework (2004) identify the key role nurses have in taking the health service forward and delivering safe optimal standard of care. The National Service Framework (Department of Health 2004) provides the contextual reference for this care for patients. Through this module the individual nurse will develop knowledge and understanding which will contribute to the sociological physiological and cultural assessment of the patient. In this way the individual nurse will be fit for purpose with relation to this aspect of care delivery.
8. THE PROGRAMME OF TEACHING LEARNING AND ASSESSMENT
Lay interpretations of health
Learning Outcomes
At the end of the session the student will be able to:
Examine the move from bedside to the bio-medical model
Understand some of the criticisms of the model
Explore your own and others beliefs about health and illness.
Explore factors which might influence illness behaviour.
References
Blaxter M. (1983) The Causes of Disease: Women Talking Social Science and Medicine17: 59-69
Herzlich (1973) Health and Illness London: Academic Press
Blaxter M. (2010) Health (Key Concepts) Polity Press: Malden
Roham K. (2010) Health Psychology Palgrave MacMillan: Basingstoke
Life Course
Learning Outcomes
Distinguish between life course and life cycle/life span
Demonstrate an understanding of the concept of critical period
Demonstrating an understanding of the link between adverse conditions in infancy and early childhood and increased morbidity and mortality in later life
References
Roham K. (2010) Health Psychology Palgrave MacMillan: Basingstoke
Barry A. & Yuill C. (2012) Understanding the Sociology of Health (3rd Ed) Sage: New Delhi
Engel GL. (1977) The need for a new medical model: a challenge for biomedicine. Science 196 129-136
Upton D (2010). Introducing Psychology for Nurses and Healthcare Professionals. Pearson Education Limited. Essex.
Institutionalisation
Learning Outcomes
By the end of this session the students will have an understanding of:
Concept of institutionalisation
Concept of safeguarding adults and children
Understanding of the mechanisms and context in which abuse can take place
To explore the concept of vulnerability
References
Roham K. (2010) Health Psychology Palgrave MacMillan: Basingstoke
Goffman E. (1968) Asylums: Essays on the social situation of mental patients and other inmates. Penguin: London
Barry A. & Yuill C. (2012) Understanding the Sociology of Health (3rd Ed) Sage: New Delhi
Engel GL. (1977) The need for a new medical model: a challenge for biomedicine. Science 196 129-136
Upton D (2010). Introducing Psychology for Nurses and Healthcare Professionals. Pearson Education Limited. Essex.
Wilkinson R Pickett K. (2010) The Spirit Level. Why Equality is Better for Everyone. Penguin. London
Stigma and Presentation of Self
Learning outcomes
At the end of the session the student will be able to:
Explore sociological and psychological theories that can explain peoples behaviour including
The Sick Role concept
Studies of stigma management
Compliance concordance and adherence
References
Parson T. & Turner B. (1991) Social Systems (2nd ed) Routledge Oxon.
Barry A. & Yuill C. (2012) Understanding the Sociology of Health (3rd Ed) Sage: New Delhi
Goffman E. (1959) The presentation of Self in Everyday Life Penguin: London Southbank University
Goffman E. (1963) Notes on the management of a Spoiled Identity. Simon & Schuster Inc: New York.
Engel GL. (1977) The need for a new medical model: a challenge for biomedicine. Science 196 129-136
Upton D (2010). Introducing Psychology for Nurses and Healthcare Professionals. Pearson Education Limited. Essex.
Anti discriminatory Practice
Learning Outcomes
At the end of the session students will be able to
To appreciate the complexities of discrimination
To examine a theoretical framework that helps us to understand these complexities
To understand the relationship between agency and structure.
References
Thompson N. (2012) Anti-Discriminatory practice: Equality Diversity and Social Justice: Palgrave MacMillan Basingstoke
Thompson N. (2006) Power and Empowerment: Palgrave MacMillan Basingstoke
Millaam R. (2011) Anti-Discriminatory Practice: A guide to working with children and young people. Continuum Publishing: London.
Wilkinson R Pickett K. (2010) The Spirit Level. Why Equality is Better for Everyone. Penguin. London
9. STUDENT EVALUATION
Good things:
Enjoyable.
Interesting.
Relevant.
Stimulating.
Hardwork.
Needs improvement:
Assignment deadline too near the end of the module.
End of Module too far away from the Assignment deadline
Some of the material was difficult to understand
Suggestions from students:
Move assignment deadline nearer / further away from the end of the module.
Assignment workshops earlier in the module
Team response to Evaluation:
The new September 2014 course plan ensures that there is a gap between the end of the module and the assignment submission date.
Assignment workshops will take place earlier in the module.
Small group seminars will enable students to seek clarity on aspect of the module they find hard to understand.
10. LEARNING RESOURCES
10.1 Core Materials
Rana D. & Upton D. ( 2009) Psychology for Nurses Essex Pearson Education Limited
Barry A-M. & Yuill Y. (2011) Understanding the Sociology of Health: An Introduction London Sage Publications.
Yuill C. & Crinson I. (2010) Key Concepts in Health Studies London Sage Publications.
Weiss G. &Lonnquist L. (2006) The Sociology of Health Healing and Illness Essex Pearson Education Limited.
Broussine E. & Scarborough K. (2012) Supporting People with Learning Disabilities in Health and Social Care London Sage Publications
Russell L. (2014) Sociology for Health Professionals London Sage Publications
Goodman B. & Ley T. (2013) Psychology and Sociology in Nursing London Sage Publications
Sheridan M. Sharma A. &Cockerill H. (2008) From Birth to Five years: Children Development (3rd Ed) London Routledge
Marsh I. Keating M. Punch S. & Harden J. (2009) Sociology: Making Sense of Society Essex Pearson Education Limited.
Smith L. & Coleman V. (ed) (2010) Child and Family centred Healthcare (2nd Ed) China; Palgrave Macmillan
Lovallo R. (2005) Stress and Health: Biological and Psychological Interactions (Behavioural Medicine & Health Psychology) California Sage Publications
Mencap (2007) Death by Indifference London Mencap
Nash M. (2010) Physical Health and Well-Being Clinical Skills for Practice. Open University Press
Rapley M Moncreiff J & Dillon J (2011) De-medicalizing Misery Psychiatry Psychology and the Human Condition. Palgrave MacMillan
Sarafino E. P. (2006) Health Psychology- Biopsychosocial Interactions (5th Ed.). Hoboken Wiley & Sons Inc.
10.2 Optional Materials
Disability Rights Commission (2009) Six Lives: The Provision of Public Services to People with Learning Disabilities Local Government Ombudsman
Hamilton-West K. (2011) Psychobiological Processes in Health and Illness. Sage
Coulter A (2011) Engaging Patients in Healthcare. Open University Press
Haworth J & Hart G (2012) Well-being: Individual Community and Social Perspectives. Palgrave MacMillan
Gatchel Robert J. (2004) Co-morbidity of Chronic Pain and Mental Health Disorders: The Biopsychosocial Perspective American Psychologist Vol 59 (8) 795-805.
Mental Health Foundation (2008) Feeding Minds The Impact of Food on Mental Health London Mental Health Foundation
Royal College of Psychiatrists (2010) No Health without Mental Health The supporting evidence London Academy of Royal Colleges
Other useful websites:
www.library.nhs.uk
www.dh.gov.uk
www.nhs.uk/livewell/mentalhealth
www.patientvoices.org.uk
www.rcn.org.uk/development/practice/diabetes/patient_voices

 

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