6-8 leadership theory and effective leadership styles for educational

This final paper should review the current literature and compare three or more effective leadership styles for school administrators. Students are highly encouraged to take a leadership style self-inventory and reflect on both their strengths and weaknesses.

Format Requirements: The paper must use the Paper Template, 6 – 8 pages long, and include a minimum of 3 peer-reviewed references. It should be clear and concise. The paper including in-text citations and the reference page need to be in APA 6th ed. format.

The Community Based Education Nursing Essay

Health literacy is an on-going problem in the United States. For more than twenty years health literacy has been a barrier to self-management of health care needs, compliance, and understanding. Nurses must be more effective in utilizing “teachable moments”, with each patient encounter. Traditional patient teaching strategies may no longer be adequate in providing the needed education and support to patients, families and caregivers. Nurses will need to employ multiple strategies of patient teaching and avail themselves in various settings, to meet the ever-changing needs of our patients. Implementing new strategies, for patient specific teaching, will certainly meet resistance, as it will require a commitment from all stakeholders. Nurses provide a valuable service through patient education. The change proposed, within this paper, is specific to the education of patients, in the community, for their on-going health care management.

Health literacy is “the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions” (National Network of Libraries in Medicine, 2012, ¶ 1). The National Safety Foundation’s, “Ask Me 3 Health Literacy report states, the health of 90 million people in the U.S. may be at risk because of the difficulty some patients experience in understanding and acting upon health information” (Kirsh, et al, 2011, ¶ 1). “Literacy is one of the strongest predictors of health status. In fact, all of the studies that investigated the issue report that literacy is a stronger predictor of an individual’s health status than income, employment status, education level, and racial or ethnic group” (Weis, 2009, p. 13).

Proposed Change

The “call to educate patients” is certainly not new to health care; in fact, “the Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) has mandated that client and family education be a part of comprehensive care since 1993.” (Freda, 2004, ¶1). However, patients continue to lack basic health care knowledge competence, strategies for effective implementation of the information, and confidence in self-management. Patient education can help promote well-being through compliance and prompt detection of significant manifestations. Through establishment of community-based educational opportunities and resources, patients, families and caregivers can access, gain knowledge, and build confidence in managing their health care needs.

Stakeholders

Patients, families, and caregivers will be able to increase their understanding and working knowledge of health care issues as they navigate through times of wellness and illness. Physicians and Nurse Practitioners will be able to refer patients to the Community-Based Education Project for patient specific plans for educational programs and one-on-one time with a health care educator. The community, at large, will be able to utilize the Community-Based Education Project to strengthen their knowledge and understanding and will find the project to be a useful resource in their lives. Financial supporters would be able to demonstrate their commitment to the community and health and wellness. A project director, designated to oversee the legal and financial aspects of the project, is to be appointed. Health care educators, and support staff, would establish, maintain, and update resources, programs, and access to health information.

Strategies for Change

The Community-Based Education Project, depending on the community needs, size, and funding, would be the hub for a variety of educational materials, resources, and educators. The community would access the project, much like a library. Within the facility, computers, books, brochures, and teaching tools are available. A schedule of on-site or telehealth teaching classes will be provide teaching of current health care issues affecting the community. Nurses will be onsite for scheduled appointments for patient-specific teaching. These appointments provide physician-designated teaching strategies, such as anticoagulant or diabetic monitoring and management strategies. I addition, nurses will provide encouragement and support to the community members. Computer animated software programs, internet access to health-related websites and resources, and up-to-date medication information demonstrates the type of education promoted at the site.

Barriers & Obstacles

With any change, there is resistance. Marquis & Huston writes, “many forces are driving change in contemporary healthcare, including rising health-care costs, declining reimbursement, workforce shortages, increasing technology, the dynamic nature of knowledge, and a growing elderly population” (2012, p. 163). Financial aspects seem to be the most dramatic barrier or obstacle to implementing the Community-Based Education Project. There are federal, state, and local programs that may be accessible for assisting to fund and maintain the project. Insurance companies often require that patient care and health promotion teaching, as a component to outpatient nursing services, like home health, thus may be willing to provide support. Housing of the Community-Based Education Project could prompt an obstacle to implementation, however each community could determine the best location for their unique needs- some may choose to have the project within the community health department, or as a sub-service of the library, health care institution or facility, even a local church may be willing to house the project. Strategic planning meetings will be conducted, to promote open communication of needs, expectations and to promote awareness. “Whenever possible, all those who may be affected by change should be involved in planning for that change” (Marquis & Huston, p. 171). Anticipating the potential for “abuse” of online services, the project would consider limiting access to networking sites or email accounts, and other sites that are not in keeping with the purpose of the project.

Nurses’ Role

Education has been a component of nursing all throughout history. Nurses would serve an integral role of marketing the project and services to physician, hospitals, health promoters, and the community. Nurses would survey the stakeholders of each community to find the most common health care needs and tailor the schedule of events according to those needs. Scheduled appointments would help determine the nursing work force needed to meet the requests for one-on-one education, as well as group opportunities. The nurses would be responsible to report the community involvement, needs, and usefulness of the project to the Project Director (based on the original structure and financial support).

Conclusion

A community-based education project would provide on-going teaching to not only patients, families, and caregivers, but it would provide health information and promote wellness within the community that it serves. The change would require the health care community to join forces and support the neighborhoods to which they serve. Making resources available through a variety of media meets various literacy levels, ages, and educational needs may reduce hospitalization, re-hospitalization, and unnecessary emergency department visits.

Patients who have a clear understanding of their after-hospital care instructions, including how to take their medicines and when to make follow-up appointments, are 30 percent less likely to be readmitted or visit the emergency department than patients who lack this information, according to a study funded by the Agency for Healthcare Research and Quality (AHRQ) and published in the February 3, 2009, issue of the Annals of Internal Medicine. (Krames, n.d., p. 2)

Nurses can efficiently and effectively evaluate, monitor, and provide on-going and pertinent health education to patients. Learning is more readily facilitated, and accepted, in non-threatening environments as well as when they are experiencing less stress. Allowing patients to remain in their community, work with their own schedule, and develop a nurturing and therapeutic relationship with the project nurses will enhance wellness.

A few months ago, the upper management at a large corporation decided they wanted to make major changes in the organization. Leadership is concerned that employees may be resistant to the change, and they want to find out if there is a change management method that would help employees accept change more effectively and keep employee satisfaction high.

A few months ago, the upper management at a large corporation decided they wanted to make major changes in the organization. Leadership is concerned that employees may be resistant to the change, and they want to find out if there is a change management method that would help employees accept change more effectively and keep employee satisfaction high.

Two methods they have considered are the ADKAR Framework and the Prosci Change Management Methodology. The company wants to implement a small change in two departments before they make any major organization changes and would like to test the methods. The corporation uses the Devine Company to measure employee satisfaction with an anonymous survey.

Write a 525- to 750-word paper that addresses the following for your chosen scenario:

• Clearly define the problem or issue you are addressing. Provide a brief background of any research you have found that might affect your research hypothesis.

• Create a research hypothesis based on the information provided in each scenario. You have been given a data set (Excel document) with two sets of interval data (just the numbers, as you must decide what they represent, such as method A results or method B results). This means you are going to test one thing against another, such as which method works best (step 1 of the steps to hypothesis testing). State the null and research hypotheses. Explain whether these hypotheses require a one-tailed test or two-tailed test, and explain your rationale.

• Describe the sample you will use. Sample size will be 30 for each group, which are provided in your data set. Explain what type of sampling you selected.

• Do you think you would also collect some descriptive data, such as gender, age, or shift? Why do you think it makes sense to collect descriptive data?

Format your paper according to APA guidelines.

Example

You have a hypothesis that two drugs have different effects on lowering anxiety. You would have anxiety scores for drug A and anxiety scores for drug B (all after 4 weeks of treatment) to run inferential analysis for after 4 weeks.

• Null hypothesis is H0: drug A = drug B • Research hypothesis is H1: drug A ≠ drug B • Dependent variable: Anxiety score changed after treatment. • Independent variable: drug treatment

Because you did not state a direction in your hypotheses (better than or worse than), this will be a two-tailed test. You are looking for differences in either direction. You would set your alpha level of .05 and have a sample for each group of 30 people that were volunteers for the study.

: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

Demonstrate understanding of concepts for the week
Integrate professional resources
Engage in meaningful and respectful dialogue with classmates
Express thoughts clearly and logically
Participation Requirement: You are required to post a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 p.m. MT on Wednesday.

Participation points: If your posts do not meet the participation requirements (above) 20% of the total number of possible points will be deducted from a thread. Each thread is graded independently. You will receive a 20% point deduction in a thread if:

Your first post in each thread is not posted by 11:59 p.m. MT on Wednesday, OR
You do not post a second time in each thread
Discussion Criteria A
(92-100%)

Outstanding or highest level of performance

B
(84-91%)

Very good or high level of performance

C
(76-83%)

Competent or satisfactory level of performance

F
(0-75%)

Poor or failing or unsatisfactory level of performance

Responds to the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week based on assigned reading(s) and weekly course lesson.
0-8 points

Thoroughly answers the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
8 points

Answers the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
7 points

Answers the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
6 points

Does not respond to the initial discussion question(s). Little or no evidence of knowledge or understanding of weekly concepts.
0-5 points

Supports ideas and opinions with experiences and resources from assigned reading and/or textbook, and lesson.
0-6 points

Thoroughly supports ideas and opinions with experiences and resources that include lesson and assigned readings and may also include professional journal articles. Ideas are credited* to the source.
6 points

Supports ideas and opinions with experiences and resources that include lesson or assigned readings that are credited* to the source.
5 points

Satisfactorily supports ideas and opinions with experiences and resources that mention the lesson or assigned readings but source is not noted.
4 points

Little or no support of ideas and opinions with any experiences or resources.
0-3 points

Engages in meaningful and respectful dialogue with classmates before the end of the week.
0-7 points

Responds to classmates and/or instructor by name in a respectful manner speaking to the points already made by others, furthering the dialogue through clarification and additional knowledge, thereby contributing much depth to the discussion.
7 points

Usually responds to classmates and/or instructor by name and always in a respectful manner speaking to the points already made by others, furthering the dialogue and adds some depth to the discussion.
6 points

Unable to determine to whom the person is speaking but is respectful speaking to the points already made by others, but does not further the discussion.
5 points

Responds to classmates and/or instructor in a disrespectful manner or responses are not on topic causing distraction to the discussion.
0-4 points

Communicates in a professional manner.
0-4 points

Presents information using clear and concise language in an organized manner (uses accurate English grammar, spelling, syntax, and punctuation with minimal errors).
4 points

Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
3 points

Presents information using understandable language but is somewhat disorganized (many errors in English grammar, spelling, syntax, and punctuation).
2 points

Presents information that is not clear, logical, or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
0-1 point

Participation
Posts a minimum of two (2) times in each graded thread. These two (2) posts must be on two (2) separate days and the first post in each thread must be completed by 11:59 pm MT on Wednesday.

5 points deducted per thread if this criterion is not met. A zero is the lowest score possible per thread and each thread is graded independently.

NO points added or deducted if minimum requirements are met. Deduct 5 points if minimum requirements are NOT met.
*Credited means stating where the information came from (specific article, text, or lesson). Example: Our text discusses…. The information from our lesson states…. Smith (2010) claimed that….. Mary Manners (personal communication, November 17, 2011)….

The Consequences Of Cigarette Smoking Health And Social Care Essay

‘Cigarette smoking’ is not a new term for people in the entire world. Most of the people know that it is not good for health but still the smokers continue to smoke, why? People start smoking cigarettes with very numerous individual reasons. Most of the youngsters start smoking cigarettes because they think it looks cool and stylish. Some start smoking because their friends or family members smoke. Cigarette smoking is one of the worst things that people can do to their bodies. It is one of the most leading preventable causes of death in the world. Globally, tobacco use is the second cause of death after hypertension which is currently responsible for killing one in ten adults (WHO, 2010). Smoking cigarette is one of the biggest public health threats the world is facing today. This essay is a research which contains the basic information about the dangers of cigarette smoking. This will be an attempt to analyse the determinants of cigarette smoking. This essay will try to illustrate the factors which are associated with the cigarette smoking cessation in various groups like teenagers, pregnant women and passive smokers. The research will be mainly focused on the policies, interventions and strategies of government and health organisations towards cessation of smoking tobacco on the global, national as well as local level. It will also try to analyse the inequalities in health due to smoking.

‘the science and the art of preventing disease, prolonging life, and promoting physical health and efficiency through organised community efforts for the sanitation of the environment, the control of community infections, the education of the individual in principles of personal hygiene, the organisation of medical and nursing services for the early diagnosis and preventive treatment of disease, and the development of the social machinery which will ensure to every individual in the community a standard of living adequate for the maintenance of health.’ (p. 5)

In 1986, the health promotion came into full force through the Ottawa Charter for Health Promotion. It has defined health promotion as, ‘the process of enabling people to increase control over, and to improve their health’ (WHO, 1998).

According to World Health Organisation, globally more than one billion people smoke tobacco. Almost 5.4 million people are being killed every year due to tobacco smoking (WHO, 2010). The bad effects of cigarette smoking on health are very severe and in several cases, deadly. Tobacco contains an ingredient called Nicotine which is highly addictive and harmful to the body (WHO, 2009). Cigarette smoke contains around 4000 dangerous chemicals like tar, arsenic, cadmium, benzene, formaldehyde etc. It also contains some poisons like hydrogen cyanide, carbon monoxide, nitrogen oxide and ammonia (Cancer research UK, 2008). These harmful ingredients are very dangerous for health. Lung cancer is a commonest disease caused by cigarette smoking. Nine in ten cases of lung cancers are caused by cigarette smoking. Smoking also increases the risk of other cancers like cancers of mouth, larynx, pharynx, oesophagus, liver, pancreas, stomach, kidney etc (Cancer research UK, 2008).

In UK, each year around 114,000 people die due to cigarette smoking which accounts for a fifth of all deaths occur every year. Almost half of the smokers who smoke regularly and who are the long-term smokers die prematurely. Despite lung cancer is a commonest disease caused by cigarette smoking; it has proved that globally more smokers are died due to cardiovascular disease than by cancer (Petersen & Peto, 2004). The smoking cigarette has been very common in industrialised countries since decades where over 90% of men and 70% of women were estimated for lung cancer and over 22% of all cardiovascular disease (WHO, 2009).

Cigarette smoking is being one of the most causative factors to life expectancy, health inequalities and diseases like respiratory disorders, cancer and cardio vascular disorders. Therefore reducing the prevalence of smoking in people will be a key point to reduce the rate of mortality in the world. The governments of all the countries around the world must act decisively against the epidemic smoking tobacco which is the leading global cause of preventable death. There are various policies and strategies for the prevention of smoking cigarettes. The World Health Organisation celebrates ‘World No Tobacco Day’ each year on 31st May which highlights the health risks associated with tobacco use and advocating for effective policies to reduce tobacco consumption (WHO, 2010). The WHO has entered into the force for prevention of smoking cigarettes with launching Framework Convention of Tobacco Control (FCTC) in 2003 (WHO, 2003). The FCTC has promoted smoke free law for the implementation in all over the world. This law bans smoking in public places like bars, restaurants, sports stadiums, railway stations, cinema halls, etc. But only 9% of countries in the world are following the smoke free rule which prohibits the smoking in enclosed public places like bars and restaurants where 65 countries in the world are not implementing smoke free policies on a national level (WHO, 2009).

In 1998 the government of England launched the first comprehensive tobacco strategy entitled ‘Smoking Kills’ which was a landmark strategy in global tobacco control. This strategy mainly focused on the preventing hazards of passive smoking, reducing tobacco marketing to teenagers and helping smokers to quit through the local stop smoking services (Department Of Health, 2009). In UK, the government has set up the NHS Centre for Smoking Cessation and Training (NCSCT) in 2009 (Department Of Health, 2009). This programme is funded by the Department of Health and the aim is to develop national standards of training which can help for cessation of smoking. The government of England launched smoke free law in the year 2007. This law prohibits the smokers to smoke in enclosed public places (Smokefree, 2007). The UK government has also raised the tax on sales of cigarettes and banned the advertising of tobacco products (Official Documents gov. UK, 2006). In UK, the health development agency (HDA) has been commissioned by the department of health to develop the evidence base for the reduction of smoking rate (Naidoo, 2004). The government of UK has also set up a comprehensive stop smoking services which provides counselling and support to smokers who want to quit smoking with complementing the use of stop smoking aids Nicotine Replacement Therapy (NRT) and bupropion (Zyban) (Department of health, 2008). The Department Of Health in UK has also published a consultation paper entitled ‘Consultation on the future of tobacco control’ on 31st May 2008. This consultation was the first step towards developing a new national tobacco control strategies. The main objectives of this consultation are to reduce smoking rates and health inequalities caused by smoking, protect children and teenagers from smoking, to support smokers to quit and helping those smokers who cannot quit (Department of health, 2010).

Teenage smoking has became a very serious issue in the world. It is always seen that, smoking is a rite of passage which comes through the teen age. Most of the teenagers just give it a try once in their life; some of them will try just one or two and after that never touch them again. But for some people it leads to a lifetime of regular smoking. Generally at this stage of developing age, the youngsters receive less supervision of their parents and they get attracted towards the risky things like smoking and alcohol. The problem of teen age smoking is getting so worse that however the rate of adult smoking is falling steadily but the teen age smoking rate is increasing day by day (Department Of Health, 1998).

The smoking increases breathing problems in teenage smokers with almost three times more as often as youngsters who do not smoke. The heart rate increases in teen age smokers as compared to the non smokers. The teenage smokers are also more likely to suffer from psychological disorders (WHO, 2010). The UNF project ‘Building alliances and taking action to create a generation of tobacco free children and youth’ provide evidence for the action for teenage smoking related problems in developing countries (WHO, 2010). In the year 2007, the government of England raised the legal age for the purchase of tobacco from 16 years to 18 years (ASH, 2009). This policy helped to reduce the prevalence of smoking in teenagers in England and this will also help to delay smoking uptake in teenagers so that the health risk will be comparatively lesser. In 2009, the act against retailers who sell cigarettes to youngsters under the age 18 was made tighter. To prevent the teenagers to smoke, UK government also published a Health Bill. This includes more controls on the sales of cigarettes from the vending machines which is the easiest way to purchase cigarettes for underage children. This also includes ban on the display of tobacco picture on the point of sale (ASH, 2009).

Smoking is one of the most dangerous habits for a woman during her pregnancy. It can lead to several complications and serious health problems for the newborn baby. Smoking during pregnancy or breast feeding is an important issue which is responsible for the increase in prenatal and infant mortality rate. Smoking during pregnancy mainly causes low birth weight of an infant (Care Quality Commission, 2010). The Nicotine and carbon monoxide are the substances in cigarette which increases the rate of spontaneous abortion. Smoking during pregnancy can cause the risk of cervical and uterine cancer in females. The nicotine patches also does not seem to be effective for pregnant women because it may include faster rate of nicotine metabolism which may cause higher dose of nicotine. The smoking during pregnancy may also decrease the production of breast milk and reduces the levels of some vitamins such as vitamin ‘E’ and vitamin ‘C’. It is also seen that children whose mother was a cigarette smoker, are at a risk of respiratory disorders like Asthma, and skin disease like Eczema (WHO, 2005). The survey shows that, pregnant women from lower socio economic groups smoke nearly twice than the women from higher socio economic groups (Department Of Health, 2009). In UK the NHS provide smoke free pregnancy support DVDs which are free in cost. These DVDs help to quit smoking for pregnant smokers (Smokefree, 2010).

It is easy to advice stop smoking to people, who smoke, but what about those people who does not smoke directly but smoke indirectly by passive smoking? Every person has a right to be protected from harm from passive smoke and enjoy the smoke free fresh air. A survey shows that globally about one third of adults are regularly exposed to passive smoking and about 600000 people are being killed each year by passive smoking (WHO, 2009). The WHO’s Framework Convention on Tobacco Control (FCTC) played an important role in reducing smoking rate as well as passive smoking by promoting smoke free law worldwide. This law does not allow smokers to smoke in public places like restaurants and bars where the exposure to passive smoke is always very high. Despite this all, only few countries in the world are following this smoke free law. Passive smoking causes certain diseases like lung cancer, ischemic heart disease, asthma attacks, childhood respiratory disease and irritation of eyes, nose and throat (Nuffield Council on Bioethics, 2007).

The smoking rate is always high in some disadvantaged groups such as vulnerable, minorities and prisoners. In UK, the groups like prisoners smoke at very high rate with 70% and more. The smoke free legislation also describes that prison wardens and other non smoking prisoners are at a risk of very high level of passive smoking (Department Of Health, 2009). In UK, it has been identified that smoking is a main causative factor for the inequalities in death rate between poor and rich people. In UK, a death rate caused due to smoking is two to three times more in poor people than in the rich people. The rate of smoking is comparatively higher in poor people against rich people. The cost of cigarette also differs between rich and poor people, a poor person spend more amount of his income on smoking as compared to a rich person. In 2003, the poorer 10% of households spent 2.43% of his income per week for the smoking where the rich 10% of households spent 0.52% of his income for smoking cigarettes per week (ASH, 2005).

The smoking rate varies significantly between some ethnic groups and also between men and women within those particular groups. The Black and other minority ethnic groups have higher smoking rates than the general population in UK. The statistics shows high prevalence of smoking rates among Bangladeshi men with 40%, Irish men at 30%, Black Caribbean men with 35% and Pakistani men at 29% where in women, around 5% of Bangladeshis smoke, compared with 25% of Irish women. The causes for this ethnic diversity in smokers are heavily linked to gender, age, religion and tradition. For example, in Pakistan and Bangladesh smoking for men is associated with socialising, sharing and male identity where the prevalence of smoking rate is very low in women of these countries because it seems to be associated with stigma and shame (Department Of Health, 2009).

The UK government has set ambitious Public Service Agreement (PSA) to reduce health inequalities which targets to reduce the gap in health inequalities between rich and poorest communities. The main target of PSA is the group of routine and manual smokers in which the prevalence of smoking is much higher and this will ultimately reduce the health inequalities including infant mortality rate. The routine and manual smokers occupation for men include HGV drivers, storage handling, sales and retails, van drivers and labours where the occupation for women include sales, retails, carers, cleaners, educational assistants, and kitchen and catering assistance. The NHS, PCTs and some local authorities play as a supportive role by helping PSA (Department of health, 2009).

The smoking cigarettes also affects economically with increasing cost to smokers and the health care services. It is a costly habit for the smokers in more ways than one. It can be a burden on the household budget. One survey found that if both from a couple smoke, they could be spending as much as 15% of their income on tobacco (NHS HealthScotland, 2010). On an average, the smokers spend £676 a year on their tobacco smoking habit. An average 20-a-day smoker can expect to shell out £2,500 a year in total (BBC News, 2006). In UK, Smoking is estimated to cost the NHS £1.7 billion per year but still a full estimate of the total costs of smoking in UK has not been calculated. It has, however, been estimated that banning smoke free in enclosed public places would result the annual saving of £3.9 billion to the UK economy. Reducing childhood exposure to smoke and smoking during pregnancy would also result in the further savings to the government (Nuffield Council on Bioethics, 2007).

Smoking cigarette is a right of every individual so nobody can ban smoking completely but can only reduce the prevalence by spreading awareness to the people about the ill effects of it. Smoking prevalence can be decreased if the general people follow the government strategies and policies. The government should also keep an eye on the implementations of the strategies. The work should be carried out with representative samples of the target audience to implement appropriate messages and activities. The activities of the programme should reach the intended target population. The resistance to smoking messages should be given from the advertisements and the media. Glamorisation of smoking in films and mass media can affect the youth attitudes towards smoking cigarettes and may increase the initiation of smoking impulsively. Therefore the government should investigate which component of intervention like multimedia or mass media prevention campaign are more effective to increase smoking prevalence and should act on decisively to prevent increase in prevalence of smoking. The attractive packing of the cigarettes may also cause for increase in smoking prevalence therefore the government should take action on this and should make compulsory for cigarette companies to produce a standard plain packing. Cigarette packs which contain only ten cigarettes are cheaper as compared to twenty cigarettes pack. This may increase the attraction for youngsters because generally young people are particularly price sensitive. So the government should ban those packets which are less in quantity and price. But it may also affect adversely as some smokers who are trying to quit and prefer buying small packets of cigarettes. This may encourage those people to smoke more. So in this case government can implement this ban on a trial basis and take further decisions.

The government should allocate licence to retailers to sell the cigarettes and restrict them to sell cigarettes without proper licence and should take action against them. There should be greater financial penalties for retailers who sell cigarettes to teenagers who are underage of 18years. The government should also think about the law which prohibits teenagers to smoke. According to the law, there is a penalty for selling cigarettes to minors but there is no penalty for minors who smoke. There should be a fine or penalty to minors who smoke. This may restrict the minors to smoke. The cigarette packets should be kept out of the sight in the shops so that it may reduce the attraction for smokers. Reducing the tobacco outlets can also reduce the prevalence of smoking. The government have already banned the sale of cigarettes to minors from vending machines but if people can get the nicotine patches from vending machines then it would be beneficial for the smokers who want to quit. It is very necessary to act strongly for the teenage smokers because they will become tomorrow’s parents who will smoke and will continue the cycle of smoking related consequences and premature deaths.

This research overall concludes that smoking cigarette is very harmful to the health and has became a huge threat to the public health. All smokers should reduce the smoking for their own benefits and for the people around them. This research overall demonstrate an association between the prevalence of smoking among different groups such as teenagers, pregnant women, global, national and local policies and interventions. This study suggests that the government of each country in the world should act decisively for the cessation of smoking among targeted groups such as different ethnicities who comparatively smoke more. Every country should follow the FCTC’s smoke free laws so that smoking rate can be under control. The teenagers and pregnant women should be given more importance in planning the strategies against smoking cigarettes. This could help in moderate and short-term delay in smoking onset.

The price of cigarettes should be increased more to reduce the smoking prevalence. This would narrow the difference between socioeconomic groups in smoking and the related inequalities in health. The smokers who are trying to quit should be encouraged by government and help them to quit it. The passive smoking should be controlled by implementing smoke free law everywhere wherever it is possible. Because it increases more threat as there is more consumption of cigarette smoke and ultimately the more death rates. Finally the important suggestion would be, every individual should try not to smoke and try to help quitting the other who smoke. If each and everyone will take care of their own health then there would be no need of different strategies and laws. So ‘be a responsible person and avoid smoking’ would be a key solution for the smoking cessation in the world.

REFERANCES:

ASH. (2005) Smoking and Health Inequalities. [Online] Available from: http://www.ash.org.uk/files/documents/ASH_82.pdf [Accessed 10th April 2010].

ASH. (2006) ASH response to the Government Consultation on Under-Age Sale of Tobacco. [Online] Available from: http://www.ash.org.uk/files/documents/ASH_644.pdf [Accessed 9th April 2010].

ASH. (2009) Essential information on young people and smoking. [Online] Available from: http://www.ash.org.uk/files/documents/ASH_108.pdf [Accessed 15th April 2010].

BBC News. (2006) ‘Hidden’ smoking costs revealed. [Online] Available from: http://news.bbc.co.uk/1/hi/health/5360926.stm [Accessed 12th April 2010].

CANCER RESEARCH UK. (2008) Smoking and cancer. [Online] Available from: http://info.cancerresearchuk.org/healthyliving/smokingandtobacco/index.htm [Accessed 2nd May 2010].

Department of Health. (n.d.) SMOKING KILLS. [Online] Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4041805.pdf [Accessed 5th May 2010].

Department of Health. (2009) NHS STOP SMOKING SERVICES Service and monitoring guidance 2010/11. [Online] Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/@sta/@perf/documents/digitalasset/dh_109889.pdf [Accessed 7th May 2010].

Department of Health. (2009) Tackling health inequalities targeting routine and Manual smokers in support of the public service agreement smoking prevalence and health inequality targets. [Online] Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_101225.pdf [Accessed 9th May 2010].

Department of Health. (2009) ‘A smokefree future’ A comprehensive Tobacco Control Strategy for England 2010-2020 Equality Impact Assessment. [Online] Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_111747.pdf [Accessed 15th May 2010].

Department of Health. (2008) NHS Stop Smoking Services & Nicotine Replacement Therapy. [Online] Available from: http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Publichealth/Healthimprovement/Tobacco/Tobaccogeneralinformation/DH_4002192 [Accessed 17th April 2010].

Naidoo, B., Warm, D., Quigley, R., & Taylor, L. (2004) Smoking and public health: a review of reviews of interventions to increase smoking cessation, reduce smoking initiation and prevent further uptake of smoking. [Online] Available from: http://www.nice.org.uk/niceMedia/documents/smoking_evidence_briefing.pdf [Accessed 20th May 2010].

NHS HealthScotland. (2010) Smoking and your wallet. [Online] Available from: http://www.canstopsmoking.com/smoking-facts/cost-of-smoking.htm [Accessed 18th May 2010].

Nuffield Council on Bioethics. (2007) Public health: ethical issues. [Online] Available from: http://www.nuffieldbioethics.org/fileLibrary/pdf/Public_health_-_ethical_issues.pdf [Accessed 1st May 2010].

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Treating Apraxia in Children with Autism: Effects of Using PROMPT and PECS


Abstract

Autism Spectrum Disorder (ASD) and Childhood Apraxia of Speech (CAS) are different diagnoses that present with similar characteristics. While children with ASD and CAS have different interventions, there may be an advantage in treating them together. The purpose of this research paper is to assess whether children with ASD and CAS can benefit from the use of both Picture Exchange Communication System (PECS) and Prompts for Restructuring Oral Muscular Phonetic Target (PROMPT).


Introduction

Childhood Apraxia of Speech (CAS) and Autism Spectrum Disorder (ASD) are two distinct disorders. CAS is a motor speech planning and/or programming disorder characterized by reduced volitional movements of the articulators in the absence of neuromuscular deficits (Teverovsky, Bickel, & Feldman, 2009). ASD is identified as a neurodevelopmental disability with social communication difficulties and the restricted and/or repetitive behaviors. Children with ASD and CAS seem to present co-occurring verbal and non-verbal behaviors (Chlebowski, Green, Barton, & Fein, 2010). Despite existing research studies, testing for CAS in children with ASD may benefit in creating an effective treatment for facilitating communication. Nonverbal children with autism with/without childhood apraxia of speech may benefit from using both Picture Exchange Communication System (PECS) and Prompts for Restructuring Oral Muscular Phonetic Target (PROMPT) (Shriberg, et al., 2017).


Childhood Apraxia of Speech

CAS is a neurological disorder in which speech movements are impaired without any muscular deficits in the articulators. In other words, the brain does not send signals to the articulators when movement is required. According to the American Speech-Language-Hearing Association (ASHA, 2007), children with CAS know what they want to say but cannot communicate that information to muscles in their articulators. This is often misrepresented as reduced intelligibility and comprehension (Teverovsky, Bickel, & Feldman, 2009). CAS is a complex and multifaceted disorder which impairs learning and cognition, behavior, oral motor, and social abilities. The ability to sequence movements required for speech production is compromised. This leads to speech characterized as abnormal prosody, reduced articulatory accuracy as speaking rate increases, poor coarticulation, and increased speech errors (Teverovsky, Bickel, & Feldman, 2009).

Characteristics of CAS vary throughout childhood development. Symptoms can be seen in the beginning of infancy with limited, and in some cases no, canonical babbling and few variegated babbling during the child’s first year. During the second year, there is slow and gradual expansion of the lexicon, difficulty combining sounds, delayed first words, and substitution or deletion of phonemes (Terband, Maassen, Guenther, & Brumberg, 2009).

Differential diagnosis for CAS, or a key diagnostic factor for CAS is “inconsistent errors of consonants and vowels in repeated productions of syllables or words and lengthened, disrupted coarticulatory transitions between sounds and syllables, and inappropriate prosody, especially in the realization of lexical or phrasal stress” (ASHA, 2007). Other symptoms of CAS include physical groping of the articulators in the effort of producing speech. These characteristics of CAS leaves may result in an increased risk for expressive language difficulty and decreased phonological fundamentals required for literacy. This can lead to a delay in language development and fine motor movement and/or coordination deficits (Terband et al., 2009).

While CAS can be identified in individuals who have inconsistent speech errors and physical groping, providing a diagnosis may be difficult due to the lack of diagnostic testing available. “…There is no accepted, operationally defined, diagnostic testing protocol or clinically available and validated set of behavioral features with greater than 90% sensitivity and specificity, discriminating CAS from other expressive communication disorders” (Murray, McCabe, Heard, & Ballard, 2015). While there is no official testing protocol, ASHA provided a technical report regarding diagnosing CAS by determining specific characteristics that a child presents with. These characteristics are characterized by inconsistent errors in consonants and vowels during repeated productions of syllables or words, complex coarticulatory transitions between sounds and syllables, and inappropriate prosody (ASHA, 2007). Another resource used for diagnosing CAS is

Strand’s 10-point checklist

. This checklist helps in assessing various segmental and suprasegmental features in the child (Murray et al., 2015). Genetic disorders or syndromes and brain injury are some possible causes of CAS however there is no widely known cause (Shriberg, et al., 2017).

Treatment of CAS typically focuses on enabling communicative modalities, language skills, and speech production. An effective treatment approach for CAS is Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT). PROMPT uses tactile cues to aid in re-establishing the articulatory motor control used for speech production. Hayden & Square (1994) developed a Motor Speech Hierarchy (MSH) to improve speech motor control and development. The MSH is organized based on the development and use of articulators such as laynx, mandible, and lingual system (Tarshis, Rodriguez, & Seijo, 2007). Treating CAS with PROMPT and MSH consists of seven stages which include: general body tone, phonation, vertical plane movements (jaw), horizontal plane movements (lip retraction and rounding), anterior-posterior, superior-inferior trajectories (tongue), temporal coordination of multiple planes, and normalized prosody. Through PROMPT, the clinician provides tactile pressure with kinesthetic and proprioceptive cues (TKP) to guide the child’s articulators during speech production. This hands on intervention assists in reshaping the individual and coarticulated parts of speech while limiting unnecessary movements (Hayden, & Square, 1994).



Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental disability where individuals present with deficits in social communication and interaction along with restricted and/or repetitive behaviors. Detecting ASD begins in infancy with characteristics including but not limited to lack of eye gaze, delayed onset of babbling, reduced recognition of mother’s voice, and decline or absence of prespeech gestures (i.e. pointing, waving) (Johnson & Myers, 2007). Symptoms of ASD include pragmatic deficits, lack of drive to communicate, inappropriate reciprocal communication, poor prosody, and limited vocabulary. Phonological development consists of motor planning difficulties, oral motor dysfunction, limited speech output, atypical vocalizations, and phonological processes. Additionally, shifting from one activity to another may be difficult for individuals with ASD. Individuals with ASD often presents with impaired joint attention, hyper- and/or hyposensitivity to sensory input, and struggles in verbal and nonverbal communication (Chlebowski, Green, Barton, & Fein, 2010).

Children with ASD exhibit deficits in social interactions and connecting with others. They often desire being alone as there is no need for eye contact, gestures, or vocalizations. This isolation leads to difficulty in cooperating with peers in group and single settings. Labeling objects is rarely seen in children with ASD, with the exception of high-functioning individuals. However, while labeling using pointing may be done, it is often without intention or motivation. Children with ASD lack orientation to stimuli or turning to respond to a given stimulus, such as reacting to his/her name. This lack in social development makes it challenging for children with ASD to create and maintain relationships with peers (Johnson & Myers, 2007).

While there is not one test to confirm an ASD diagnosis, the Childhood Autism Rating Scale (CARS) is widely used as a diagnostic tool. CARS assesses behaviors and helps in recognizing individuals who are suspected to have ASD. Supposed causes of ASD are genetic problems or syndromes, brain infections, and/or exposure to toxins during uterine development (Chlebowski, Green, Barton, & Fein, 2010).

Picture Exchange Communication System (PECS) is a well-known treatment for individuals with ASD. PECS was developed by Andrew Bondy and Lori Frost in 1985 as a behaviorally based pictorial communication system used to train individuals to request and comment to a communicative partner using pictures (Bondy & Frost, 1993). This technique gradually progresses from using single word utterances to sentence production. In the advanced phases, PECS teaches individuals how to answer questions and ultimately, comment.

PECS consists of six-phases, beginning with verbal prompts and reinforcements.

In phase, children learn to exchange a single picture for a specific desired or targeted item. Phase two consists of children continuing to exchange a single picture throughout a variety of environments amongst different communicative partners. In phase three, the selection increases from one to two or more pictures. These pictures are stored in a communication book where Velcro strips allow for easy removal during communication. Phase four continues with learning to construct simple sentences using the detachable Velcro sentence strip with an “I want” picture followed by a picture of the desired or target item. Children learn to expand sentence structure with verbs, adjectives, and prepositions (Preston & Carter, 2009).

In phase five, the client is encouraged to answer “What do you want?” questions using a selection of picture cards. The PECS intervention concludes with phase six where the client uses picture cards to comment in response to questions such as, “What do you see?”, “What do you hear?”, and “What is it?”. In this last phase, children learn to comment and create sentences using phrases such as “I see”, I feel”, “It is a”, etc. (Preston & Carter, 2009).PECS is a useful intervention for children with ASD because it does not require any prelinguistic skills such as eye contact, gestures, and/or verbal imitation. PECS has also been seen to enhance expressive communication abilities by reinforcement and generalization (Flippin, Reszka, & Watson, 2012).


Childhood Apraxia of Speech and Autism Spectrum Disorder

There is evidence that CAS may be the cause for the absence of and/or or delayed speech development in some children with ASD. Specifically, three areas of conceptual and empirical perspectives – motor skills, genomics, and phenotypic similarity – support this hypothesis (Shriberg, Paul, Black, & van Santen, 2011). Similarly to children with CAS, individuals with ASD have difficulties with repetitive speech tasks and with a range of motor skill performances. Regarding genetics, FOXP2, a protein that is required for development of speech and language, has been widely studied and associated with ASD. This transcription gene is the only one that is associated with CAS. Phenotypically, individuals with low and high verbal ASD demonstrate similar speech characteristics such as speech, prosody, and voice, to those with CAS (Shriberg, Paul, Black, & van Santen, 2011).

Cheryl Tierney, from the Penn State Milton S. Hershey Medical Center, conducted a three-year study with 30 children between the ages of 15 months and 5 years. Results showed that 63.3% of children initially diagnosed with ASD also had a diagnosis of CAS and 36.8% of children initially diagnosed with CAS and ASD (ASHA Leader, 2015). These findings exhibit the need for continued screenings for children with CAS and ASD in order to provide them a better chance of receiving appropriate intervention. While CAS and ASD have different interventions strategies, making a correct diagnosis is important for preventing long-term problems as there is evidence to suggest that these two disorders frequently coincide (ASHA Leader, 2015).


Conclusion

PECS and PROMPT have been successfully used in individual treatment for children with either ASD or CAS. However, PROMPT and PECS demonstrate many similarities which provide reason for these interventions to be used in conjunction. While PECS reinforces verbal speech, PROMPT uses TKP methods to aid in the production of sounds and words (Shriberg, Paul, Black, & van Santen, 2011). These interventions both provide treatment using structure and hierarchy which gradually teaches skills in verbal communication. Using PROMPT and PECS may considerably improve communicative functions in and out of therapy, augment and enhance treatment for children with ASD and CAS, and improve quality of life (Shriberg, Paul, Black, & van Santen, 2011).


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Write an entry essay for the school of nursing for FLORIDA INTERNATIONAL UNIVERSITY.

Write an entry essay for the school of nursing for FLORIDA INTERNATIONAL UNIVERSITY.

ok so I have to write an entry essay for the school of nursing for FLORIDA INTERNATIONAL UNIVERSITY.

Im not a bad writer but I am pressed for time this week so need all the help I can get.
***
Basically its 500 words describing myself, my professional, and life goals, and reason for wanting to become a registered nurse.

Here are facts of me to put in the essay

I am 24 years old recently graduated from Florida International University with a degree in health science and minor in biology. Born and raised in Miami fl. I speak both english and spanish(bilingual) and also have a sister who recently graduated from FIU as well with her doctorate in physical therapy. Me and my sister are the first to attend and graduate college.

Through college me my sister were faced with my mom having breast cancer and faced major adversity to help and support her through her time in need. Being next to her in the hospital while nurses took great care of her, I observed how great they made my mom feel. I noticed that there was a great deal of heart that was placed among the profession of nursing and the skill that it entails. The fact that i could only do so much to help my mom made me feel in a way useless but also empowered. I did everything i could to make my mom feel better but knew right there that nursing was the career for me. After many treatments my mom was finally cancer free and a cancer surviver.

My goals are to continue my education at FIU and if considered for the BSN nursing program, I also intend to pursue a masters in nursing as well. My life time goal is to become a CRNA which is a certified registered nurse anesthetist.

It only needs to be a 2 pages and no references. Thank you for your help.

Describe the project that was developed and implemented during the clinical this semester and include the recommendations for evaluation and follow-up. This project must be the actual project that you developed and implemented during the semester. The project or pictures of it must be attached.

Describe the project that was developed and implemented during the clinical this semester and include the recommendations for evaluation and follow-up. This project must be the actual project that you developed and implemented during the semester. The project or pictures of it must be attached.

 

Project on diabetes
(1) Describe the project that was developed and implemented during the clinical this semester and include the recommendations for evaluation and follow-up. This project must be the actual project that you developed and implemented during the semester. The project or pictures of it must be attached. (15 points)

Please develop the project that was implemented during the clinical this semester dealing with Population at risk (PAR) during my community Health Nursing clinical rotation and please include recommendations and evaluation and follow up.

I did my clinical atCheverly Family Health and Wellness Center Located at Prince Georges County at 2900 Mercy lane, Cheverly, Maryland 20785

The population at risk, (PAR) which is adults 20 to 65 years with diabetes. The interest in this is because of the high rate of adults that come into the clinic every day with high blood sugar. These people are low income and unemployed population.Currently 1 writers are viewing this order

Physiological- Psychological and Sociological Needs of Patient with Post-Natal Depression


Introduction

Pregnancy and parenthood require multiple changes and adjustments which are obtained through, physical, social and psychological alteration. The prospect of becoming parents can impact on women and their partners in different ways and expectations are influenced by cultural norms and societal expectations that a frequently romanticised – particularly by the media. It is essential the needs of the parents are addressed during this transition. The postnatal period represents the period signifies a life change which affects the woman and her life is disrupted since she is now faced with the task of adjusting to taking care of a new-born baby. PHNs can assist the parents to navigate through this challenging period with the application of interventions from evidence-based research.

Circular 41/2000 sets out the PHN services to be to provide support, education and preventative services (including screening, disease control, immunisation and breastfeeding).

The perinatal maternal health promotion model provides a rationale for a health promotion approach to maternal postpartum care (Fahey and Shenassa 2013). While the biomedical definition describes the postpartum period as the six to eight-week time period after the birth, it often takes the mother up to one year after the birth to fully adapt back to a nonpregnant state, physically, socially, and psychologically. The structure is based mainly on the three core concepts of health promotion. The first aspect is the perspective of health as a state of wellbeing (Fahey and Shenassa 2013). The next key aspect of health promotion is universal application. Every individual can benefit from health promotion, and so, the risk of diagnostic errors is diminished. If the PHN understands that all people need health promotion means that all women achieve the correct coping skills. Finally, the last tenant of health promotion is the importance of contextual influences. Family misunderstanding of any issues the mother is facing, be it psychologically, socially, or physically, can often be a deterrent to treatment. It is the role of the PHN to encourage a positive attitude across the family, and ensuring social barriers are reduced. (Fahey and Shenassa 2013) The application of this model will be discussed further in the essay.

In 1.1 of this essay, the author will discuss the physiological needs of parents with regards to health teaching and the promotion of breastfeeding.

In 1.2 of this essay the author will discuss the psychological needs of parents with regards to screening for mental health difficulties such as postnatal depression.

In 1.3 of this essay, the author will discuss the sociological needs of parents with regards to support networks for post-natal depression and home visiting.


Physiological Needs

Health Promotion

The postpartum period is a time of significant change for a new mother. Physical and hormonal changes, shifting family dynamics and sleep deprivation are some of the many challenges facing new parents, all while attempting to provide the best care possible to their new-born. (Spelke and Werner 2013) Physical symptoms are very common in this period. In a study done by (Cooklin 2015), evaluating maternal physical health symptoms in the first eight weeks in Australian primiparous women the authors found that women experienced physical morbidity in the earlier weeks of post-partum as compared to 8 weeks after delivery. The study therefore reiterated support for earlier identification and screening for mothers. While this may not be completely feasible due to the staff shortcomings, nevertheless the family can be given information on the postnatal expectations and what they should consider severe. Since it is common knowledge that most of the symptoms go away with time majority of the mothers do not consult a health in effect might lead to deteriorating symptoms or prolonged recovery periods that would have been otherwise mitigated (Cooklin 2015).  The postnatal period is a critical phase in the lives of mothers and new-born babies and cannot be underestimated


. and according to the WHO it is most neglected period for the provision of quality care. The Confidential Enquiry into Maternal Deaths in the UK (2006–08) published in 2011 showed that mothers deaths. resulting from complications of the post-natal including haemorrhage or infection.

The HSE and Public Health Nurses in Ireland are mandated to provide the first postnatal visit 48 hours postpartum this gives the opportunity to assess the physical and physiological condition of the mother and the baby (Phelan 2018). This visit is often to address any potentially serious symptoms, such as infection, yet some mothers have reported a desire to address issues that limit their ability to function daily, such as incontinence. (Martin et al. 2014)

In the National Institute of Clinical Excellence postnatal guidelines provide a comprehensive framework to assess the mother at the PHN’s first visit. It is essential that the needs of the mother’s physical condition is assessed. A poorly contracted uterus is a danger sign and could indicate post-partum haemorrhage on examination the uterus cannot be felt easily because it is soft in consistency often described as (boggy) The PHN needs to educate the mother about vaginal bleeding and explain thatsome bloody discharge is normal, in the immediate postnatal period, but advise her to attend the GP as this bleeding is profuse as this  is a life threating condition .in the post-natal period and warrants urgent medical attention Advice should be given about pelvic floor exercises especially as many pelvic floor complications are related to childbirth. (McClurg.2015). Urinary and faecal incontinence and organ prolapse. Can occur All Healthcare professionals have a responsibility to support the woman in learning the techniques of pelvic floor exercises. (McClurg et al. 2015)

The perinatal maternal health promotion model describes a health promotion approach to physical symptoms in the postpartum period. While the traditional focus is to ensure normal reproductive system involution, population-based surveys of mothers shows that many mother express concerns directly related to childbirth up to twelve months postpartum. (Fahey and Shenassa 2013) The main concerns are fatigue, lack of self-care, and pain in the back, breast, perineal, and head. The PHN should be educated on these concerns and be able to correctly identify any issues the mother may be facing. Self-efficacy is a key health promotion strategy for the PHN. (Fahey and Shenassa 2013) Therefore the PHN should strive to empower the mother in her new role and offer support with tasks she might seem too difficult. When the mother feels capable of taking on her new role, she may be able to overcome lacking self-care, fatigue and other physical problems associated with lacking self-efficacy. In relation to breastfeeding, self-efficacy plays an important role in promoting breastfeeding. In Ireland, mothers still feel shame and embarrassment when the breastfeed. While some can overcome this, when mothers begin to have trouble or pain it can become easy to give up. It is important that the PHN can establish belief within the mother and communicate that it is not always easy to begin. A therapeutic relationship between the PHN and the mother can positively influence

Ireland and Norway have many similarities from a geographic and demographic perspective, and both have a strong focus on primary care and health. Ireland’s two-tier health care system has failed in many respects however in delivering services to meet people’s needs (Tussen and Wren. 2006). In contrast to Ireland, Norway has universal health care for its entire population and free health care at the point of delivery. Despite this, guidelines for resolving PND are lacking in both Ireland and Norway (A Vision for Change 2006; Norwegian Directorate of Health, 2004), with no resources increased either in Norway or in Ireland to help (Clancy and Leahy-Warren 2013).

The role of the Public Health Nurse (PHN) in screening and treating PND is paramount. Morrell et al. (2000) and MacArthur et al. (2002) illustrated the role of nurses in providing support with PND, providing a service that was flexible to the individual needs of the postnatal women. The PHN used symptom checklists and EPDS to identify health needs and guidelines for the management of these needs. The Edinburgh Postnatal Depression Scale (EPDS) created by Cox et al. in 1987. However, the EPDS has been criticised for ignoring psychosocial factors that contribute to PND symptoms such as lack of social support and significant life events (Beck et al. 2000; Appleby et al. 1994; Beck & Gable 2001).  Circular 41/2000 sets out the PHN services to be provided, which includes provide support, education and preventive services (including screening, disease control, immunisation, breastfeeding support).

The PHNs screening duties help prevent PND. One tool used to measure PND is the Edinburgh Postnatal Depression Scale (EPDS) created by Cox et al. in 1987. It’s important to note that the EPDS was designed as a screening tool, not a diagnostic tool to detect PND (Cox et al., 1987). This self-reporting screening tool has been proven as an effective means of measuring PND (Cox and Holden 2003; Milgram et al. 2011; Boyce et al. 1993). However, the EPDS has been criticised for ignoring psychosocial factors that contribute to PND symptoms such as lack of social support and significant life events (Beck et al. 2000; Appleby et al. 1994; Beck & Gable, 2001). One tool that is currently used to measure depression (not necessarily PND) is the Whooley Questionnaire. A positive test identifies patients who may benefit from further screening. A negative test essentially rules out depression. One problem with self-reporting tests are that ‘’they are only as good as the person taking them’’ and people may not be entirely truthful when filling it out. (Leahy Warren 2012)

The PHN must have the confidence and skill to engage in a discussion with the parents about their mental health require referral to a councillor or specialist. She needs to be able differentiate between what mental health concerns can be resolved with support and those that require specialist mental health service intervention. Being able to discuss mental health concerns with women and their partners is extremely important to midwifery and nursing. However, some studies have shown that PHNs lack knowledge on mental health problems and did not always prioritise women’s mental health needs. According to Leahy-Warren (2007), the husbands/partners of first-time mothers need to be more involved also in antenatal and postnatal care and the study showed the need for public health nurses and midwives to work together to facilitate social support for first-time mothers on an evidence-based basis. (Leahy-Warren 2007).


Sociological Support


Social Support

Sociological support is very important in the postnatal period. It is challenging time for parents, especially new mothers. Support can come from partners, family friends or the PHN. In previous studies, mothers reported that help from their partners with household duties and infant care was greatly important to them in the postnatal period and ultimately helps with their transition to parenthood (Haggman-Laitila 2003). Research also has shown that there is a positive relation with social support and self-efficacy (Jones and Prinz 2005) Support from the maternal mother is especially important for first time mothers and studies have shown that maternal support is key to increasing self-efficacy (Haslam et al. 2006). However, a lack of social support has been found to be a contributing factor to PND. Coupled with this, is the “considerable shortage of postnatal support services available in many countries”. Barak et al. (2008) also found that online support groups offer people a sense of control, self-confidence, feelings of more independence, social interactions, and improved feelings, all of which help in the screening and support of those with PND. These Peer support telephone calls have been widely used for a variety of health-related concerns, including PND (Dale et al. 2009). (Dennis 2012) evaluated the voluntary mother’s experience of providing telephone peer support finding that phone peer support is an effective preventative intervention

In Ireland, support can be seen from PND Ireland, founded in 1992 by Madge Fogarty. following her personal experience of the condition. This support group utilizes the telephone support mentioned above and it continues to operate monthly in Cork, providing the only known support group in Ireland for mothers suffering from PND. They also provide support via e-mail support, website, online discussion forum, and a drop-in service by appointment.

The current goal of the organization is to establish support groups in other areas of Ireland and to draw awareness to senior figures in the HSE about the importance of support for mothers suffering from PND. In 2011, Nurture Post Natal Depression Support Service was also established and it currently links women with PND to low cost counselling in Dublin and this service hopes to provide a wider range of services in the future. Communicating and Relating Effectively (CARE) is another support, a relationship-focused behavioral nursing intervention, designed to promote responsive interaction over time between depressed mothers and their infants. By teaching the mother how to interpret her infant’s communication cues and by coaching her to try alternate behaviors, the nurses attempted to promote new maternal responses and skills.


Conclusion

In conclusion, the author has outlined the significance of the physiological, psychological and sociological needs of parents in the postnatal period, with reference to PHN interventions and evidence-based practice.

Regarding physiological needs, PHN interventions such as health teaching and the promotion of breastfeeding and its health benefits are essential to the parents in the postnatal period. Health teaching includes educating the woman about the changes in her body such as the involution of her uterus and lactation. The PHN should also inform the woman of early warning signs of complications such as mastitis or bleeding. The PHN should also promote breastfeeding and its health benefits to the mother. If the mother is having trouble, it is the job of PHN to educate the mother on correct positioning to ensure proper latching.

In relation to psychological needs of parents, the PHN should be able to screen for symptoms of postnatal depression using symptom checklists and tools such as EPDS or the Whooley Questionnaire. The PHN must have a enough knowledge of mental health and the confidence to engage with parents in conversation about their wellbeing and refer onto a counsellor or specialist accordingly.

With regards to sociological needs, the PHN should make sure that the parents are supported by family and have good support networks throughout the postnatal period. According to numerous studies, these networks are key to self-efficacy and parental confidence. The PHN should also make sure the parents have adequate access to support groups and support organizations.

The postpartum period is a time of great change for any family. At such a time, the needs of the parents should be of utmost importance to the PHN. While traditionally there has been a lack of parental support during this period, the modern approach considers all the family across physiological, societal, and physiological needs. By using the interventions mentioned above, the PHN can ensure proper care of both the parents and the baby in the postnatal period


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FORUM DESCRIPTIONChapter 1 provided a high-level overview of the need for a national framework for protecting critical infrastructure. For some additional reading- take a look at the latest Presidenti

FORUM DESCRIPTION

Chapter 1 provided a high-level overview of the need for a national framework for protecting critical infrastructure. For some additional reading, take a look at the latest Presidential Order that relates to strengthening cybersecurity that relates to critical infrastructure:

https://www.whitehouse.gov/presidential-actions/presidential-executive-order-strengthening-cybersecurity-federal-networks-critical-infrastructure/

After reading chapter 1 and looking at the link above, you’re ready to participate in the first discussion.

Let’s look at a real-world scenario and how the Department of Homeland Security (DHS) plays into it. In the scenario, the United States will be hit by a large-scale, coordinated cyber attack organized by China. These attacks debilitate the functioning of government agencies, parts of the critical infrastructure, and commercial ventures. The IT infrastructure of several agencies are paralyzed, the electric grid in most of the country is shut down, telephone traffic is seriously limited and satellite communications are down (limiting the Department of Defense’s [DOD’s] ability to communicate with commands overseas). International commerce and financial institutions are also severely hit. Please explain how DHS should handle this situation.

You must do the following:

1)

please explain how DHS should handle the situation described in the preceding paragraph. What steps should DHS take to recover?