Overview

Prepare a PowerPoint presentation of 8–10 slides that explains why an understanding of CAM and spirituality is important for members of health care teams; examines the ethical, legal, and financial principles related to CAM and spirituality; and describes how these forms of health care can impact plans of action.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

SHOW LESS

As a leader in the field of nursing, it is important for you to identify areas within your organization that may need to improve cultural competence, and to develop educational materials to assist in doing so.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
  • Describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.
• Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Identify topics for an organizational education plan on CAM and spirituality.
  • Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.
• Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
  • Provide a list of resources to include in an organizational education plan on CAM and spirituality.
• Competency 4: Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations.
  • Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
  • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
  • Correctly format citations and references using APA style.

  Context

  Complementary and alternative medicine (CAM) is widely used in the United States. According to the 2007 National Health Interview Survey (NHIS), 38.8 percent of U.S. adults and 12 percent of U.S. children use CAM therapies. The survey also reported on CAM use among members of ethnic groups, as a percentage of the group’s overall population:

  • American Indian and Alaska Natives, 50.3 percent.
  • Native Hawaiian and other Pacific Islanders, 4.32 percent.
  • Non-Hispanic whites, 43.1 percent.
  • Asians, 39.9 percent.
  • Blacks or African Americans, 25.5 percent.
  • Hispanics, 23.7 percent (Pérez & Luquis, 2014, p. 113).

  SHOW LESS

  Spirituality is part of the human experience, and its implications should be addressed in the health care system with a focus on communities with health disparities. In working with communities, the implications of culture and diversity are, in some cases, a central focus. The integration of the community-based participatory model is one way of creating connections for health and wellness promotion and programming for racial and ethnic communities (Pérez & Luquis, 2014).

  Reference

  Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

• Assessment Instructions

  Preparation

  Your organization has seen an increase in the number of individuals using CAM, traditional medicine, holistic health, and spirituality. In addition to your work on the interdisciplinary team, you have been asked by your organization to prepare and deliver an educational session on CAM, traditional medicine, holistic health, and spirituality that can be used by all health care teams. How will you complete this task?You should focus on these concepts as they pertain to your population (from the Windshield Survey assessment), but also in a broader sense. Use the Capella library and the Internet to look for recent research articles or information on these topics to use as supporting resources in your assessment.

  Requirements

  For this assessment, prepare a PowerPoint presentation in which you:

  • Identify the topics you will cover in your educational plan.
  • Provide a list of resources your audience can use to further their understanding of CAM.
  • Explain why it is important for nurses and members of other health care teams to develop an understanding of CAM, traditional medicine, holistic health, and spirituality.
  • Examine any ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
  • Describe how these forms of health care can affect a plan of action for individuals and populations.

  Your presentation should include a slide with the title of your educational session, a slide with the topics that will be covered (your agenda), and a reference slide at the end. Use the notes section of each slide to provide additional information on each topic, along with supporting references. References and in-text citations must adhere to APA guidelines.

  Additional Requirements

  • Include a title slide and reference slide. The completed assessment should be 8–10 slides in length, not including the title slide and reference slide.
  • Reference at least three current scholarly or professional resources.
  • Use current APA format for references.
  • Be creative!

  Professional Development Scoring Guide

  CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
  Identify topics for an organizational education plan on CAM and spirituality.	Does not identify topics for an organizational education plan on CAM and spirituality.	Identifies topics for an organizational education plan on CAM, but does not include topics on spirituality.	Identifies topics for an organizational education plan on CAM and spirituality.	Identifies topics for an organizational education plan on CAM and spirituality, and explains why the topics are important to specific populations.
  Provide a list of resources to include in an organizational education plan on CAM and spirituality.	Does not provide a list of resources to include in an organizational education plan on CAM and spirituality.	Identifies resources to include in an organizational education plan, but the resources are not professional or have no connection to CAM and spirituality.	Provides a list of resources to include in an organizational education plan on CAM and spirituality.	Provides a comprehensive list of resources to include in an organizational education plan on CAM and spirituality, and explains how they are relevant to the topics and useful to the target audience.
  Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.	Does not explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.	Explains the importance of continual development for health care professionals, but does not focus on the need to understand CAM, traditional medicine, holistic health, or spirituality.	Explains the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.	Explains the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality in terms of individuals, populations, local and global communities.
  Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Does not examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Describes ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Examines ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.	Examines ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality; and how the principles impact organizations and local and global communities.
  Describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.	Does not describe how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.	Describes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations, but description is incomplete or does not consider all aspects.	Describes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations.	Analyzes how CAM, traditional medicine, holistic health, and spirituality can affect a plan of action for individuals and populations by looking at each element individually and its relationship to individuals and populations.
  Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.	Does not write content clearly and logically, with correct use of grammar, punctuation, and mechanics.	Writes content clearly and logically, but grammar, punctuation, and mechanics have frequent errors.	Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics.	Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; and uses relevant evidence to support a central idea.
  Correctly format citations and references using APA style.	Does not correctly format citations and references using APA style.	Inconsistently formats citations and references using APA style.	Correctly formats citations and references using APA style. Citations contain few errors.	Correctly formats citations and references using APA style. Citations are free from all errors.

Each journal entry should contain several paragraphs, written in your own words, and should conform with the following format:

1. Summary

• Write from memory, noting what you recall as the main ideas of the reading.

1. 2.Integration

• In your own words, how does this reading “connect” (amplify, contradict, substantiate, etc.) to other information about this topic? The other information may be in the form of other readings, news stories, or images of the police portrayed in popular culture.
• What do you see as the implications of the ideas covered in the reading?

1. 3.Application

• How can you use the information in this reading?
• Does the reading change your view of some aspect of policing? Explain.
• If you think there is no application for the material, say so. However, provide a rationale for your position.

1. 4.Evaluation

• Describe your reaction to the reading (like, dislike, etc.). Why?
• Who is the appropriate audience for this reading? Why?
• What would make the reading more useful?

5. Essay question

• Create an essay question based on the reading that requires critical thinking (comparing, analyzing, evaluating, critiquing, justifying, etc.). The question.

Must be journal and do not copy from the internet. I attached the chapters in the attachment.

We will use the journal entries in class as a catalyst for reflection, making connections among ideas and topics, and as a means of demonstrating knowledge of concepts, ideas and important points.

Prior to engaging in this discussion, read Chapters One and Two from your text, watch theB.F. Skinner – Operant Conditioning and Free Will (Links to an external site.)Links to an external site. and the How to Understand Cognitive Psychology (Links to an external site.)Links to an external site. videos, and review any relevant Instructor Guidance. This guidance can be very helpful as it may include strategies that support your preferred learning. It is important to refer to the Discussion Forum Grading Rubric for guidance on how your discussion posts will be evaluated.

For this activity:

• Compare and contrast the psychological “camps” of Behaviorism and Cognitivism based on scholarly materials including the required resources for this week.
• Analyze how each learning theory applies to real-life situations, and provide two examples for each.
  • Behaviorism example – Every time the chickens get on the porch, they are sprayed with water. After time, the chickens learn not to be on the porch.
• Demonstrate your further understanding of these theoretical perspectives by including implications to learning posed by each theory.
• Based on the evidence presented in this week’s resources, what are the major strengths and weaknesses of each theory in relation to how we learn? In your comparison, do you see where one type of training might work better than the other based on situations (e.g., differing age groups, differing learning abilities, or differing skill level/rigor)?
• Apply basic research methods to your comparison by providing empirically based research findings or other reliable examples to support your statements. View this great tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.
• Be sure to cite all your references in APA style as outlined in the Ashford Writing Center.

1. When do you engage in mindless vs. mindful listening? What tips can you provide to help someone be more mindful?
2. Think of someone you know who is not a very effective listener. Which of the barriers do they likely experience the most often? Which of the poor listening habits do they demonstrate? In what ways might it be possible to overcome some of those barriers and poor habits?
3. Think of a situation you recently experienced where one party wanted the other party to understand them. Which listening responses were used in that situation? After reading the section on “types of listening responses,” explain what other responses might have been useful.
4. Which of the listening responses do you normally tend to rely on? Which responses do you want to use more?

Answer the following questions by using the terms and concepts you learned from the chapter in your responses

Write a separate paragraph for 8 different jazz songs/pieces that you listen to in a radio or streaming broadcast. For each paragraph, you’ll need to address all of the bullet points listed below.

Prompt for Listening Journal 1:

1. Tune into any jazz radio broadcast – this can include internet or satellite radio. If you use a service like Pandora, be sure to choose a jazz genre, and do not allow it to include related (non-jazz) genres. A good local resource in San Diego is Jazz 88 – KSDS (88.3 FM). It’s also streaming online at http://www.jazz88.org.

2. Write 8 journal entries – one for each song that you listen to – addressing all of the following bullet points for each song (8 songs, 8 paragraphs):

• What’s the title of the song?

• What’s the name of the band leader and/or band? This information is clearly provided on internet and satellite radio. If you’re listening to a traditional radio broadcast, DJs announce this info every now and then.

• What’s the instrumentation? Larger ensembles such as swing big bands can be identified as such, but for smaller ensembles (up to 5 performers) I’d like you to identify all of the individual instruments if possible.

• Describe the general character of the music: what’s the atmosphere, vibe or emotional content of the piece? How would you describe the tempo (slow, medium, fast)? Does the music sound consonant (harmonious) or dissonant (discordant and clashing) – or something in between?

• How does the music unfold from beginning to end? This is the most important aspect of this assignment, and should comprise at least half of each of your 8 journal entries. This can include descriptions of shifts in mood and character, interesting exchanges/dialogues between instruments/musicians, descriptions of solos, and other notable moments.