Class Assignment: Envision a time in the future when patients’ healthcare will be guided by their personal genetic profile (their human genome).

Discuss:

1. What will the future be like?

2. What will it look like?

I encourage you to go beyond what you think is realistic and imagine the most extreme or seemingly exaggerated possibilities.

Discuss how advances in genetic testing and profiling will play a major role in shaping how technology is used as a healthcare tool in the future.

This will be graded as a Discussion Forum without the student reply.

300 words. No APA Format.

Topic: Reflection on your development

Purpose of Assignment:

It is important for nurses to reflect on experiences and new knowledge gained in order to promote professional growth.

Course Competencies:

· Analyze the increased complexity of care among older adults.

· Compare care models for nursing practice specific to the older adult.

· Design plans for care specific to the older adult.

· Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.

· Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.

· Outline the importance of advocating for older adults in management of their care.

Transferable Skill:

· Information Literacy: Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning.

Instructions:

Reflect on your development as a nursing professional and address the following in a 2 page paper:

1. Describe how you achieved each competencies and the transferable skill.

2. Provide at least one example of new knowledge gained related to each competency and explain how this new knowledge will impact your nursing practice.

· WRITE FROM NURSING PROSPECTIVE

· THREE REFERENCES WITH INDEX CITATION

· No consideration for plagiarism, so be aware

· DUE 9/16/2021 in 10hrs

1Application: Hypocrisy and Behavior Change

The research in the textbook shows a number of ways in which dissonance causes people to rationalize or justify discrepant behavior. Whereas rationalization can prevent people from learning from their mistakes, dissonance can also be used to motivate people to make changes that benefit them and society (i.e., pro-social behavior). An example of this can be found in the research on using hypocrisy to induce dissonance and behavior change.

To prepare for this assignment:

Read the paper by Stone and colleagues (1994), paying particular attention to the use of hypocrisy and cognitive dissonance to motivate people to practice safe sex. Article: Stone, J., Aronson, E., Crain, A. L., Winslow, M. P., & Fried, C. B. (1994). Inducing hypocrisy as a means of encouraging young adults to use condoms. Personality and Social Psychology Bulletin, 20(1), 116–128.

Think of the hypocrisy paradigm, pay particular attention to how you would define and explain it, and consider ways that dissonance in hypocrisy differs from dissonance in an induced compliance paradigm.

Think about how researchers test the effect of hypocrisy on behavior and how it can be measured.

Consider the limitations in the Stone, et al., study and think about how you might avoid them.

Then think about designing an induction of hypocrisy that would motivate people to use sunscreen.

The assignment (1–3 pages):

Briefly define and explain the hypocrisy paradigm. How does the dissonance in hypocrisy differ from the dissonance in the induced compliance paradigm? Why do the researchers predict that hypocrisy motivates people to change their behavior rather than their attitudes?

Explain how the researchers tested the effect of hypocrisy on behavior change in this study. Specifically, describe who the subjects were, what they did in each condition of the study, and how behavior change was measured. Summarize the results of the study.

Assess and explain the problems you see with the study and the conclusions drawn by the researchers. Describe two limitations to the study and explain how they impact the results.

Design an induction of hypocrisy to motivate people to use sunscreen more often when they spend time in the sun. Describe who the target individuals would be and then explain how you would get them to make a public commitment to the use of sunscreen and how you would make them mindful of past failures to use sunscreen. Finally, explain how you would measure their motivation to reduce dissonance by changing their behavior.

Background: The Great Depression and World War II represented tumultuous years for Americans. From the widespread and appalling poverty of the Great Depression to the horror and excitement of World War II, Americans were forced to work together for the good of each other and the nation. The experiences of these years, both the good and the bad, forever changed the Americans who lived through them. 

Required Sources: Choose one of the chapters from the Ashford University Library

• A Taste of Freedom. A Little Taste of Freedom: The Black Freedom Struggle in Claiborne County, Mississippi.
• Honor and humiliation. Hard times: An oral history of the great depression
• French Carpenter Clark. Women’s Diaries and Letters of the South: Country Women Cope with Hard Times: A Collection of Oral Histories.

Recommended Source

• WWII: Breadlines to boomtimes in Films on Demand database. 

Based on the oral history that you read and your textbook, consider the changes that the United States went through from the Great Depression through World War II. In your post, explain:

• At least three causes of the Great Depression and the New Deal responses to them.
• How the societal changes of this period affected individual Americans. Provide at least one example from the oral history that you read to support your points. 

Must be at least 250 words in length. Support claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references according to APA style.