Apply Critical Thinking

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Apply Critical Thinking

In this project, you will address a case study that intentionally does not give you enough detail for you to quickly resolve the issue. This is meant to enable you to use the processes of critical thinking to reach conclusions. Given the gaps in information provided to you, you will identify what you know, what you don’t know, and what questions you need to ask as you start your investigation of the facts of the case. The process is designed to encourage clear thinking and to help you to identify potential cognitive traps that could derail well-reasoned conclusions.

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There are six steps that will lead you through this project. Most steps of this project should take no more than two hours to complete. Begin by watching the video above, which introduces the fictional scenario that forms the framework for this project. Then continue with Step 1: Prepare to Think Critically.

 

Development Stage (Erikson)

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                      Rasmussen University – Mental Health Care Plan                                                        
A. Patient identifiers:

Age:                   Gender:                   Ht:               Wt.             Code Status:

Isolation:

Development Stage (Erikson): Give the stage and rationale for your evaluation

 

 

Health Status
Date of admission:

Activity level:                                                                Diet:

Fall risk (indicate reason)

 

Client’s description of health status

 

 

 

Allergies: (include type of reaction)

 

 

 

Reason for admission:

 

 

 

 

 

Past medical history that relates to admission:

Socio-cultural Orientation
Cultural and Ethnic Background with current practices:

 

Socialization:

 

Family system: (Support system)

 

Spiritual:

 

Occupation: (across the lifespan)

 

Patterns of living: (define past and current)

 

Barriers to independent living:

 

 

 

Healthcare systems elements (continued)                      ALLERGIES:
Medications: List all medications, dosages, classifications and the rational for the medications prescribed for this patient include major considerations for administration and the possible negative outcomes associated with this medication.

                                 DEFINE 1:  What the medications Mechanism of Action AND 2: Why the patient is taking the medication?

Medication                                    Classification                              Dosage                                          Rationale                                                    Possible negative outcomes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Psychiatric Diagnosis and DSM 5 Diagnostic CriteriaHistory of Present Psychiatric Illness

(Presenting signs & symptoms/ Previous Psychiatric Admission / Outpatient Mental Health Services)

 

 

 

 

 

 

 

 

 

 

 

 

 

CONCEPT MAP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nursing Diagnosis

Problem statement: (NANDA)

 

Related to: (What is happening in the body to cause the issue?)

 

Manifested by: (Specific symptoms)

 

 

 

General Appearance
Presenting Appearance (nutritional status, physical deformities, hearing impaired, glasses, injuries, cane) Basic Grooming and Hygiene (clean, disheveled and whether it is appropriate attire for the weather)Gait and Motor Coordination (awkward, staggering, shuffling, rigid, trembling with intentional movement or at rest), posture (slouched, erect), any noticeable mannerisms or gesturesLevel of Participation in the Program/Activity (Group attendance and milieu participation, exercise)
Manner and Approach
Interpersonal Characteristics and Approach to Evaluation (oppositional/resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness)Behavioral Approach (distant, indifferent, unconcerned, evasive, negative, irritable, depressive, anxious, sullen, angry, assaultive, exhibitionistic, seductive, frightened, alert, agitated, lethargic, needed minor/considerable reinforcement and soothing). Coping and stress tolerance.Speech (normal rate and volume, pressured, slow, loud, quiet, impoverished)

Expressive Language (no problems expressing self, circumstantial and tangential responses, difficulties finding words, echolalia, mumbling)

Receptive Language (normal, able to comprehend questions,

Orientation, Alertness, and Thought Process
Recall and Memory (recalls recent and past events in their personal history). Recalls three words (e.g., Cadillac, zebra, and purple) Orientation (person, place, time, presidents, your name)Alertness (sleepy, alert, dull and uninterested, highly distractible) Coherence (responses were coherent and easy to understand, simplistic and concrete, lacking in necessary detail, overly detailed and difficult to follow)Concentration and Attention (naming the days of the week or months of the year in reverse order, spelling the word “world”, their own last name, or the ABC’s backwards)
Thought Processes (loose associations, confabulations, flight of ideas, ideas of reference, illogical thinking, grandiosity, magical thinking, obsessions, perseveration, delusions, reports of experiences of depersonalization). Values and belief systemHallucinations and Delusions (presence, absence, denied visual but admitted olfactory and auditory, denied but showed signs of them during testing, denied except for times associated with the use of substances, denied while taking medications)Judgment and Insight (based on explanations of what they did, what happened, and if they expected the outcome, good, poor, fair, strong)

 

 

Mood and Affect
Mood or how they feel most days (happy, sad, despondent, melancholic, euphoric, elevated, depressed, irritable, anxious, angry). Affect or how they felt at a given moment (comments can include range of emotions such as broad, restricted, blunted, flat, inappropriate, labile, consistent with the content of the conversation.Rapport (easy to establish, initially difficult but easier over time, difficult to establish, tenuous, easily upset) Facial and Emotional Expressions (relaxed, tense, smiled, laughed, became insulting, yelled, happy, sad, alert, day-dreamy, angry, smiling, distrustful/suspicious, tearful, pessimistic, optimistic)Response to Failure on Test Items (unaware, frustrated, anxious, obsessed, unaffected) Impulsivity (poor, effected by substance use) Anxiety (note level of anxiety, any behaviors that indicated anxiety, ways they handled it)

 

LabRangeValue Reason Obtained
 

 

 

 

 

 

 

 

 

 

 

Risk Assessment:

Suicidal and Homicidal Ideation

(ideation but no plan or intent, clear/unclear plan but no intent) Self-Injurious Behavior (cutting, burning) Hypersexual, Elopement, Non-adherence to treatment

Discharge Plans and Instruction: Placement, outpatient treatment, partial hospitalization, sober living, board and care, shelter, long term care facility, 12 step program

 

Teaching Assessment and Client / Family Education:

(Disease process, medication, coping, relaxation, diet, exercise, hygiene) Include barriers to learning and preferred learning styles

NRS DX:

Problem Statement:

 

 

 

 

 

R/T: (What is the cause of the symptom?)

 

 

 

Manifested by: (specific symptoms)

 

 

 

 

 

Short term goal:  Create a SMART goal that relates to hospital stay.

Long term goal:  Create a SMART goal that is appropriate for discharge.

 

This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)

 

 

Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)Was it met or not met there is no partially met.

References:

Research Optical Fiber

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Research Optical Fiber. Identify two everyday examples of Optical Fiber use. For each of these examples show how Optical Fiber is used and how it works. Summarize your findings in a brief paper.

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Biodiversity Show and Tell Worksheet

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Copyright 2022 Sarah Stockwell. Do not distribute without permission.
Biodiversity Show and Tell Worksheet
BILD 3, Fall 2022, Dr. Sarah Stockwell
Your name, PID, section day/time: _________________________________________________________________________________
Instructions:
1. Use books/the Internet to choose a species you find interesting. Make sure enough is known about it to
allow you to answer the questions below.
2. On Canvas, go to the Google Slides document that has been set up for your discussion section. Check the
Slides document to see if someone else in your section has already chosen the same species. If they have, you
will need to choose something else. Once you have chosen a unique species, add a slide to the Slides document
with your species common name, scientific name, and your name, along with a photo of the species.
Complete these steps by AT LEAST 1 HOUR BEFORE your section.
3. Answer the questions below and bring this completed worksheet with you, on paper, to your section. You
will give a very brief presentation (about 1 minute) about your species in section. You don’t need to prepare
any other materials for the presentation. The presenter of the most interesting species will receive extra
credit!
Common and scientific name of selected species: ____________________________________________________________
1. How big is a typical individual of this species? If some individuals of this species are substantially larger
than others (e.g., due to sexual dimorphism), please describe that as well.

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2. What does this species eat? If it does not eat, how does it get energy?
3. Write one sentence describing this species to someone who has never heard of or encountered it
before.
4. In what ways do humans affect this species? In what ways does this species affect humans?
5. What other species eats your species? Is there another species that competes with your species for
resources such as food or space?
6. Where does this species live (geography) and what is its natural environment like (habitat)?
Copyright 2022 Sarah Stockwell. Do not distribute without permission.
7. Where on the tree of life is your species found? Write one of the taxa from the tree on the blank line, or
circle it on the tree below. _______________________________
(Image source: NASA Astrobiology Institute/Wikimedia Commons)
8. Why is it important for people to know about this species?
9. Please list 3 additional facts about your species that you think your peers will find interesting.
A good place to start is by asking yourself why this species is interesting to you. Why did you select it as
your species? (Hint: “It was the top result on Google” isn’t a good answer.) Test out your fun facts on your
friends!
1.
2.
3.
10. List your sources here, including the URLs of websites you used. If you included the wording from a
source verbatim in your answers above, make sure those words are in quotation marks and indicate the
source.

Operation of healthcare facilities

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In this assessment, you will put your critical thinking skills to work as you develop a position statement on a current healthcare issue.

This assessment will demonstrate the importance of using critical thinking in the operation of healthcare facilities. Choose a current issue that reflects the political point of view of either one of the political parties, Republican or Democrat.

Develop a position statement that argues your point of view of the issue.

You can choose to upload a video position statement, or you may wish to submit a written work/presentation.
Cite a minimum of 3 APA-formatted peer-reviewed sources published within the last 5 years that support your positions.

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Format your work as one of the following:

  • 430 word APA formatted (must be in Word format)
  • Video presentation (18-20 min long)
  • Annotated PowerPoint presentation (must be at least 10 slides, not including title or reference slides and must include annotated notes with references)
  • Include an APA-formatted reference list.

The Marquis de Lafayette

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  1. The Marquis de Lafayette, who fought for American independence and revisited the United States fifty years later, wrote, “I would never have drawn my sword in the cause of America if I could have conceived that thereby I was founding a land of slavery.” What might Lafayette have seen in 1824 America that would impel him to make such a statement? How had slavery evolved? Was it expanding? How entrenched in American life was it at this time?

 

  1. Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.

 

  1. Discuss the impact of the market revolution on women and African-Americans (both free and slave).

 

  1. Andrew Jackson, one historian has written, was the “symbol for an age.” How might Jackson be considered symbolic of certain ideas and trends in the early nineteenth century? Can you think of other appropriate symbolic figures for that period?

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  1. Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.

 

  1. Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.

 

  1. For the most part, white southerners defended the “peculiar institution” whether or not they had slaves, whether they were rich or poor, and whether they lived on large plantations or small farms. Why was this the case?

 

 

 

  1. Discuss the relationship between masters and slaves in the American South. Did masters have all the power in this relationship, or did the enslaved exert some power? Points to consider include paternalism, the size of slaveholdings, slavery and the law, forms of slave resistance, and labor organization (task and gang systems).

 

  1. Slave rebellions were rare but important. Compare the slave rebellions (merely planned or actually carried out) of Denmark Vesey and Nat Turner. What did Vesey attempt to do? What did Turner attempt to do? How were these men similar? How did they view slavery and freedom? How did white society react to them, and why?

 

  1. The various reform and utopian communities that sprang up throughout America during the first part of the nineteenth century typically understood the meaning of freedom differently from mainstream Americans. Analyze the various meanings these groups gave to the word “freedom” and compare those meanings with the ones given by mainstream America. Your essay ought to give the reader a sense of what these communities were rejecting about mainstream society.

 

  1. The abolitionists’ greatest achievement lay in shattering the conspiracy of silence that had sought to preserve national unity by suppressing public debate over slavery. Explain how the abolitionists achieved this and comment on how successful the movement was or was not.

 

  1. Explain how the religious revivals of the Second Great Awakening popularized the outlook known as perfectionism, which held that both individuals and society at large were capable of indefinite improvement. How did this idea of perfectionism relate to the various reform movements that arose in the antebellum period?

1. The group process

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Introduction-The group process
It is time for us to turn our attention to outlines, organization, and topic choice. This week has two separate assignments that will be submitted. Assignment 1 is the Team Outline Exercise, which involves group work and which will prepare you for Assignment 2, an individual assignment that will start you on the road to completing your Week 7 PowerPoint presentation.

Instructions

Part 1: Outline
This week, you will have an opportunity to work in a team and to put into practice many of the communication strategies about which we are learning. Your instructor has already assigned you to a group of team members. You need to solve a communication business problem outline together by the end of the week. Note: You must engage early in the week so that you have time to work together as a group. Remember, what makes a group a team is a shared common goal, and this team will be no exception. In this case, your shared goal is to create and deliver an A+ solution to a communication business outline.

The following is a list of ideas that were brainstormed in a meeting with your company employees. The company needs to include all these ideas in an all-company presentation, but the list is very disorganized right now. What would be the best way to sort these ideas into some sequence of main points with sub points?

Hints

Discuss

  • Your group can be found in the menu under “People.”
  • You must use the discussion that is setup in the Group Home Page to work on this project.

With your assigned team, unscramble the following statements to create a logical outline for an upcoming business presentation. Use standard outline format as described in your textbook.

  1. Ensure that the language is used correctly.
  2. Speaker credibility influences how listeners feel about the speaker.
  3. Character is the quality of being honest, trustworthy, and showing goodwill.
  4. Deliver the speech with confidence.
  5. Credibility is an extremely important factor in determining speaker effectiveness.
  6. Connect the audience to the topic.
  7. Practice your delivery.
  8. Verbally cite personal subject knowledge.
  9. Present error-free written materials.
  10. Credibility has three primary characteristics: the three Cs.
  11. Ensure that typographical errors are eliminated.
  12. Charisma is the quality of being assertive, confident, and enthusiastic.
  13. Speaker credibility influences the listener’s ability to learn or to believe.
  14. Demonstrate expertise.
  15. Verbally cite expert sources.
  16. Connect yourself to the topic.
  17. Plan your delivery.
  18. Ensure that facts are correct.
  19. Competence is the quality of being an expert and being intelligent.
  20. Connect with the audience on a personal level.
  21. Establish common ground.
  22. Credibility is established in four ways.

All team members must collaborate in the group discussion and submit the same version of the outline. Please put the names of your group members who participated in this exercise on the title page under your name. Each member must submit the final group project for their grade.

Part 2: Reflection
As part of your individual submission, reflect on the group process. Was there miscommunication? Were there any listening barriers? How did the group handle it?

Writing Requirements (APA format)

  • Reflection length: 2 paragraphs
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page (add group members names who worked on the project)

1) Discuss the concept of “difference.

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For years, the term diversity has been associated with specific parameters such as race, ethnicity, gender, sexual orientation, etc. It is important that we continue to understand those dimensions of diversity to evolve our conversation to more global aspects of our cultural selves. The graphic (click link to) illustrates many dimensions of diversity that you may or may not have thought about.
https://rickladd.files.wordpress.com/2014/03/dimensions-of- diversity.png
1) Think of diversity in all of its dimensions and discuss the concept of “difference.” What does it mean to be “different”? How do you determine who or what is different? Be sure to address the following:
2) In your family (extended, or otherwise), community, and workplace, what dimensions do you think of when you think someone is “different” than you? Do you focus on different dimensions depending on those three contexts?

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3) Of those dimensions you think of, which can be changed and which cannot be changed?
4) Of those dimensions you think of, which are visible and which are non-visible? What are the advantages and disadvantages to having non-visible dimensions of diversity rather than visible ones?
Your initial discussion post should be at least 400 words.

1.How does anxiety increase the chance of girls joining groups

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1.How does anxiety increase the chance of girls joining groups or gangs.

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2. sexual abuse on girls joining gangs
3. long-term consequences on girls joining gangs
4. depression and anxiety impact on girls joining gangs
5.death rates of girls joining gangs
6. health risks of girls joining gangs

Development of a Research Scenario

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Assignment 3: Development of a Research Scenario

Mixed Methods

 

Develop a hypothetical research scenario that would necessitate the use of any approach and design utilized for mixed methods examinations. The quantitative methods aspects can be either experimental or quasi-experimental research.

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Your paper should include the following elements:

 

Research Questions

Develop one quantitative research question and one central qualitative research question. A research question should adhere to the following guidelines: (a) formation of question or questions are based on theory, previous research (i.e., the literature review), and experience; (b) stated in the form of a question; and (c) are focused and clear (i.e., specific and feasible).

Quantitative. Specify the specific variables to test (e.g., What is the relationship between the perception of the new educational initiative and job satisfaction?).

Qualitative. Specify a concise open-ended question that begins with what or how and use verbs such as discover, explore, or understand. Example: (central question) How did the employees respond to the new educational initiative? (subquestion) What were the employees’ experiences with the initiative?

            Mixed method. Specify an explicit question so that the data can be analyzed to address the specific mixed method design chosen. For example, if a triangulation approach with a convergence design was chosen then the question would be, “To what extent does the quantitative and qualitative data converge? How and why?”

 

Approach and Design

In 2-3 sentences describe the approach and design that will be used to answer the research questions and create the appropriate diagram. Example: An explanatory-sequential approach and a follow-up explanations design will be utilized to answer the stated research questions as seen in Figure 1.