Dr. Brown asserts that during the Renaissance, European culture crystallized around a celebration of the values of individualism (the autonomous individual), realism and the love of technology.
Describe the formal discoveries of perspective and the vanishing point and then discuss their importance in contributing to the values of individualism, realism and the love of technology.
What artworks dramatically demonstrate these new ways of seeing?
In what was does The Arnolfini Wedding by Jan van Eyck depart from the vanishing point? In what ways does Leonardo da Vinci’s Last Supper demonstrate the vanishing point?
Discuss the different approaches of Leonardo da Vinci and Sofonisba Anguissola to painting Renaissance women.
Finally, discuss the importance of Johann Gutenberg.
What contemporary values/examples/advertising do you see in our social media that carry on the values of the Renaissance?
2 Carl Roger’s Client-centered Approach Theory Name Institutional Affiliation Carl Roger’s Client-centered
2
Carl Roger’s Client-centered Approach Theory
Name
Institutional Affiliation
Carl Roger’s Client-centered Approach Theory
Carl Rogers was a great American human psychologist of his time (1902 – 1987) and was a great supporter of Maslow’s views that our actions are influenced by specific psychological needs (Kramer, 2019). On to the hierarchy of needs, he added that an environment with self-acceptance, genuineness, and empathy is crucial for one to grow. His core understanding of life is that everyone reaches self-actualization when they accomplish their desires, wishes, and goals at all life stages. In healthcare, Rodgers’s behavioral approaches and psycho-dynamic analysis recommended that clients would be best served if they were encouraged to concentrate on their present understanding rather than being influenced by the thoughts of others or unconscious motives (Takens, 2020). With the belief that the client’s condition will only improve if the therapist is understanding, warm and genuine to the client, he developed the client-centered approach theory in psychological therapy.
Client-centered Therapy
The client entering therapy is usually incongruent, which is the therapist’s duty to reverse this condition. Rogers’ approach was called the ‘client-centered approach’ as the therapist focuses on the subjective view of the client’s world (Kramer, 2019). Humanistic counseling refers to the individual seeking therapy as a client and not a patient as they view them as equal associates rather than a case of a professional treating a patient. This concept is contrary to other forms of therapy. In so doing, the client is accountable for improving their condition and not entirely the therapist as they act as a medium or moderators of the process. In this therapy, the clients decide for themselves what is wrong and how they are supposed to adjust to mitigate the issue. Rogers’ approach rejected the therapist interpreting the client’s views as a way of focusing on the future and the present and not the past. Contrary to psycho-dynamic therapists who aim to liberate their clients from the past, the Rogerian approach goes the extra mile of hoping to assist their clients in attaining personal development and ultimately reaching self-actualization (Kramer, 2019).
Client-centered therapy works under three basic principles; congruence with the client, absolute optimism, and empathy with the patient (Mcleod, 2019a). According to Rogers, congruence is genuineness is a critical component of counseling. Unlike psycho-dynamic therapy, the client should be open and reveal their own identity in therapy for accurate results. Positive regard attributes valuing the clients as they are, even when the therapist does not approve of their actions. This maintains their positive value of themselves even when they are disgusted by their actions (Mcleod, 2019a). Empathy involves understanding what the client is feeling and being considerate. With the involvement the inclusion of these principles, the client-centered approach is efficient in reaching the self-actualization of the patient.
Fate Versus Free Will
Free will is the ability of an individual to make life decisions about their personal behavior. On the other hand, fate refers to existential conditions in life that are inevitable and that one has no control over (Mcleod, 2019b). In psychology, free will is viewed as a concept that accounts for one decision. This is the concept utilized in Roger’s client-centered approach as the client is considered to be having control in what they choose; with this, the client can adjust to behavior that will bring the best outcomes. On the other hand, humanistic therapists view fate as a false belief in the inevitability and accountability of a situation, disregarding it when offering therapy. The idea of therapy is a barrier to a client recovering from therapy.
References
Kramer, R. (2019). The “Birth” of client-centered therapy. The Birth of Relationship Therapy, 91-97. https://doi.org/10.30820/9783837974690-91
Mcleod, S. (2019). Person centred therapy – Core conditions | Simply psychology. Study Guides for Psychology Students – Simply Psychology. https://www.simplypsychology.org/client-centred-therapy.html
Mcleod, S. (2019). Freewill and determinism. Study Guides for Psychology Students – Simply Psychology. https://www.simplypsychology.org/freewill-determinism.html
Takens, R. J. (2020). Person-centered therapy (client-centered). Encyclopedia of Personality and Individual Differences, 3878-3881. https://doi.org/10.1007/978-3-319-24612-3_1494
Caroline NPR2067 (1645) Introduction According to Nuuyoma (2021), feedback is the backbone
Chapter Three Dr. Brown asserts that during the Renaissance, European culture crystallized around a celebration of the values of Writing Assignment Help Caroline NPR2067 (1645)
Introduction
According to Nuuyoma (2021), feedback is the backbone of educational interventions within clinical settings as it acts as a reinforcement, providing nursing students with the opportunity to self-assess their capabilities and skills, and provides direction for self-improvement. In this essay, I will be reflecting on how I obtained and utilised feedback from practice to help enhance my professional and self-development. Reflection, according to McKinnon (2016) involves the process of learning ad developing from learning experiences which enables the student to develop self-awareness and knowledge of their strengths and weaknesses, allowing them to become more authentic in how they provide care to patients they come across. To help guide my reflection I will rely on the six stages of the Gibbs reflective model (1988), which will help enhance my knowledge and understanding of key lessons embedded within my past learning experiences.
To protect patient privacy and confidentiality as required by the Nursing and Midwifery Council, I will refer to the service user using the pseudonym Mrs Jones.
Description
I will be discussing a scenario that occurred I my second year placement within the frailty assessment unit in the local hospital. Patients admitted in this unit were elderly, frail and required comprehensive assessment by a multidisciplinary team. I introduced myself to the ward staff and informing them of my year, which was important in helping me become a part of the team faster and lay foundation for a great relationship as early as possible. After my initial interview with my mentor, I requested to help one of the nurses administer venepuncture to one of the patients and she would gauge my performance and provide feedback on how well or poorly I had done. One I got the permission, I went to prepare myself by reading documentation and watching videos on venepuncture to ensure that I am competent enough to carry on with the procedure during the episode of care. Before meeting with Mrs Jones, I made the necessary preparations, which include preparing tray with the tourniquet, gauze, tape, wipes, needle and the bottles. I then proceeded to introduce myself to her and obtained consent to continue with the procedure. To ensure that the consent was informed, I made sure that I explained to Mrs Jones the reason as to why the doctor needed her blood.
I then began by putting the tourniquet on the patient arm about 3-4 inches above the site of the venepuncture. I then identified the vein and cleaned the site in a circular motion to push germs that can cause infection away from the injection site (Adriana, 2022). I the assembled the needle and vacuum tube holder and removed the cap from the needle. I then told her that she would feel a sharp prick as I proceeded to securely hold her arm and put the needle in the vein (RCN, 2017). I then attached the purple blood bottle filling up to the necessary and inverted the bottle several times after removal; this is to ensure that the specimen does not clot (O’Brien, 2012). I removed the tourniquet, placed the gauge over the puncture site and slowly removed the needle and discarded it in the sharps bin. I applied the pressure directly on the site to stop the bleeding for a minute then secure it with tape. I then labelled the purple bottle while confirming that all the patient details were correct.
After I was done with the procedure, I followed up with my mentor for feedback on how I had performed within the episode of care where he proceeded to provide me with informal and verbal feedback.
Thoughts and feelings
In my first week where I met and introduced myself with other members of the unit, I felt confident that this would be essential in providing me with an opportunity to start a great relationship with them. Additionally, I felt confident that the placement would provide me with another opportunity to apply knowledge learnt in class within real world settings. However, despite having volunteered to help the nurse, I felt nervous and anxious being that this would be my first time performing a venepuncture on a patient. However, the knowledge I gained by reviewing notes and watching videos on how to do it added on my courage to approach the patient and get started. Courage is an essential aspect in nursing practice as it allows them to overcome fear, enabling them to effectively provide their patients with safe and high quality care. My thoughts after successfully completing the episode of care included being proud of myself having completed the venepuncture process successfully with minimal challenges. With this, I felt that the feedback I would receive from my mentor would be positive.
Evaluation
I was successful in obtaining feedback from him. Research done by Adamson et al, (2018) shows that while the supervisor is tasked with providing the student with feedback, it is important that the student strives to gain feedback from his/her supervisor as it is a shared responsibility between the two. Taking initiative to follow my mentor and asking him for feedback highlighted my commitment towards this responsibility (García-Moyano et al., 2019). The feedback received would be essential in helping support me identify learning opportunities I can use to facilitate my professional development (Nuuyoma, 2021). While I was successful in obtaining feedback from the lecturer, the feedback process was interfered a couple of times due to the noise within the ward (Reddy et al., 2015). Additionally, being that there was no privacy and the mentor gave me feedback I front of one of the patients, which interfered with my concentration and intake of the feedback. I had also been successful within the episode of care by effectively administering a venepuncture to Mrs Jones, which can be attributed by my ability to learn more information about how to do it and relying on my mentor’s help, who was there beside me the whole episode of care.
Analysis
Feedback is essential in the nursing curriculum, as it helps inform students of their progress, motivating them to engage in learning activities that can help improve their development (Burgess and Mellis, 2015). Additionally, it stimulates experiential and reflective learning, allowing students to identify key gaps within their performance (Nuuyoma, 2021). The constructive feedback received from my mentor stated that I had conducted myself excellently within the episode of care as I had introduced myself to Mrs Jones, obtained consent and checked her identity. Introducing oneself helps form the basis of the therapeutic nurse-patient relationship, allowing it to be created on a foundation of mutual trust and respect (Guest, 2016). Additionally, it helps make a great impression that helps the patient feel comfortable and at ease. Obtaining patient consent, on the other hand, is a collaborative process that allows the inclusion of patients in making decisions regarding their care (Hall et al., 2012). Obtaining consent from Mrs Jones is also in line with the NMC code (2018) which states that nurses should act in the best interest of people at all times by making sure they get properly informed consent and document it before carrying out any action. Gaining patient consent also exhibited my ability to uphold the nursing ethical value of autonomy, which requires that patients retain the right to make independent decisions without any influence from the nurse or other care professionals (Entwistle et al., 2010). Upholding patient autonomy empowers them to feel more confident and in control of their ability to make educated health decisions. Identifying the patient was also critical in ensuring that effective and safe care is delivered to the right person and that mistakes in care delivery are avoided (Riplinger et al., 2020). The feedback also stated that I had communicated well with the patient and that there was room for improving on my communication skills. As frontline care workers, it is important that nurses rely on communication when undertaking any aspect of their jobs (Riley, 2015). Working on my communication skills will be essential in helping me achieve positive outcomes of individualised care of each patient and fostering relationships between patients, families and myself and co-workers (Kourkouta and Papathanasiou, 2014).
The feedback also highlighted how I am developing as part of the nursing team ad providing quality nursing care. My mentor had stated that, I had performed my role excellently, which included following instructions and asking for help when I needed it. According to the NMC code (2018), it is important that nurses work under the limitations of their role, which include working under the instructions ad tasks prescribed within their role. Additionally, working within the limitations of my role include communicating effectively and working cooperatively with other members of the team to deliver care to patients (Souza et al., 2016).
Conclusion
Reflecting on my feedback has helped increase my awareness of areas I am strong at and areas that I need to work on to facilitate my professional and self-development. Introducing one-self and obtaining consent play an important role in helping create a therapeutic relationship between myself and other patients. It also ensures that the patient will trust me to proceed with providing them with care. Communication on the other hand, allows for the achievement of successful outcomes when providing care and therefore nurses should strive to communicate effectively when practising.
Action plan
Should I encounter such a scenario within my future practice, I want to be equipped in a way that allows me to effectively deal with it. Therefore, I will research and do independent learning on strategies to help improve on my communication, and especially with patients, which will allow me to provide them with care they trust and makes them feel safe. I will also work on increasing my knowledge on common procedures within frailty units such as venepuncture. This will help reduce on my anxiety and increase my confident when dealing with patients.
References
Adamson, E., King, L., Foy, L., McLeod, M., Traynor, J., Watson, W. and Gray, M., (2018). Feedback in clinical practice: Enhancing the students’ experience through action research. Nurse Education in Practice, 31, pp.48-53.
Burgess, A. and Mellis, C., (2015). Feedback and assessment for clinical placements: achieving the right balance. Advances in medical education and practice, 6, p.373.
Entwistle, V.A., Carter, S.M., Cribb, A. and McCaffery, K., (2010). Supporting patient autonomy: the importance of clinician-patient relationships. Journal of general internal medicine, 25(7), pp.741-745.
García-Moyano, L., Altisent, R., Pellicer-García, B., Guerrero-Portillo, S., Arrazola-Alberdi, O. and Delgado-Marroquín, M.T., (2019). A concept analysis of professional commitment in nursing. Nursing Ethics, 26(3), pp.778-797.
Gibbs, G., (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
Guest, M., (2016). How to introduce yourself to patients. Nursing Standard (2014+), 30(41), p.36.
Kadam, R.A., (2017). Informed consent process: a step further towards making it meaningful!. Perspectives in clinical research, 8(3), p.107.
Kourkouta, L. and Papathanasiou, I.V., (2014). Communication in nursing practice. Materia socio-medica, 26(1), p.65.
Lloyd-Penza, M., Rose, A. and Roach, A., (2019). Using feedback to improve clinical education of nursing students in an academic-practice partnership. Teaching and Learning in Nursing, 14(2), pp.125-127.
McKinnon, J., (2016). Reflection for nursing life: principles, process and practice. Routledge.
Nursing and Midwifery Council, (2018). The Code: Professional standards of practice and behaviour for nurses and midwives. Nursing and Midwifery Council (NMC).
Nuuyoma, V., (2021). Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia. curationis, 44(1), pp.1-12.
Reddy, S.T., Zegarek, M.H., Fromme, H.B., Ryan, M.S., Schumann, S.A. and Harris, I.B., (2015). Barriers and facilitators to effective feedback: a qualitative analysis of data from multispecialty resident focus groups. Journal of graduate medical education, 7(2), pp.214-219.
Riley, J.B., (2015). Communication in nursing. Elsevier Health Sciences.
Riplinger, L., Piera-Jiménez, J. and Dooling, J.P., (2020). Patient Identification Techniques–Approaches, Implications, and Findings. Yearbook of medical informatics, 29(01), pp.081-086.
Souza, G.C.D., Peduzzi, M., Silva, J.A.M.D. and Carvalho, B.G., (2016). Teamwork in nursing: restricted to nursing professionals or an interprofessional collaboration?. Revista da Escola de Enfermagem da USP, 50, pp.0642-0649.
Caroline NPR2067 Introduction According to Nuuyoma (xx) feedback is the backbone of
Caroline NPR2067
Introduction
According to Nuuyoma (xx) feedback is the backbone of educational interventions within clinical settings as it acts as a reinforcement, providing nursing students with the opportunity to self-assess their capabilities and skills, and provides direction for self-improvement. This is also supported by xx whose study reveals that the provision of feedback to nursing students regarding their performance was essential in helping enhance their competence and confidence to practice. In this essay, I will be reflecting on how I obtained and utilised feedback from practice to help enhance my professional and self-development. Reflection, according to McKinnon (2016) involves the process of learning ad developing from learning experiences which enables the stident to develop self awareness and knowledge of their strengths and weaknesses, allowing them to become more authentic I their provision of nursing care to patients they come across. To help guide my reflection I will rely on the six stages of the Gibbs reflective model, which will help enhance my knowledge and understanding of key lessons embedded within my past learning experiences.
Nurses and midwives are required by the Nursing and Midwifery council code (2018), to protect patient privacy and confidentiality when practising and to uphold this, I will refer to the service user using the pseudonym Mrs Jones.
Description
I will be discussing a scenario that occurred I my second year placement within the frailty assessment unit in the local hospital. Patients admitted in this unit were elderly, frail and required comprehensive assessment by a multidisciplinary team. I introduced myself to the ward staff and informing them of my year, which was important in helping me become a part of the team faster and lay foundation for a great relationship as early as possible. After my initial interview with my mentor, I requested to help one of the nurses administer venepuncture to one of the patients and she would gauge my performance and provide feedback on how well or poorly I had done. One I got the permission, I went to prepare myself by reading documentation and watching videos on venepuncture to ensure that I am competent enough to carry on with the procedure during the episode of care. Before meeting with Mrs Jones, I made the necessary preparations, which include preparing tray with the tourniquet, gauze, tape, wipes, needle and the bottles. I then proceeded to introduce myself to her and obtained consent to continue with the procedure. To ensure that the consent was informed, I made sure that I explained to Mrs Jones the reason as to why the doctor needed her blood.
I then began by putting the tourniquet on the patient arm about 3-4 inches above the site of the venepuncture. After I identified the vein, I proceeded to clean the site with alcohol wipes in a circular motion to push any germs away from the injection site which can cause infection (Adriana, 2022). After the area was dry, I assembled the needle and vacuum tube older and removed the cap from the needle. I held Mrs Jones arm securely then put the needle into the vein, I made sure I was assuring her, as the needle was going through, and that she would feel a sharp prick (RCN, 2017) . I then attached the purple blood bottle filling up to the necessary and inverted the bottle several times after removal, this is to ensure that the specimen does not clot (O’Brien, 2012). I removed the tourniquet, placed the gauge over the puncture site and slowly removed the needle and discarded it in the sharps bin. I applied the pressure directly on the site so as to stop the bleeding for a minute then secure it with tape. All the waste were discarded. Removed the PPE and made sure that Mrs Jones was okay then labelled the purple bottle while re confirming that all the patient details was correct.
After I was done with the procedure, I followed up with my mentor for feedback on how I had performed within the episode of care where he proceeded to provide me with informal ad verbal feedback.
Thoughts and feelings
In my first week where I met and introduced myself with other members of the unit, I felt confident that this would be essential in providing me with an opportunity to start a great relationship with them. Additionally, I felt confident that the placement would provide me with another opportunity to apply knowledge learnt in class within real world settings. However, despite having volunteered to help the nurse, I felt nervous and anxious being that this would be my first time performing a venepuncture on a patient. However, the knowledge I gained by reviewing notes and watching videos on how to do it added on my courage to approach the patient and get started. Courage is an essential aspect in nursing practice as it allows them to overcome fear, enabling them to effectively provide their patients with safe and high quality care. My thoughts after successfully completing the episode of care included being proud of myself having completed the venepuncture process successfully with minimal challenges. With this, I felt that the feedback I would receive from my mentor would be positive.
Evaluation
There are a number of things that went well in within the episode of care and in my process of obtaining from my mentor. First, I was successful in obtaining feedback from him. Research done by Adamson et al, (2018) shows that while the supervisor is tasked with providing the student with feedback, it is important that the student strives to gain feedback from his/her supervisor as it is a shared responsibility between the two. Taking initiative to follow my mentor and asking him for feedback highlighted my commitment towards this responsibility. The feedback received would be essential in helping support me identify learning opportunities I can use to facilitate my professional development. While I was successful in obtaining feedback from the lecturer, the feedback process was interfered a couple of times due to the noise within the ward. Additionally, being that there was no privacy and the mentor gave me feedback I front of one of the patients, which interfered with my concentration and intake of the feedback. I had also been successful within the episode of care by effectively administering a venepuncture o Mrs Jones, which ca be attributed by my ability to learn more information about how to do it and relying on my mentor’s help, who was there beside me the whole episode of care.
Analysis
Feedback is an essential component in the nursing curriculum, which is mostly a combination of theoretical and practical learning which helps one gain knowledge, skills and the best attitude for providing care Jamshidi et al., (2016). The constructive feedback I received from my mentor was positive because I performed the administration of venepuncture correctly. I treated Mrs. Jones with respect and maintained her privacy and confidentiality as stipulated by the (Code, 2018).
Effective communication between patients and nurses plays an essential role in helping achieve successful patient outcomes when providing individualised nursing care (Kourkouta and Papathanasiou, 2014). This is because, effective communication requiring gaining an in-depth understanding the patient’s condition and experiences. Apart from understanding the patient, effective communication in care involves conveying messages that are understandable and acceptable. Therefore, in order for nurses to succeed in their practice, they ought to work on their communication skills and this will include not only working on their verbal communication skills but also non-verbal skills (Silverman and Kinnersley, 2010). While I was excellent in verbal communication skills, the feedback stated that I needed to work on my non-verbal communication skills such as maintaining eye contact and smiling appropriately. Non-verbal communication plays an important variable in doctor-patient interactions and especially in medical interviews (D’Agostino and Bylund, 2014).
Before administrating the venepuncture on Mrs Jones , I was very anxious because I was not sure what the outcome will be and this can be explained through the use of Johari window whereby I was within the “unknown area”. The concept of the Johari window allows us to examine a hidden selves through disclosure and feedback from others. This process can enhance the sense of self and promote self-awareness and improve performance.
It was a good thing to now became aware of the anxiety going through my mind, I was able to conquer this through self-assurance which a key element to an effective leadership (Manasa et, al., 2014). According to NMC (2018), nurses, midwives and nursing associate have the responsibility to support students’ and colleagues’ learning to help them develop their professional competence and confidence, which I gained after administering the venepuncture on Mrs. Jones. Gaining this skill will help me contribute positively to the team and best patient outcome.
Conclusion
This reflection has helped me learn about how being confident and courageous as a nurse is crucial to patient safety (Palanissamy and Verville,2015). I have also learnt that using easy and simple words and distraction techniques to communicate effectively. Even though I delayed in interveining, this experience has created an awareness for me to be more confident in myself, be proactive and take initiative
Action plan
I will also research different journals and articles available from the school library to ensure that I gain knowledge on the Makaton sign language and ensure that I can communicate effectively with patient.
References
Adamson, E., King, L., Foy, L., McLeod, M., Traynor, J., Watson, W. and Gray, M., (2018). Feedback in clinical practice: Enhancing the students’ experience through action research. Nurse Education in Practice, 31, pp.48-53.
Adeani, I.S., Febriani, R.B. and Syafryadin, S., (2020). USING GIBBS’REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS. Indonesian EFL Journal, 6(2), pp.139-148.
Agata, E.D., Loeb, M.B. and Mitchell, S.L., (2013). Challenges in assessing nursing home residents with advanced dementia for suspected urinary tract infections. Journal of the American Geriatrics Society, 61(1), pp.62-66.
Baillie, L., (2017). An exploration of the 6Cs as a set of values for nursing practice. British Journal of Nursing, 26(10), pp.558-563.
BANsAl, N. and PArle, M., (2014). Dementia: an overview. Journal of Pharmaceutical Technology, Research and Management, 2(1), pp.29-45.
Bramhall, E., (2014). Effective communication skills in nursing practice. Nursing Standard (2014+), 29(14), p.53.
Burgess, A. and Mellis, C., (2015). Feedback and assessment for clinical placements: achieving the right balance. Advances in medical education and practice, 6, p.373.
Dreier-Wolfgramm, A., Michalowsky, B., Austrom, M.G., van der Marck, M.A., Iliffe, S., Alder, C., Vollmar, H.C., Thyrian, J.R., Wucherer, D., Zwingmann, I. and Hoffmann, W., (2017). Dementia care management in primary care. Zeitschrift für Gerontologie und Geriatrie, 50(2), pp.68-77.
El-Saifi, N., Moyle, W., Jones, C. and Tuffaha, H., (2018). Medication adherence in older patients with dementia: a systematic literature review. Journal of pharmacy practice, 31(3), pp.322-334.
Fouka, G. and Mantzorou, M., (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing?. Health science journal, 5(1), p.3.
Hashim, M.J., (2017). Patient-centered communication: basic skills. American family physician, 95(1), pp.29-34.
Husebø, S.E., O’Regan, S. and Nestel, D., (2015). Reflective practice and its role in simulation. Clinical Simulation in Nursing, 11(8), pp.368-375.
Jootun, D. and McGhee, G., (2011). Effective communication with people who have dementia. Nursing Standard, 25(25).
Jordan, S., Logan, V., Turner, A. and Hughes, D., (2021). Using nurse-led patient monitoring to avoid medicines-related harm. Nursing Standard.
Lindh, I.B., Barbosa da Silva, A., Berg, A. and Severinsson, E., (2010). Courage and nursing practice: A theoretical analysis. Nursing ethics, 17(5), pp.551-565.
McKillop, J. and Petrini, C., (2011). Communicating with people with dementia. Annali dell’Istituto Superiore di Sanità, 47, pp.333-336.
Nursing and Midwifery Council, (2018). The Code: Professional standards of practice and behaviour for nurses and midwives. Nursing and Midwifery Council (NMC).
Nuuyoma, V., (2021). Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia. curationis, 44(1), pp.1-12.
Vahdat, S., Hamzehgardeshi, L., Hessam, S. and Hamzehgardeshi, Z., (2014). Patient involvement in health care decision making: a review. Iranian Red Crescent Medical Journal, 16(1).
While, C., Duane, F., Beanland, C. and Koch, S., (2013). Medication management: the perspectives of people with dementia and family carers. Dementia, 12(6), pp.734-750.
World Health Organization, (2019). Dementia (No. WHO-EM/MNH/218/E). World Health Organization. Regional Office for the Eastern Mediterranean.
Case questions What economic, political and social issues are raised? Justify your
Case questions
What economic, political and social issues are raised? Justify your answer with evidence from the case. (10 marks)
One of the economic difficulties addressed is a skewed market for their goods. Similarly, Jake Andrews feels that the prices of their two main commodities, iron ore and coal, are at all-time lows. Our high-grade thermal coal is not being purchased by Chinese customers, and the price of our high-grade thermal coal has dropped to a ten-year low. They are compelled to keep expenditures as low as possible in order to maintain their market share, which may result in long-term losses.
The lack of involvement with authorities is now providing a political dilemma. This is because the union owns and operates the mine, which they would want to shut in order to save money. As a result, they are unable to make any changes that might enhance production levels. Mike Lee says that the firm has been in talks with the Fair Work Commission for more than two years in order to cut people and introduce more flexible work arrangements. They are unable to run the mine in line with best practices due to our dependence on unions and the FWC.
The social problem that is now raising concern is unemployment. Mike Lee now feels that in order to be competitive in today’s market, they must reduce their staff by 500 workers and reduce their payroll expenses by at least 25%. The ramifications for the surrounding town and its citizens would be disastrous if the mine was closed and all 2000 workers were laid off. Because Green Valley is a mining town and we are the principal employer, the economic and social consequences of a mine shutdown would be significant.
What are the relevant change concepts, theories, and frameworks that can be applied to this case? Provide at least two and justify the relevance of each theory. (10 marks)
Scientific management theory
Frederick Taylor was a pioneer in the area of work performance studies, developing one of the earliest scientific processes in the world in the process. Taylor’s opinions on task completion and quality argued for the application of the scientific method in the workplace rather than relying on the leader’s judgment or the personal discretion of team members. His method was predicated on the premise that pushing people to work hard would not result in the most productive work environment conceivable. He continued by elucidating why this was the case. As an alternative, he recommended that processes be streamlined in order to increase productivity.
Adrian asserts that their existence would be unthinkable if not for technological advances. This may out to be the most accurate statement in this instance. A single person sitting in front of a computer screen may now oversee up to 50 autonomous cars simultaneously. Truck drivers at the Kookaburra Mine, for example, may be sacked without notice in part because to their exceptional work ethic. There will be no more lunch breaks, no more high-level work meetings, and no more penalty rates for these drivers. Each car has the potential to save its owner around 500 hours of work each year, which is a substantial amount of precious time. In today’s market, the only way to secure long-term success is to keep one step ahead of the technological curve. Robots have the potential to save enormous amounts of money as well as lives in a number of circumstances.
Systems management theory
In order for the broader system to operate well, this idea is predicated on the concept that companies are made up of numerous components that must all perform correctly together. As a result, the effectiveness of an organization is defined by the synergy, interdependence, and interrelationships that exist inside and among its subsystems, as well as the interactions that exist between them. Employees, according to this viewpoint, are the most important component of a firm, but departments, workgroups, and business units all contribute to the success of the organization in some way or another.
President Jake Andrews of Blue Mines International should make certain that the company collaborates closely with the Fair Labor Standards Commission and the federal government on this issue. Tax incentives and other forms of financial aid may be made available by the government as a result of this partnership, but the firm retains complete control over its own destiny and choices.
3. Outline a change plan demonstrating how your preferred strategy or strategies could be put forward to address the issues and problems in this case. Provide a brief outline of each strategy and a timeline for the execution of your proposed implementation plan. (20 marks)
Technology Advancement: I would seriously explore using robots and automated monitoring in my organization if and when they become accessible. I was able to save money at both mines by using autonomous trucks and trains, cutting costs in both sites. Technological innovation, in my view, is critical for a company’s long-term survival in the new global order. A single person sitting in front of a computer screen may now oversee up to 50 autonomous cars simultaneously. To kick things off, I’m going to dismiss the truck drivers at the Kookiburra Mine, which will result in the abolition of lunch breaks, top-level meetings, and penalty rates at the mine. They operate 24 hours a day, 365 days a year, and are renowned for their professionalism and work ethics. Each car has the potential to save its owner around 500 hours of work each year, which is a substantial amount of precious time. In today’s market, the only way to secure long-term success is to keep one step ahead of the technological curve. Robotics with computerized monitoring may be able to eliminate the need for people to operate in hazardous and contaminated areas, resulting in economic savings while also saving lives.
Government intervention: I’d want to contact with the government as soon as possible about the subject of taxation and government body manipulation, and I’d like to do it promptly. Given the enterprise’s importance to the state economy, the state government owes it to the state’s citizens to aid them in reestablishing economic viability. Green Valley is situated in a hotly contested parliamentary constituency, making it an ideal general location. It is possible that the government may decide in the future to provide tax refunds or other types of financial help to those who qualify. Generalization: Politicians in marginal electoral districts will go to extreme lengths to retain their seats, and this may be an ideal chance for them to collect government funds. As a consequence of the government’s aid, the business will be able to raise its investment and contribute to the extension of its global competitiveness. These actions will contribute to reducing both the chance of unemployment and the cost of manufacturing items.
Unit 1: Overview Do you think Jessica has ASD? What characteristics would
Unit 1: Overview
Do you think Jessica has ASD? What characteristics would lead you to this conclusion?
Yeah, I think Jessica has ASD. The claim is possible because she exhibits characteristics that relate to people with ASD such as she is easily distracted by other students and items in the classroom. Apart from that, she has challenges in maintaining attention as she exhibits a short concentration span before she proceeds to engage in self-stimulatory activities with her hands. She prefers a consistent environment and gets irritated when the schedule shifts with no alerts. She cannot answer open-minded questions but prefers simple multiple-choice and is reluctant to join her peers in playing. She has trouble remembering things told to her. She has difficulty following long directions with several steps. She is obedient to instructions but becomes non-compliant once distracted.
Apart from that Jessica find it difficult to perform printing exercises as she cannot get in line and gets frustrated with the appearance of her letter. She has a problem with structuring her sentences well as she can copy words and place them together but has trouble making constructive sentences. When she is stressed she rubs her fingers together, and engages in lip pulling for long periods of that resulting removal of skin from her lips that causes her to bleed, and yet she progresses. In addition to that Jessica ignores people in her environment and does not consistently respond to teachers and educational staff in her environment. She frequently ignores peers’ initiations and appears to be in her world. There are some of the characteristics that make one conclude that she has ASD.
Discuss the assessment process to determine if Jessica has ASD. What tools could be used?
The process involves development monitoring that incorporates the active watching of the growth of the child and observation of if the child meets the normal growth and development milestones in communicating, socializing, learning, playing, and behaving. Another assessment criterion to note is developmental screening. It involves the utilization of screening checklists and questionnaires that relates to other children of the same age as Jessica and has common development millstones. The line of interrogation of the questionnaires may range from emotions, behavioral responses, thinking abilities, movements, and the use of language for verbal communication. Preferably conducted by a doctor or any health professional personal. Another incorporated process and very crucial is the development diagnosis. It involves the use of a screening tool that alerts if the child is developing well or exhibiting ASD characteristics. The results of the development diagnosis determine if the child is an ASD patient or not. Among the tools employed in the diagnosis of ASD determination for a childlike Jessica includes, the Childhood Autism Rating Scale that centers on behavior observation, the Gilliam Autism Rating Scale, Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT), Sensory Profile School Companion (SPSC) and Social Cognition
Unit 3: Working with Families
How do you think Jessica’s parents and siblings are affected? What stressors are they experiencing? How is the family functioning differently than if Jessica did not have ASD?
There are several stressors the parents and siblings Jessica are facing regarding her communication, cognitive, sensory, and mental interaction with the family. For instance, Jessica exhibits a limited number of foods she tolerates and the taste and texture of it hence parents have to stick to this meal. There is the stress that comes with supporting such a kid as the emotional pressure to try and adapt the kid to new meals. Her family is stressed with aiding her in accepting diverse kinds of meals despite her dislike of the new taste. It is a struggle of making Jessica comfortable while exposing her to diverse kinds of foods for the betterment of her health. The limited diet she takes stresses the family to be always in search of methods to aid in adapting her to new tastes of food and texture. The limitedness of her diet makes it difficult for the family to pack her lunch as she might be eating the same meal daily. Apart from that, she cannot participate in the party activities and school cooking forcing her parents to pack her food whenever she attends such occasions. She likes her food served at a specific temperature of neither too cold nor too hot as the parents have the challenge of retaining this temperature lest she defaults to eating. She is very sensitive to touch hence the parents have to be careful while handling her. She has a preference for soft, loose clothing without underwear and socks and her parents face the challenge of adapting her to washing and brushing her hair while observing appropriate dressing. However, the obedience of Jessica to such outfits is short-lived as they have to supervise her to make sure she sticks to the appropriate dressing and that is challenging. Thus these challenges are only present in the family because Jessica has ASD otherwise they would have been absent.
What strategies could be employed to support Jessica’s parents and siblings? How could practitioners engage families in service delivery?
The mitigation strategies to be adopted in aid of Jessica’s family faced with the ASD are illustrated below
. Family and marriage therapists are to provide family grieving support by being conscious of the grieving cycle. Apart from that, there is a need to explore intervention measures to mitigate the issue by serving as coaches and mediators. In addition to the mentions, there is a need to aid the failed to advocate for themselves. It pushes Jessica’s family to be more standing up for their needs. Apart from that, another support criterion is the exploration of the distinct belief, feelings, and emotional systems existing within Jessica’s family. This includes the handling of the various doctor appointments, financial matters, and IEP meetings of Jessica. There is also the need to address the traditional gender roles in handling the child. The final act is to appreciate the family’s strengths and competence in handling the situation. Jessica’s family indeed goes through a lot of emotional and social struggles even though it is not by fate that they are in such a situation. Thus essential support from the family should be established from religious groups, friends, extended family members, and spouses. They aid in the reduction of the demand and stress that comes with handling Jessica. The provision of social outlet activities such as community work and leisure activities provides a platform for the family to effectively accept Jessica. However, families are the only one who knows how to handle themselves hence despite having a pessimistic or optimistic outlook they know how to cope with the situation and hence the need to help them reach their full potential.
Unit 4: Environmental Measures
Discuss Jessica’s problematic behavior. How would you conduct a functional behavior assessment on Jessica? What tools would you use? What hypotheses do you have regarding the function of her behavior and the factors that are maintaining problematic behavior?
There are several problematic behaviors that Jessica exhibits and they include the following. When she is stressed, bored, or frustrated she rubs her fingers together. She will also engage in lip pulling for long periods, particularly at school. Sometimes she removes skin from her lips and causes them to bleed. Teachers at school tell her to stop touching her lips, but she continues. Jessica also has a fascination for hair. Jessica ignores people in her environment. At school, she does not respond to teachers and other educational staff in her environment consistently. She also ignores the initiations of peers. At times she appears to be in her world. Other times the ignoring is a compliance issue and she is choosing to not respond. There are times when Jessica gets so frustrated that she engages in tantrum behavior by crying endlessly and refusing to respond to others.
There are several ways to conduct functional assessment behavior on Jessica and the procedure includes Recognition of the causes and triggers of the problematic behavior and the development of a functional hypothetical stamen regarding the recognized problems and the causes. The next step is to reobserve Jessica to confirm the credibility and reliability of the formulated hypothesis and design behavior support strategies around the confirmed hypothesis. Develop mitigation strategies assigning responsibilities to the personnel to aid in the implementation of the behavior support plan and collect data on the effectiveness of the support plan
What antecedent-based interventions would be effective to address the identified behavior above, and why? Discuss how you would implement at least one of these interventions.
The antecedent-based interventions to effectively address the different problematic behavior of Jessica are illustrated below
Jessica’s fascination for hair pulling can be corrected through the adoption of cognitive-behavioral interventions through the Reduction of environmental influence on hair-pulling. Jessica has a tendency to rub her fingers together, lip pulling for long periods removes skin from her lips, and causes them to bleed when she is stressed, bored, or frustrated. The ancient-based intervention to this behavior is the Address emotional regulation difficulties that underlie pain infliction or self-hurting through, Emotion regulation skills training, and distress tolerance strategies as these aid in keeping their emotions in check hence effective in the addressing of this problematic behavior. Another problematic behavior that needs antecedent-based interventions is that Jessica ignores people in her environment. At school, she does not respond to teachers and other educational staff in her environment consistently. She also ignores the initiations of peers. At times she appears to be in her world. The solution includes enhancement of motivation to decrease the instances of ignoring people and increase Jessica’s need to stop ignoring people. Another problem that needs an antecedent-based intervention Is the fact that Jessica gets so frustrated and engages in tantrum behavior by crying endlessly and refusing to respond to others. The solution to this problem is the adoption of Relaxation exercises used to reduce stress, especially in high-risk environments such as school and frustrating circumstances.
The implementation of the Relaxation exercises used to reduce stress, especially in high-risk environments such as school and frustrating circumstances for Jessica that cries more often is through the adoption of exercises that encourage acceptance and containment of frustrations, motivational interviewing, consistent and adequate muscle relaxation instances supported by diaphragmatic relaxation breathing excesses
Unit 5: Applied Behaviour Analysis
What ABA techniques would be effective to teach Jessica new skills? Be sure to explain why. What verbal behavior instruction would be most relevant?
Among the techniques that would be effective to teach Jessica new skills are as follows
Adoption of task analysis is an ABA technique that involves the subdivision of complex tasks into several manageable milestones. Then the subdivisions are thought to Jessica without little assistance. Positive reinforcement is utilized to increase the chances that Jessica will use the new skills later. It is effective for Jessica to learn new skills because it is easy to learn to perform a task if it was divided into millstones that indicate stages of success in the task execution.
Apart from that Chaining is another ABA technique that can be adopted to effectively teach Jessica new skills. It is a technique that incorporates task analysis and can be used to teach the various stages of task analysis. Several types of chains can be used in the teaching of new skills and ABA aids in the selection of a chain strategy that best fits Jessica depending on her current condition with ASD. The ABA technique is suitable for Jessica as it would allow her to complete an entire chain independently and in the end, learn new skills. In addition to the mentioned, prompting is another ABA technique that can be used to teach Jessica new skills. The form of prompt adopted determines how Jessica learns new skills appropriately. Prompts are effective as they will aid Jessica in sticking to new skills learning. It aids in the prevention of negative behavior and increases Jessica’s self-esteem by encouraging that successful completion of a task is viable.
About ABA techniques, Prompt fading can also be adopted to effectively teach Jessica new skills. Despite the benefit of prompts in the aid of Jessica learning and adapting new skills, they should be erased progressively as she gets stability to independently affect the new skills. They are affected continuously and slowly till Jessica is adapted to the new skills. Hence essential in confirming progress in Jessica’s act of learning new skills. Another critical ABA technique to consider is generalization as it aids Jessica to learn new skills. It involves the application of what Jessica has learned in our environment to another environment. This is effective in teaching new skills to Jessica because the technique she is already familiar with is used to teach her another skill making the learning process much easier and faster.
How could ABA be used to address Jessica’s problematic behavior? Develop a brief behavior support plan to address one target behavior.
ABA can be used to address Jessica’s problematic behavior of hair pulling through the adoption of an ABA positive reinforcement technique that will aid her In stopping that behavior information gathering – Involves the learning of the antecedents and maintaining behavior about self-pain infliction. Jessica’s habit of self-pain infliction through rubbing of finger and pulling of lips occurs when she is frustrated, bored, and stressed. She is told to stop but she progresses to do so. Mostly occurs in a school setting hypothesis – The problem behavior is stated with the consequences and antecedents that maintain the behavior. If Jessica is stressed, bored, or frustrated she will rub her fingers and pull her lips to bleeding without stopping and the reaction is being told to stop. Verification of the hypothesis after several observations affirms that Jessica only does that when she is stressed, bored, or frustrated. Jessica needs to be taught relaxation exercises intended to the reduction of stress, boredom, or frustration, especially in high-risk environments such as school. Jessica is through progressive muscle relaxation. Make sure Jessica can perform emotional regulation skills and adopt distress tolerance before proceeding. Assign a physician to teach Jessica the appropriate behavior by verbally rewarding her where necessary and giving her direct attention to ensure he is implementing the emotional management skills
Unit 6: Communication
What is Jessica’s communication profile? What is the role of joint attention in her communication, social interaction, and play?
Jessica’s communication profile encompasses the following.
Jessica exhibits limited communication skills. For instance, she can speak and say most of the basic needs to express her needs and the phrases are easily understood by everyone around her but she has trouble responding to open-minded questions despite responding well to yes/no questions and choice selection questions. She avoids eye contact when interacting with staff. In the instance that she needs help and attention, she at times inappropriately tugs and touches a person she wants attention from. She can ask for help but at times she chooses to be silent about it. In her limited communication, she does not initiate contact with peers and often ignores comments or initiations from peers. She does not respond to staff initiation of communication instances. She prefers watching other kids play over joining them. Joint attention has a big role to play in the communication, social interaction, and play of Jessica. Joint attention enables Jessica to communicate with her peers, parents, siblings, and staff while sharing with them what is in her mind. As Jessica learns and adapts to her environment in the social and physical world, social interaction, communication and play are essential to promote her rapid development and growth in learning the essential skills necessary to cope with her life. One of the critical roles of joint interaction is to enable social interaction and communication. Joint interaction promotes rapid learning for the communication, social interaction, and play skills of Jessica. The instances of increased experience with events grow impressively when Jessica attends to attentions initiated by others. It permits Jessica to match the incidental context to the different individuals she interacts with. It promotes and impacts the sustenance and development of Jessica’s ability to understand and analyze the emotional experiences of her siblings, parents, schoolmates, and teachers making it possible for her to share her feelings. Joint attention exposes Jessica to large essential communication, social interaction, and playing environmental instances that results in better learning of new concepts. It permits her to be able to learn when someone wants to communicate, interact or play with her and respond to the initiations.
What would be some important communication goals for her? What intervention strategies would be most appropriate for Jessica to promote her language development? Joint attention?
There are several communication goals that Jessica needs to adopt. The goal is possible through the use of different and appropriate intervention strategies that promote Jessica’s language development as illustrated below
The communication goal that Jessica should adopt is the use of gestures to communicate, share information, intention, or message through pointing, waving, showing, or giving. Apart from that, another goal she could adopt is the combination of vocals or verbal communication with the gestures to pass information or for effective communication with her parents, teachers, siblings, and schoolmates. The use of verbal communication goals should be attached to the utilization and understanding of more creative and complex structuring of sentences for better communication. In addition to that, another goal should involve the understanding of the sequence of events, occurrences, and interactions plus instructions that permit for easy recognition of the begging and the end of the long instructions and tasks. Another communication goal is the implementation of social accumulative task tracing in a memorable style by the integration of visualizing an event as it takes place and role-playing an occurrence.
The goal is possible through the use of different and appropriate intervention strategies that promote Jessica’s language development as illustrated below.
The joint attention strategy permits Jessica to concentrate on more than one event, action, or item at a given time this promotes enhancement in her communication skills as it promotes multitasking and concentration increase. Another approach to adopt in the promotion of language development is social reciprocity which allows Jessica to recognize and mend broken communication with her peers, family, and teachers. Another effective strategy is the emotional and behavioral regulation that permits Jessica to understand, communicate and process emotions while coping with them.
Unit 7: Social Skills
What are key areas of social difficulty that Jessica experiences? What features of her social-emotional development compromise her ability to relate?
The key areas of social difficulty that Jessica experiences include the fact that she does not like to make eye contact. Apart from that is that she does not approach other people like her peers, staff, and family socially. She sits by herself at lunch hours and does not get involved in socially engaging activities. She struggles to come up with something to say when someone approaches her socially. She has difficulties with many social skills including asking for help, saying hello, responding to questions, and so on. Apart from that, Jessica does not initiate contact with peers and often ignores comments or initiations from peers. She also does not initiate any social interactions with many of the staff and does not respond to staff when they initiate with her. She watches other kids, and seems to enjoy watching on occasion, but does not interact. Jessica is very isolated in class and the halls. She is reluctant to participate in class discussions. She seems to prefer being by herself at recess and engaging in repetitive activities.
There are several features of her social-emotional development that compromise her ability to relate with people they include, She has difficulties understanding the emotions of others. For example, she does not understand when to stop engaging in an activity when someone is getting mad or frustrated with her. She does not understand jokes or sarcasm. It makes it difficult for her to interact with others.
What strategies could be used to teach Jessica appropriate social behavior? How would you implement the identified strategies?
There are several strategies to be adopted in teaching Jessica appropriate social behavior and implementation of the identified strategies as listed below.
There is a need to set realistic expectations for Jessica. Jessica will be able to adopt appropriate social behavior through expectations, procedures, and rules that give a structural representation of what appropriate behavior should be like. The strategy involves consideration and determining personalized procedures and rules based on Jessica’s social behavior adjustments. The strategy can be implemented through the creation of expectations for each environment and activity. For instance, the environment may be school and the activity is how to respond to initiation for interaction. Apart from the above is the adoption of the reinforcement of positive behavior strategy. This strategy allows for the effective teaching of Jessica appropriate social behavior such as observing the set guidelines from the expectations. Jessica will easily comply with the appropriate social behavior principles if she is aware that she is going to earn something she is interested in after sticking to the principle. Such as awarding her s swimming time when she observes appropriate social behavior. It can only work if consistence practice is placed in the positive reinforcement for consistent in observing the appropriate social behavior and trying a new style of it does not work.
Unit 8: Daily Living Skills
What needs does Jessica have for her daily living skills? What barriers limit her independence with these?
Jessica has several needs regarding her daily living skills. Jessica is very independent, she takes care of her own need such as dressing, eating, finding her way in the school, and taking the bus. But she does not like to wash or brush her hair. She is not concerned with personal cleanliness at all.
However, several barriers limit her independence in her activities. They include, despite loving the daily living skills some of them are inappropriate forcing her parents to co nation them. For instance, She does not like her head touched, her hair brushed or washed, and she does not like to wear any kind of hat. She prefers loose, soft clothing and if she can, goes without socks or underwear. Her family has built acceptance of the hair brushing and washing, and the wearing of appropriate clothing into her routines. Jessica has a very limited number of foods that she tolerates the taste and texture making her have trouble exercising healthy eating. Jessica also appears to have some difficulties with proprioceptive sensitivity. She struggles with inclines, steps, curbs, walking downhill, and uneven surfaces. She can be reluctant to proceed, and at times fearful.
What instructional strategies would be beneficial for Jessica to increase her independence? How would you promote the generalization of her skills?
There are several instructional strategies beneficial to Jessica that can be implemented to increase her independence as they promote the generalization of her skills as listed below.
Since Jessica struggles with spoken language, appreciate her ability to communicate through the reconstruction of skills and provision of techniques and principles to assist her to express her feelings, desires, and preferences. The communication strengthening strategy to be adopted is a visual support that enables picture exchange communication systems to permit sign language and speech output devices. Another strategy to be adopted to increase her independence is the adoption of a visual schedule. The visual schedule aids in the progressive alteration and shuffle between activities with less effort. Possible through analyzing each item with Jessica and consistently prompting her to revisit the schedule permits for smooth shuffling. It results in her being able to complete her task after consistent practice. It allows her to only train on activities and skills that fascinate her.
Consequently, self-care skills triggering are a strategy to be incorporated into Jessica’s schedule to aid her increase her independence. Combing hair, the introduction of them at an early stage permits Jessica to master them, especially when embedded in her set of activities that incorporate her daily routine. It can be integrated to enlighten Jessica to request breaks when she is overwhelmed. This technique permits her to regain control of her environment, especially after a break.
Unit 9: Academic Skills
What are the key academic expectations that are challenging for Jessica? What strategies could be used to promote her performance in these areas? How could you modify/adapt a lesson she is having difficulty with? Address how you would ensure that she would still have meaningful access to the content while meeting her unique needs as a learner.
Some of the academic expectations that challenge Jessica to include, she is easily distracted by other students and items in the classroom. She has difficulties maintaining attention. Motivation is a significant issue for her in most school activities. She pays attention for a short period, then withdraws and engages in a self-stimulatory activity with her hands. She is unable to get started on activities without the support and needs support to continue. She is reluctant to ask for help. Jessica cannot answer open-ended questions, and cannot remember things that are said to her. Jessica can follow simple directions, but will sometimes choose to be non-compliant or will get distracted. She has difficulties following longer directions with several steps. Jessica has difficulties printing. She cannot stay in the lines and gets very frustrated with how her letters look. Jessica has difficulties putting sentences together. She can copy words and put them together, but cannot come up with words and ideas herself. A pencil grip and raised line paper have been used to help Jessica with writing. She is still very frustrated and writing is very laborious. Cannot remember money values, Difficulties reading a clock with hands. Finds it very difficult to write and stay within the lines. Cannot copy from far away.
Strategies to implement in adjusting her performance in the academic areas she is having a challenge in include, the teacher and stakeholders should be positive and calm that incorporate the implementation of an honorary behavior that encourages learning through respectfully engaging Jessica. Another strategy that will adjust her performance is the provision of a welcoming and accommodating environment that provides a change and opportunity for Jessica to develop interaction skills. Apart from that, there is a need to incorporate acceptance and understanding in the teaching process through book and program schedules that promote reading. There is also the need to guarantee sensory, communication, and organization stresses are recognized and mitigated. It can be so through the implementation of habits and routines to accommodate consistent transitions and tasks which involves alerting Jessica of the shifts in the routine and schedule in advance. It is possible through the prioritization of the sensory needs of Jessica. There is a need to place much attention to the sensory issues that affect Jessica in the specific setting that cause her discomfort and increase her overwhelming. provision of written procedures on the expectations of the child.as Jessica will increase advancement in overcoming the academic challenges when she knows the implications and rewards of sticking to the principles as it enables her to adapt to the challenges that come with each subject she is tackling.
Apart from the above, the provision of positive directions is another strategy to be adopted to aid Jessica in adjusting her academic performance, it permits Jessica to understand the essence of striving towards specific expectations and be obedient tie what she is advised or coaxed to engage or participate in. this permits her to have access to meaningful content while meeting her unique needs as a student.
Unit 11: Technology
Who should be on the technology team, and why?
The personnel to be included in the technology team are the information technology professional and ASD specialist.IT professionals are essential as they will aid in the maintenance, repair, installation, building, and testing of the software and hardware associated with the use by ASD patients like Jessica.IT professionals aid in the monitoring of the working of the technology employed in the management of ASD in patients as they can easily adjust the technology to satisfy the desired need of the patient. Apart from that, they would be available to aid in the adjustment of the technology in cases of failure. Another person that should be in technology teaching is the ASD specialist. He is responsible for the provision of the needs and requirements that the hardware or software to be made by the IT professional should address. Provides the expertise needed in the creation of a technology that is most suitable to a specific patient and in this case Jessica is the patient. An ASD specialist provides the necessary support and Information of preference and suitable to a specific patient and the technology to be adopted best fit for that person and from there the It professional can actualize the idea through a hardware and software development. Apart from that, the IT professional will be responsible for teaching Jessica and the ASD specialist how to use the software or hardware for the best performance when using it to promote the treatment of ASD.
Is there further assessment information that needs to be collected before deciding on technology?
There is more assessment information needed to be collected before making a technology decision. It includes the analysis of the specific functionality that has been idealized and the current technology in place affecting that functionality. There is a need to understand the application of technology in handling ASD. There is a need to understand the transparency, credibility, and openness of the technology in satisfying the needs of ASD patients. Par from that, technology that is easy to use, fast to learn, and implements should be adopted by the patient with ASD. A technology that is reliable and able to satisfy the needs of Jessica is to be adopted as it optimally aids in the treatment of ASD. The security provided by the technology and robustness aids in the selection of an optimally functioning technology regarding patients’ need taste and preferences.AS selection of a technology that accommodates Jessica’s preference reduces resistance.
What technologies would you choose for Jessica, and why?
Augmentative and alternative communication is a special type of assistive technology that aids people with conditions such as Jessica’s by expanding her communication, promoting her independence, and increasing her social interactions. They include low technology systems that utilize pictures, books, and cards to represent schedules, objects, tasks, and events incorporating routine for Jessica. They are used to understand communication, share intentions s, and answer to intentions. The most appropriate technology is the Picture Exchange Communication system which can be used to visualize scheduled routines effectively. Another type of augmented and alternative communication technology that best fits Jessica is the high technology programs that incorporate the speech generating devices that inchoate apps to aid Jessica to develop her social and communication aspects. They include applications and technology such as laptops, iPods, and smartphones.