2 part assignment need Tomorrow!!

• Comparing Leadership Theories Select any three traditional leadership theories to compare and contrast. How are they similar and how are they different? Why do organizations need a variety of leadership approaches to successfully achieve change? 

*Charismatic Leadership

*Strategic Leadership 

*Transactional Leadership  

 • Applying Leadership Theories to Organizational Issues Describe a common leadership problem that you regularly experience in the workplace. Using the three leadership theories discussed in the first discussion in this unit, how can each leadership theory be applied to address the problem? What is the expected outcome of the three approaches? Provide examples when appropriate.

APA format 

References 

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Diabetic care discussion

Write a 2 pages Word document answering the following questions:

There are multiple issues to consider in caring for someone with Diabetes II. From this group, select two specific issues and: Explain the importance of each variable (2) in the treatment of diabetes. Explain how a provider needs to approach the patient that belongs to each variable  Explain how these considerations would influence the selection of agents for the treatment of diabetes and main related complications.

Variables  • Race and Ethnic Group • Obesity • Coronary Artery Disease and Heart Failure • Hyperlipidemia • Hypertension • Nephropathy • Neuropathy • Retinopathy

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Research Study Proposal–Part I: Problem Statement

Someone to provide an excellent grade assignment with plagiarism free.

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Positive reposnse to this post 150 words with reference due October 18 at 10:00 am

Youth suicide is the third leading cause of death for persons between 15-24 years of age, and almost 4,600 youth deaths each year are the result of suicide for a person 10-24 years of age (Smischney, Chrisler, & Villarruel, 2014). Learning of these numbers is very discouraging considering that suicide can be prevented by recognition and implication of interventions. Adolescents may present to family, friends, or teacher’s signs of suicidal behavior such as talk of suicide, threat of suicide, or risky behavior. Sometimes the adolescent may not display warning signs before committing suicide. It is important to identify risk factors that can lead to suicide. Risk factors that contribute to suicidal ideation are biological, environmental, and psychological factors (Smischney et al., 2014).

Biological risk factors include gender, ethnicity, and sexual orientation. The male gender is 4 times greater to attempt suicide that results in death, whereas female adolescents experience higher rates of depression. Native American or Alaska Natives that are between the ages of 15-24 are at a 2.4 percent higher rate than the national average. Suicidal ideation is higher amongst gay and bisexual male adolescents than heterosexual male adolescents. This may due to the adolescent’s parents or friends lack of approval or support (Smischney et al., 2014).

Environmental risk factors that contribute to suicide include family stress and conflict such as divorce, death of a loved one, academic failure, and abuse. During adolescence, peer relationships greatly contribute to suicide. Adolescents who suffer from poor social skills, low self-esteem, and lack support from their peers are at greater risk for suicidal ideation (Smischney et al., 2014).

Psychological risk factors contributing to adolescent suicide include mental health problems, psychiatric disorders, poor coping skills, and substance abuse. Mental health disorders include anxiety, depression, post-traumatic stress disorder, and schizophrenia. Alcohol is often experienced with by adolescents. Female adolescents are 3 times more likely to attempt suicide and male adolescents are 17 times more likely to attempt suicide when alcohol is involved (Smischney et al., 2014).

Primary, secondary, and tertiary heath prevention measures can be taken to prevent suicide. Primary prevention can be implemented by addressing the topic of suicide with adolescents, identifying risk factors of suicide, and talking about ways to avoid risk factors that can lead to suicide. Secondary prevention can be done by addressing risk factors that the adolescent is experiencing and implementing healthy and effective interventions. This will help to reduce the chance of the adolescent following through with the act of suicide. Tertiary prevention should include providing support and resources to the adolescent, as well ensuring safety. Measures should be taken to prevent the adolescent from attempting and succeeding at suicide.

The Suicide Prevention Resource Center is a resource that provides contact information and suicide prevention plans specific for each state. This information can be accessed through the website http://www.sprc.org/states. Adolescents can also contact the National Suicide Prevention Lifeline 24/7 by calling 1-800-273-8255, or going online to https://suicidepreventionlifeline.org/. Both of these resources offer support to those who are experiencing a suicidal crisis. As a nurse if you suspect a depressed adolescent is in immediate danger of harming themselves, immediate intervention should be implemented such as ensuring the safety of the adolescent. If the nurse is physically present at the adolescent’s side, taking the adolescent to a safe environment and informing a physician is important to prevent harm or injury. If the nurse is talking with the adolescent over the phone and the adolescent is posing immediate danger to themselves, proper authorities should be notified and full detail of the adolescent’s location and situation should be provided.

 References

National Suicide Prevention Lifeline, (n.d.). Get help. Retrieved from https://suicidepreventionlifeline.org/

Smischney, T. M., Chrisler, A., & Villarruel, F. A., (2014). Risk factors for adolescent suicide: Research brief. Retrieved from https://reachmilitaryfamilies.umn.edu/sites/default/files/rdoc/Adolescent%20Suicide.pdf

Suicide Prevention Resource Center, (2017). Organizations: States. Retrieved from http://www.sprc.org/states

 

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PowerPoint presentation from Cultural group-African American & African, and the Socio-cultural group-African American Heritage, Haitian heritage.

Set up a PowerPoint presentation (APA style). Minimum of 16 slides, from the following cultural group and the socio-cultural group provided below.

– Cultural group: African American & African.

– Socio-cultural group: African American Heritage, Haitian Heritage.

The presentation will address the following:

• Values  

• Worldview 

• Language and communication patterns 

• Art and other expressive forms 

• Norms and rules 

• Lifestyle characteristics 

• Relationship patterns 

• Common rituals 

• Degree of assimilation or marginalization from mainstream society 

• Health behaviors and practices.

This PowerPoint presentation must include a comparative and contrast analysis of common characteristics and distinguishing traits between the cultural group and the socio-cultural group. As well as a brief explanation of differential approaches needed by health care professionals.

Provide a minimum of 5 references.

Provide a minimun of 16 slides.

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positive response to this post 150 words due tomorrow October 18 at 10:00 am est

As described by Maurer and Smith, vulnerability can be characteristics, traits, or experiences that can increase a persons’ vulnerability to develop health related problems and have less access to care therefore likely leading to poor outcomes (Maurer & Smith, 2013).  As Maurer and Smith state, a person or group will ultimately be more vulnerable with increasing amounts of risk factors (Maurer & Smith, 2013).  For example, genetics can play a role in high blood pressure and heart disease however, just as important, the people within the family most likely share commonalities like food consumption, activities, and various other lifestyle choices that may contribute to hypertension (Centers for Disease Control and Prevention, 2014).  The family with a genetic predisposition to hypertension is at risk.  How each person in the family lives (diet, exercise, non-smoker) determines their vulnerabilities.

Members of the at-risk group I have mentioned may not be able to advocate for themselves due to lack of education. Culture and traditions play a large part in food, diet, and exercise.  Letting go of traditions and changing what makes a person a part of their family can be difficult.  As a nurse leader, I would advocate for the entire family/group by educating them on the risks and attempt to make them less vulnerable to the ill effects that can contribute to hypertension.  As mentioned in our readings, I would utilize the critical theory teaching the members of the at-risk group about hypertension and encouraging dialogue that would lead to education and hopefully change.

Another example that came to mind has to deal with low income families.  For example, many people will ask for a prescription for Tylenol or Motrin because their insurance (Medicaid) will pay for it.  Many times, I had wondered why they would want a prescription for it when they can just buy it for a few dollars.  I soon realized that some people cannot afford it.  Lack of income/money can put people in more vulnerable positions adding to their burdens and stress potentially worsening their health.

 

Centers for Disease Control and Prevention (CDC). (2014). High Blood Pressure. Family history and other characteristics that increase risk for high blood pressure. Retrieved from https://www.cdc.gov/bloodpressure/family_history.htm

 

Maurer, F. & Smith, C. (2013). Community/Public Health Nursing Practice (5th ed.). St. Louis, MO: Elsevier Saunders.

Con week 3 quest 1 

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Positive response to this post 150 words due October 18 10:00 am est

A group that is “at risk,” will have certain risk factors in place that may potentially put them in a high-risk status such as being overweight, smoking, and no physical activity. With these specific risk factors, a person could be at risk for diabetes, heart disease, lung cancer, and hypertension. However, it does not necessarily mean they will develop these chronic conditions.  A vulnerable group is one that is more inclined to suffer from health-related issues, have difficulties obtaining care for their health conditions, and are more likely to encounter poor outcomes or shorter life-span because of their problems.  Vulnerable populations have certain attributes that place them in this category.  Some of these groups can include the poor, homeless, disabled, those with SMI, very young children, and the elderly (Maurer & Smith, 2013). 

The “at risk” population would benefit from education and enrolling in a case management program to help them meet their individual healthcare goals and achieve the best outcomes.  The nurse case manager can assess this group by finding out what lifestyle changes the person may be open to and listening for change talk.  Motivational interviewing is a great tool to use.  Goals should start at what is most important for the patient to modify in their life and implement the plan from what is mutually agreed upon. 

There are many different healthcare disciplines that interact with vulnerable groups who are at increased risk including community health nurses that are familiar with identifying risks correlated with poor health.  According to Maurer & Smith (2013), “working with vulnerable populations, nurses must become adept at identifying risks that are amenable to intervention as well as those that require greater effort to overcome and those that are not alterable.  Economic status is an important factor in the individual’s overall health.  There are ways nurses can advocate for our vulnerable patients such as referring them to social services who can assist with resources for adequate housing/shelter needs and assistance programs applicable to their income status such as Medicaid. Helping patients access food that is nutritious is key to improving diet.  Patients having difficulties accessing health care can be referred to clinics who offer sliding-scale services at a discounted rate.  Patients may need resources to aid with transportation or assistance filling out forms to apply for ADA transport benefits.  Patients with SMI need to be connected with outpatient clinics for close monitoring and ensure there is a treatment plan in place.  Education by nurses is key with this group to help them be successful and assisting them to join groups that are associated with vulnerable groups such as governmental and private assistance programs. 

Maurer, F.A. & Smith, C.M.  (2013). Community/public health nursing practice (5th ed.). St. Louis, MO: Elsevier Saunders.

con quest 1 week 3

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Positive response to this post 150 words due October 18 at 10:00 am est

Suicide is the taking of own life which is a “tragic reaction to stressful life situations (Suicide and suicidal thoughts, 2015).” The national institute of health reported ages 10-24 year olds in 2014 was the second leading cause of death with a total count of 5,504 deaths in the US (Advancing research to prevent youth,n.d.).  Erickson’s stages of development for the adolescent shows the teen must successfully concur the two stages of development – identity vs. identity confusion and intimacy vs isolation (Miller, 2017).  Teens who are struggling with the first and second stage will become socially isolated (Miller,2017). Erikson’s theory predicts “when adolescents are unable to successfully answer the questions of identity during this stage of development, they may experience feelings of inadequacy and despair, which can eventually lead to depression (Miller,2017).  Depression left untreated can lead to suicide. 

             Health professionals can utilize primary, secondary, and tertiary methods to help with health prevention of suicide.  “ Primary suicide prevention aims to reduce the number of new cases of suicide in the general population. Secondary prevention aims to decrease the likelihood of a suicide attempt in high-risk patients and Tertiary suicide prevention occurs in response to completed suicides and attempts to diminish suicide contagion (Ganz, n.d.).”

                In general, if a true emergency is occurring 9-1-1 should always be the first line to call for help.  When teens are struggling through thoughts of despair and potential suicide the communities do have resources to reach out to.  As followed are some of the resources: Transitional Age youth support- Mental health services: (360)918-7860; Crisis Line: (360)586-2800; National Suicide Prevention Lifeline: (800)273-Talk (community youth services, n.d.).

                As the nurse it is our duty to obtain a precise assessment of the teen through thorough questions and observations.  The nurse should be mindful of some risk factors which place this age group at higher risk are as followed: a previous suicide attempt, mental disorders- schizophrenia/social anxiety, substance abuse, abused or mistreated, history found in family, hopelessness, lack of social support, access to means or methods for suicide (Preventing Teen Suicide, n.d.).  A main nursing intervention in assisting a suspected depressed teen is to show active listening and presence.

 

Advancing Research to Prevent Youth Suicide. (n.d.). Retrieved October 17, 2017, from https://prevention.nih.gov/programs-events/pathways-to-prevention/workshops/suicide-prevention

 

Ganz, D., Braquehais, M. D., & Sher, L. (n.d.). Secondary Prevention of Suicide. Retrieved October 17, 2017, from http://journals.plos.org/plosmedicine/article?id=10.1371%2Fjournal.pmed.1000271

 

(n.d.). Retrieved October 17, 2017, from http://www.communityyouthservices.org/p_suicide_prevention.shtml       

 

Miller, R. (2017, June 13). Erik Erikson’s Theory About Adolescent Depression. Retrieved October 17, 2017, from https://www.livestrong.com/article/560899-erik-eriksons-theory-about-adolescent-depression  

 

  Preventing Teen Suicide. (n.d.). Retrieved October 17, 2017, from https://teens.webmd.com/preventing-teen-suicide#1  

 

Suicide and suicidal thoughts: Take action to prevent a tragedy. (2015, August 28). Retrieved October 17, 2017, from http://www.mayoclinic.org/diseases-conditions/suicide/basics/definition/con-20033954

health 3 quest 1

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Positive response to this post 150 words with reference due October 18 at 10:00 am est

Teen depression like adult is quite common and very treatable. Adolescence is always an unsettling time, with many emotional, psychological, physical, and social changes (MHA, 2017). According to the National Comorbidity survey, the prevalence of depression in adolescence is approximately 20 % by eighteen years of age (Gladstone, Beardslee, & O’Connor, 2011). As with any disorders of adolescence, depression and depressive disorders have inherit risk factors. The adolescent period is often met with confusion, increased responsibilities, pressures of school and is largely influenced by peers. In the case of adolescence depression, the strongest influence is having a parent with a depressive illness. These youth are two to four-fold increased risk for depression and mood disorders. (Gladstone, Beardslee, & O’Connor, 2011). Other contributing factors include, female, those with body image disturbances, limited support, and inadequate coping skills. Non-specific risk factors contributing to adolescence depression include, exposure to violence, poverty, child maltreatment and family instability (Gladstone, Beardslee, & O’Connor, 2011). Parents, close family members, school teachers, administrators, and health care professional all have the responsibility in observing for signs and symptoms of depression in adolescents. This vulnerable group is not well known for their ability to express themselves or how they are feeling emotionally. Objective symptoms may include withdrawing from friends and activities, lack of enthusiasm, overreaction to criticism and indecisiveness. Subjectively teens may report doing poorly in school, feelings of anger or rage, restlessness or agitation, suicidal thoughts, and changes in eating and sleeping habits. Teens may also express their depression through hostile risk-taking behaviors, experimenting with drugs or alcohol and sexual promiscuity (MHA, 2017).

Overall improved mental health is the target of prevention. Primary prevention of teen depression is knowledge. We need to extend resources to the vulnerable population with education in schools and through youth centers on the signs and symptoms of depression, when and where to seek help before depression is escalated to point of injury to self or others. As for secondary prevention, adequate and routine screening of adolescents in a comfortable, non-punitive environment with each encounter. Early intervention with medications and or therapy should be initiated with positive screenings. Therapy can help teens understand why they are depressed and how to cope with stressful situations (MHA, 2017). Tertiary prevention begins with follow-up to ensure these teens are functioning at a better overall level. Continued therapy and monitoring of therapies as the teen encounters other stressors is key. Professional treatment can have a dramatic impact on their lives, putting them back on track with hope for the future. 

Many state and local resources exist in prevention and treatment of adolescent depression. The California Youth Crisis line is a statewide, confidential, 24 hour, toll-free hot line for teens and young adults age 12-24. They also have on line resources available at http://calyouth.org/ca-youth-crisis-line/.  In our community we also have something called the Community Emergency Response team (CERT), they offer emergency services, peer support and a 24 hour hot line for teens. Beyond referring a teen to one of these services, the nurse could listen to the teen. Most often the teen is crying out for attention, in need of someone to listen to them and to hear them. Build rapport with them, so they can entrust in you. Finally educate all teens on every encounter the warning signs, when and whom to seek help from.

 

References

 

California Coalition for Youth. (n.d.). Retrieved from http://calyouth.org/ca-youth-crisis-line/

 

Gladstone, T., Beardslee, W., & O’Connor, E. E. (2011). The Prevention of Adolescent Depression.  The Psychiatric Clinics of North America ,  34 (1), 35–52. http://doi.org/10.1016/j.psc.2010.11.015

 

Mental Health America (MHA). (2017). Depression in teens. Retrieved from http://www.mentalhealthamerica.net/conditions/depression-teens

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3 questions; 1 page each

3 questions, 1 page each, APA format. Use Chapter 16 and Chapter 17 to answers.

Put each answer in separate documents.

Use Chart (IMG_22651) To answer Prompt 1 (IMG_22631)

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