Discussion: Unit 5
Special Population Peer Review
Initial Discussion Question/Prompt
Post the link to your substance use presentation for this week so peers can view. No replies to others’ presentations are required but you are encouraged to view others’ presentations and comment.
Submit the unlisted Youtube link to your created presentation for peer review. Ensure that your link is listed as “unlisted” and not private so it can be viewed.
Creating Private Unlisted Youtube Video Instructions
Custom NU609-7C Unit 9 Discussion – Cancer Screening Herzing
Major symptoms associated with anxiety disorders, trauma, and stress-related disorders
One of the symptoms is Obsessive-compulsive disorder (OCD), which is characterized by the presence of repetitive obsessions or compulsions. These obsessions may manifest as various fears, such as fear of contamination or dread of causing harm to others (Dziegielewski, 2015). Additionally, individuals with OCD may have distressing images, doubts, or inappropriate urges. The other one is generalized anxiety disorder (GAD), which is characterized by the presence of excessive worry and anxiety, which are frequently accompanied by physiological symptoms like restlessness, muscular tension, and sleep difficulties (Generalized anxiety disorder – Symptoms and treatment options, 2020).
Anxiety disorders are also characterized by the occurrence of flashbacks, nightmares, and intense discomfort subsequent to experiencing traumatic experiences. The phenomenon of experiencing intense anxiety or exhibiting avoidance behaviors towards particular things or circumstances, as observed in the context of specific fears, is also a major symptom (Oppositional defiant disorder ODD defined | Special Education decoded, 2019).
This condition is typified by the occurrence of panic attacks, which are defined by abrupt and severe episodes of terror accompanied by physiological manifestations such as shaking, sweating, chest discomfort, and a sense of imminent catastrophe. Individuals diagnosed with anxiety disorders have recurring and unforeseen episodes of intense fear, commonly referred to as panic attacks. These individuals also exhibit apprehension and concern around the possibility of experiencing further panic attacks (Dziegielewski, 2015).
Main interventions for anxiety disorders and trauma and stress-related disorders
Cognitive-behavioral therapy (CBT) is a conversation therapy that helps patients recognize and change unreasonable thoughts and behaviors.
Administering medical treatments, SSRIs, and benzodiazepines can deal with symptoms.
A therapeutic method called “supportive therapy” can be implemented; it helps people handle and adjust to stressful situations.
Adopting self-help tactics and providing disease-specific knowledge.
What specifically, if anything, did you have difficulty understanding, and why do you think you had that difficulty?
The text was uncomplicated and clear, making it simple to comprehend and presenting no significant barriers to doing so.
How I can employ this reading in my current position (employment/volunteer/internship)
Knowledge of anxiety disorders and traumatic experiences, as described in the DSM-5, can improve one’s ability to execute a wide variety of social work obligations competently. In determining the severity of these disorders and offering assistance to people who are living with them, social workers play an essential role. Because of this text, I will be better able to assist clients in gaining access to appropriate therapy, advocating for their needs, and addressing the societal factors that contribute to poor mental health.
When working in the field of social work, it is not unusual for individuals to come into touch with clients who suffer from anxiety disorders or have a history of traumatic experiences in their past. Those who are in need of my assistance will benefit from my ability to give greater support because I have a better grasp of these difficulties. School social workers may be a valuable resource for children who suffer from difficulties such as separation anxiety and resistance to change by providing counseling and working together with other adults in the school community, including teachers and parents, to cultivate a supportive atmosphere.
Name the various disorders under this classification.
Oppositional Defiant Disorder (Oppositional defiant disorder ODD defined | Special education decoded, 2019)
Conduct Disorder
Antisocial Personality Disorder
List three things that you have learned from this reading
There are three main takeaways from the reading. Firstly, it is crucial to comprehend the differentiation between endogenous and exogenous depression in order to diagnose and treat the condition accurately. Endogenous depression is associated with internal causes, while exogenous depression is linked to external or environmental causes. Secondly, cultural and social factors significantly influence how individuals experience and report symptoms of depression. Lastly, it is important to distinguish between normal grief and clinical depression, taking into account the impact of cultural factors on this differentiation (Dziegielewski, 2015).
I can apply these insights in my practice by conducting assessments that are sensitive to cultural backgrounds, acknowledging the potential overlap of depression with other conditions, and providing appropriate support and interventions to individuals experiencing depression. For instance, I can develop treatment plans that consider the cultural and social influences on clients’ experiences and collaborate with other professionals to ensure comprehensive care is provided.
How did this particular reading enhance or challenge your understanding of social work within the area of mental health assessment and treatment?
My knowledge of social work has been expanded as a result of this text since it has brought to my attention the significance of using an approach that is both all-encompassing and culturally sensitive while assessing and treating patients who suffer from mood disorders. In addition, this debate makes a contribution to the expansion of knowledge in the area of social work by drawing attention to the intricacies involved in diagnosing and differentiating the symptoms of depression, which are frequently impacted by a wide variety of environmental and cultural variables. This helps improve the field of social work as a whole.
What specifically, if anything, did you have difficulty understanding, and why do you think you had that difficulty?
I did not face any particular challenges in comprehending the content presented in this section.
Is the information provided in this specific reading something that can be used with your current position (employment/volunteer/internship), and how?
This reading can help me in my current job because it have given me a better understanding of depression and all the cultural and contextual challenges that come with it. The things I have learned can help me get better at figuring out and helping people who might be depressed. Also, this shows that it is important to consider the cultural and social situation when giving help and treatment.
References
Dziegielewski, S. F. (2015). DSM-5 in action. John Wiley & Sons.
What are the major symptoms associated with anxiety disorders, trauma and stress related disorders?
What the main interventions for anxiety disorders and trauma and stress related disorders?
What specifically, if anything did you have difficulty understanding and why do you think you had that difficulty?
How can this reading be applied with your current position (employment/volunteer/internship)?
PART II.
Also watch these 3 YouTube video links
Also read the following: Read: About Disruptive Disruptive Impulse-Control and Conduct Disorder
**Oppositional Defiant Disorder
**Conduct Disorder
**Antisocial Personality Disorder
Answer the following questions:
Name the various disorders under this classification.
List 3 things that have learned from this reading. Briefly discuss how you might apply something you learned from this reading to social work? Be specific by giving at least one example.
How did this particular reading enhance or challenge your understanding of social work within the area of mental health assessment and treatment?
What specifically, if anything did you have difficulty understanding and why do you think you had that difficulty?
Is the information provided in this specific reading something that can be used with your current position (employment/volunteer/internship) and how?
Part III
Complete Knowledge Demonstration as attached please
Please just write out the answer under each question in the attached DSM V quiz-knowledge demonstration (PDF)
Using the conceptual framework on p. 2-3 in the required reading by Powell-Cope,
Nelson, and Patterson, develop a 2-3 page paper based on one technology that is
used in direct patient care. The technology needs to be a more
complex one such as a ventilator or an electronic health record. A
technology such as a digital thermometer, sphygmomanometer, or otoscope are not
acceptable. It may be that you have never participated in the
approval process for major technologies. That is exactly the reason
for this assignment. It may be necessary for you to interview
several people in an organization to learn all the steps required for approval
and acquisition of a major new technology. (SEE RUBRIC below… for all
the steps required for this paper)
Rubric
Patient Care Technology Rubric
Patient
Care Technology Rubric
Criteria
Ratings
Pts
This
criterion is linked to a Learning OutcomeDescribe a technology that is relevant to your advanced
practice role or setting. Be specific, identifying the brand name if
appropriate.
5.0 pts
This
criterion is linked to a Learning OutcomeDescribe what process is used for the adoption of this
technology in the setting where you are preparing to practice (e.g. budget
approval, nurse practice committee or other committee approval, pilot use)
10.0 pts
This
criterion is linked to a Learning OutcomeIdentify the category for the technology identified (See
Table 1 in article)
5.0 pts
This
criterion is linked to a Learning OutcomeIdentify the moderating and mediating factors that
influence the use of this technology. A. Organizational B. Characteristics of
the advanced generalist nurse or advanced practice nurse C. Characteristics
of the patient D. Physical environment E. Characteristics of technology
30.0 pts
This
criterion is linked to a Learning OutcomeIdentify how the technology is used by the advanced
practice or advanced generalist nurse.
5.0 pts
This
criterion is linked to a Learning OutcomeIdentify both initial and long term outcomes of the
technology.
20.0 pts
This
criterion is linked to a Learning OutcomePropose one research question to investigate about the
technology
15.0 pts
This
criterion is linked to a Learning OutcomeAPA format, writing style, sentence structure, grammar
10.0 pts
This
criterion is linked to a Learning OutcomeOther-late submission penalty points; 1 point deducted for
every page over 3 pages of content
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Prepare a 10- to 12-slide Microsoft®PowerPoint® presentation that illustrates how people create growth and find meaning out of trauma and suffering.
Create a mock case study of a client who is a survivor of a traumatic event and who has overcome the experience, and is now demonstrating resilience and overall wellbeing.
Include and discuss the following concepts:
· Introduce the concept of resilience.
· Describe the event the client experienced.
· Discuss how the client interpreted and overcame the event by use of meaning-making, sense-making and benefit-finding.
· Discuss the post-traumatic growth the client experienced.
· Explain the role of resilience in protecting wellbeing.
Format your presentation consistent with APA guidelines.
COS305 – Skills in Advocacy Practice in Disability.
Assessment 2 (40%)
Assessment Type: Individual Written Report (Case Study Essay) Due Date: Week 9 – 24/10/2025 Open From: Week 5 Word Limit: 2000 words (±10%) Weighting: 40% Referencing Style: APA 7th Edition
Task Overview
Select one (1) case study from the list below. Using advocacy frameworks and theories, analyse the client’s situation, identify barriers to advocacy, and propose strategies and evidence-based recommendations to address the issues. The assessment must demonstrate your ability to apply advocacy principles, ethical practice, and theoretical understanding to real-world disability and discrimination scenarios.
Instructions for Students
Select one case study from the list provided.
Identify key advocacy issues and barriers impacting the client.
Apply relevant advocacy models or frameworks (e.g., self-advocacy, systems advocacy, citizen advocacy).
Analyse the situation using relevant theories and concepts from class (e.g., empowerment theory, social justice, human rights).
Propose realistic and ethical recommendations supported by evidence and theory.
Include APA 7th Edition referencing for all in-text citations and references. Minimum 5 current (post-2010) peer-reviewed academic sources are required.
Structure your report using clear headings and logical flow:
Introduction
Case Overview
Advocacy Analysis
Barriers and Challenges
Recommendations
Conclusion
Reference List
Case Studies (Choose One)
Overlooked for promotion because of psychiatric disability
Denied employment in mine
Passed interview but not hired after medical check
Not suitable for job because of mental health conditions
Woman with autism intimidated by fellow tenants and lease terminated
Bathroom modifications to fit walking frame rejected by housing provider
Purpose of the Assessment
To demonstrate the student’s capacity to apply advocacy theory and practice in real-world disability discrimination contexts, analyse barriers to effective advocacy, and develop informed and ethical recommendations that promote inclusion and human rights.
Overlooked for promotion because of psychiatric disability
Ivan has a psychiatric disability and was employed as a process worker for a food manufacturer.
Ivan applied for a supervisor position which had become available at work. He was interviewed for the position but was not successful. Ivan’s psychiatric disability meant that he did not perform well in the interview, and he felt this is why he didn’t get the job. When other opportunities for promotion became available, Ivan felt he was then overlooked, despite having the necessary experience.
Ivan says that his employer was aware of his disability and should have made allowances for him in the recruitment process.
Ivan lodged a complaint of disability discrimination with ADNSW.
During conciliation, Ivan’s employer said that they were not aware of his disability when he was applying for a promotion.
Bob* is an experienced underground miner. He sought employment in a local mine which was recruiting workers. Employment at this particular mine would provide Bob the benefit of working close to home without the need for camp life.
Bob made it through several stages of the recruitment process. However, the recruitment process did not continue after the mine was dissatisfied with Bob’s spirometer readings, which measure the amount of air Bob was able to breathe in and out and the time it takes him to exhale completely after a deep breath.
Bob lodged a complaint with ADNSW alleging disability discrimination. ADNSW investigated the complaint by obtaining relevant information from both parties.
The mine owner said the recruitment process was unable to progress further. Mine employees are required to have a full unrestricted medical clearance. The mine said it had serious concerns about Bob being able to carry out the inherent requirements of the position. The mine claimed that the information they had was unclear about whether allowing Bob to work could aggravate any underlying lung weakness, and as a result they were unable to determine whether he could carry out the inherent requirements of the position.
Bob maintained that he had no underlying medical condition other than a very mild degree of airflow limitation. He saw a respiratory doctor who confirmed this and reported that Bob may have been born with the condition.
Passed interview but not hired after medical check
Sylvana*, a person living with Fibromyalgia and Hypermobility, applied for a clerical job. She was successful at interview but did not get the role after a medical check.
Sylvana lodged a disability discrimination complaint with Anti-Discrimination NSW (ADNSW). ADNSW investigated the matter by speaking with both Sylvana and the hiring company.
The company said that Sylvana’s employment depended on her passing the medical assessment. They said that while the job was mostly office work, some lifting was required. According to the medical assessment, lifting would put Sylvana at risk of injury. They also said it would cause unjustifiable hardship to the company to change the role by removing lifting duties.
Sylvana said her medical conditions do not affect her ability to do the office work and that she was able to lift within limits set by SafeWork guidelines.
Not suitable for job because of mental health conditions
Sarah applied for a job as a community care worker with an aged care provider. She had previous experience in similar roles with other employers.
Sarah was interviewed for the position and felt it went well. It went longer than the allocated time and she felt the interviewers reacted positively to her responses. During the interview, Sarah disclosed that she lived with anxiety and depression.
Sarah progressed to the next stage of recruitment, providing further information and submitting to a police check and pre-employment medical.
A week later, Sarah got an email advising her that she didn’t get the job. When she rang the employer for an explanation, she says she was advised that her level of anxiety and depression made her unsuitable for the position.
Sarah lodged a complaint of disability discrimination with ADNSW.
When ADNSW investigated the complaint, the employer denied that Sarah’s disability was the reason she didn’t get the job. The employer said that Sarah’s responses to some questions raised concerns about her ability to maintain appropriate boundaries with clients. They apologised for any miscommunication of its reasons for not employing Sarah.
Woman with autism intimidated by fellow tenants and lease terminated
Amelie* is a woman living with autism. She is a tenant of social a housing accommodation provider. Amelie said she felt preyed upon, socially isolated and vulnerable to harassment and intimidation from other tenants because of her disability.
Amelie requested to transfer to different accommodation and was placed on a transfer request list. However, Amelie’s accommodation provider later removed Amelie from their transfer list and began to process a termination of Amelie’s lease.
Amelie made a complaint of disability discrimination to ADNSW.
The accommodation provider denied unlawfully discriminating against Amelie. They said they removed Amelie from their transfer request list and began to terminate Amelie’s lease because they were responding to multiple complaints from other tenants about Amelie’s alleged anti-social behaviour and her breach of the Residential Tenancy Agreement.
Bathroom modifications to fit walking frame rejected by housing provider
Seth* lives in subsidised housing. He has physical disabilities and uses a walking frame. Seth approached his housing provider to make changes to the layout of his bathroom so that he could use his walking frame inside the bathroom.
The housing provider was reluctant to make the recommended modifications that were supported by Seth’s Occupational Therapist and instead suggested that Seth move to alternative housing.
Seth had lived in the house for several years and did not want to move away from the area. He made a complaint with ADNSW of disability discrimination by his housing provider.
Formatting Requirements
Word processed, 1.5 spacing, 12-point Arial or Calibri.
Include student name, ID, unit code, and assessment title.
Use page numbers and consistent heading levels.
Submit as a Word or PDF document via LMS.
Academic Integrity
All submissions must be original. Plagiarism or AI-generated content without proper acknowledgement will be reported under the Academic Integrity Policy.
Demonstrates deep understanding and application of advocacy models and frameworks (e.g., self, systems, citizen advocacy). Integrates theoretical and ethical perspectives clearly.
Demonstrates strong understanding and accurate use of advocacy frameworks with good theoretical links.
Demonstrates some understanding of advocacy principles, with partial theoretical integration.
Limited understanding of advocacy frameworks; minimal theoretical linkage.
Lacks understanding of advocacy or applies it incorrectly.
20 pts
2. Critical Analysis & Identification of Barriers
Insightful identification of complex issues and barriers. Demonstrates advanced critical thinking using theories and evidence.
Identifies most relevant issues/barriers; analysis is clear and supported by theory.
Identifies key issues but analysis lacks depth or connection to theory.
Identifies basic issues but lacks justification or theoretical depth.
Fails to identify relevant issues or shows poor analysis.
25 pts
3. Recommendations & Advocacy Strategies
Provides innovative and evidence-based recommendations aligned with theories and frameworks. Prioritisation is clear and justified.
Provides practical recommendations that are mostly well justified and theory-based.
Provides recommendations that are partially linked to theory or lack depth.
Provides simplistic or weakly justified recommendations.
No or irrelevant recommendations.
25pts
4. Structure, Organisation & Academic Writing
Professionally structured report with excellent organisation, transitions, and readability. Meets all formatting requirements.
Well-structured and clearly organised report; minor issues in flow or format.
Generally, well organised; some uneven flow or formatting issues.
Structure is inconsistent or hard to follow; several formatting errors.
Poorly organised or unclear; lacks structure and logical flow.
15 pts
5. Research & Referencing (APA 7th Edition)
Integrates 10+
credible, recent, peer-reviewed sources. Referencing is flawless.
8–9 quality sources with minimal referencing errors.
6–7 relevant sources; some minor referencing errors.
5 acceptable sources but several referencing issues.
Fewer than 5 academic sources; inconsistent or incorrect referencing.
15 pts
Total Points: 100
Introduction
Advocacy in disability contexts is not merely about representation—it is about promoting equity, human rights, and empowerment for individuals who experience systemic and attitudinal barriers. Within Australia’s legal and social frameworks, advocacy plays a vital role in ensuring that people with disabilities enjoy fair treatment, particularly in workplaces where discrimination can be subtle yet deeply damaging. This case study explores Ivan’s experience—a process worker overlooked for promotion due to his psychiatric disability—and analyses it through the lens of advocacy theories and frameworks.
Psychiatric disabilities, such as depression, bipolar disorder, or anxiety disorders, often attract social stigma and misunderstanding, influencing workplace decisions and perpetuating inequality. Ivan’s case, where an employer allegedly failed to provide reasonable accommodations during the promotion process, underscores a broader challenge faced by many individuals with psychosocial disabilities: the lack of systemic understanding and inclusive practices in employment settings.
Using advocacy frameworks such as self-advocacy, systems advocacy, and citizen advocacy, this report examines the ethical and theoretical dimensions of Ivan’s situation. The discussion integrates empowerment theory, human rights principles, and social justice frameworks to highlight how advocacy can challenge discrimination and promote inclusion. The analysis identifies key barriers—such as stigma, inadequate policy enforcement, and limited awareness of legal obligations under the Disability Discrimination Act 1992 (Cth)—that prevent individuals like Ivan from accessing equal employment opportunities.
Ultimately, this report aims to propose evidence-based and ethical recommendations for both individual and organisational advocacy interventions. These strategies will demonstrate how advocacy can be used to uphold Ivan’s rights, improve employer accountability, and foster a more inclusive workplace culture.
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Task 1: Written / short answer questions (20%) Due Date: Week 4
SAP102 Assignment 1
Open-book short-answer assessment 20%
Due date: Week 4 Sunday
Total Word Count: 1200 words
Preparation for Assessment 1: for this assignment you are to draw upon content covered in weeks 1-4 including readings, lectures and tutorial activities.
Instructions
This is an OPEN BOOK assessment.
The assessment will open on the Sunday of week 3 and be due on the Sunday of week 4.
The format is short answers to each question; remember to put forward a strong academic argument and/or thesis that responds to the question and support your main contention using journal articles, book chapters and other scholarly academic literature covered in weeks 1-4 and provided on Moodle.
A total of 1200 words (+ or – 10%) should be submitted for all three question responses combined.
No introduction or conclusion to the whole assessment is needed.
No table of content is needed.
Apply double spacing to your text and 12 size font.
You must use the required and optional reading materials provided to you in your unit. You can use other research material you have sourced however integrating the course content into your answers is required.
While you may be informed by lecture slides and readings, you are to use your own words in your answers. Do not respond using dot-points or list your ideas.
Copied material from slides or readings will not be accepted.
Please answer these 3 questions using evidence from week 1-4 readings.
The welfare state has been criticised as encouraging welfare dependency and taking away individual initiative.
Discuss the truth of this statement using a particular Australian welfare service as an example and evidence from readings week 1-4 (600 Words) (This question is worth 10 marks)
Identify and explain a service, policy or law that is designed to address two issues concerning only Indigenous Aboriginal and Torres Strait Islander People?
(300) words) 5 marks
Please use references regarding particular Australian welfare policies, systems or services in your response and evidence from readings from week 1-4 in your answer.
Most people draw upon the welfare state at some time in their lives. Identify and discuss five ways person might draw on the welfare state at some critical time in their life? (300 words) 5 marks
Please use full sentences and identify particular Australian welfare systems or services in your response and evidence from readings from week 1-4
Criterion
Measures
IntendedLearning Outcome:
1 – 2
Answers are clearly and academically written with strong arguments and .. (30%)
LO1, 2
3 – 5
Written discussion regarding welfare programs, welfare services, relevant laws and legislation learned during first 3 weeks (50%)
LO1 – 5
6 – 7
Each question has update references drawn from weeks 1 – 4 and accurately cited. (20%)
LO1, 2
Task Length
1200 words
Introduction
Australia’s welfare state is a cornerstone of social protection, designed to support citizens through periods of need and promote social equity. However, its role and effectiveness have long been debated. Critics argue that the welfare system fosters dependency and undermines personal initiative, while advocates see it as essential for ensuring equality and human dignity. This assessment addresses three key areas drawn from weeks 1–4 of SAP102: the welfare dependency debate, policies addressing Indigenous disadvantage, and the universal nature of welfare support across life stages.
Each question explores the Australian welfare system through evidence-based discussion, highlighting the balance between state responsibility and individual empowerment. The analysis draws upon core readings, lectures, and policy examples to show how the welfare state functions both as a safety net and a mechanism for social inclusion.
Comprehensive Assessment and Fluid Management of a Dehydrated Pediatric Patient with Tonsillitis: A Case of Harry Worth
At 08.00, a nine-year-old boy called Harry Worth was admitted with 5% dehydration as a result of ongoing tonsillitis. His date of birth is 12th January 2015. His UMRN is E435678. He weighs 37kg. His mother is incredibly worried about him and appears anxious. Harry has a respiratory rate of 36, his Sats are 98, you take a pulse, and it is 155. His blood pressure is 122/66, and his temperature is 38.1.
He has commenced on two antibiotics and parental rehydration according to guidelines. At 9.00, you give a dose of Paracetamol and commence the IV parental fluid. The standard dosing for Paracetamol is 15mg/kg, and it comes in strawberry flavour at 24mg/ml.
Since admission, the patient has consumed a light breakfast, including toast and 100 mL of juice.
At 10.00, you give the first dose of Ceftriaxone 1.85g; the patient vomits 60mL and drinks 100 mL of water. By 10.00, he had consumed 150 grams of jelly and some crackers.
At 11.00, the patient urinates 200 mL
He eats a banana and 100 grams of ice cream for lunch at noon. At 12.00 you give the first dose of Vancomycin 555mg as an IV infusion.
At 13.00, he drinks another 100 mL of water and vomits 60mls again.
The next nursing shift will continue monitoring his fluid intake and output to ensure proper rehydration. Calculate his fluid balance chart and early warning score (EWS) and provide a handover to the afternoon staff, highlighting any deficits/actions.
Using the following formulas calculate the deficit fluid and maintenance fluid Harry requires
How many mL of Paracetamol would you give?
a) How many mL of Ceftriaxone will you need for the correct dose?
b) How many mL will you give Harry to ensure the medication has the correct concentration?
c) At what rate will you set the syringe driver to give the medication over the correct time?
a) How many mL of Vancomycin will you need for the correct dose?
b) How many mL of Vancomycin will you give Harry to ensure the medication has the correct concentration?
c) At what rate will you set the pump to give the medication over the correct time?
a) What is Harry’s EWS?
b) What actions will you take?
Please write the handover you would give the afternoon staff.
Please complete the fluid balance chart on the following page. Make sure you include all fluid input and output.
Introduction
Effective fluid management and clinical observation are vital aspects of pediatric nursing care, especially for children presenting with dehydration secondary to infection. This case study focuses on Harry Worth, a nine-year-old boy admitted with 5% dehydration due to ongoing tonsillitis. Upon admission, Harry exhibited signs of systemic distress, including a raised pulse rate of 155, elevated temperature of 38.1°C, and mild tachypnea with a respiratory rate of 36 breaths per minute. His presentation reflects a moderate physiological response to infection and dehydration, requiring careful monitoring and evidence-based intervention.
The case highlights the importance of accurate calculations in pediatric dosing, fluid replacement, and early warning scoring (EWS) to ensure safe and effective treatment. It also underscores the nurse’s role in interpreting clinical data, maintaining fluid balance, and communicating essential information during handover to ensure continuity of care.
Through this case, key nursing responsibilities are examined, including the calculation of deficit and maintenance fluids, precise medication dosing, and the assessment of Harry’s ongoing condition through the EWS system. Each intervention—from the administration of antibiotics such as Ceftriaxone and Vancomycin to the monitoring of intake and output—plays a crucial role in promoting recovery, preventing complications, and reassuring an anxious parent.
Overall, this study provides an integrated approach to pediatric care, combining clinical reasoning, pharmacological accuracy, and compassionate nursing practice to support optimal patient outcomes in a hospital setting.
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Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1: Utilize patient care technology and information management systems.
4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3: Provide culturally sensitive care.
5.4: Preserve the integrity and human dignity in the care of all patients.
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The Martin Pollak Project, Inc., which is also known as MPPI, is an organization that offers hope to more than 100 children and adolescents. Its main areas of operation are in Maryland and Washington, D.C. This non-profit organization was started by Elizabeth Pollak in 1980 as a memorial to her late husband, Martin (The Martin Pollak Project, Inc., 2023). The organization provides family-centered and community-based alternative care to children and young adults from infancy until age 21. Right now, most their kids are less than thirteen (13) years and the youngest is two (2) months old. This organization has a traditional hierarchical structure where, at the top, it is headed by Chief Executive Officer Richard Norman, whom Janet Olajide, the Chief Financial Officer, closely follows. They oversee a committed group of less than 25 workers that put in endless effort to help and assist birth families in establishing family stability.
As stated earlier, The Martin Pollak Project, Inc. is a tax-exempt 501(3) public charity that relies on donations to finance its operations. In the fiscal year ending June 2021, these donations accounted for 99.9% of total income. The organization also earns a small amount of money through investments and other sources. This organization has its headquarters in Baltimore, Maryland, and is not part of another bigger organization. This means that it does not have off-site facilities. It has diverse stakeholders that play a huge role in its operation. These shareholders can be categorized into two categories, namely internal stakeholders and external shareholders (Hernandez, 2000). The Internal stakeholders are made up of the organization’s personnel and volunteers. In contrast, the external stakeholders include the children and adolescents supported by the project, their families, donors who contribute to the organization’s funding, and the neighborhoods where the project operates in Washington, D.C. and Maryland (Roberts, 2013).
Social Problem
Introduction
This charitable organization focuses on the essential social issue of child placement. All their youths have some kind of mental health diagnoses, and they have all gone through traumatic experiences that could not make them to live with their biological parents. When biological families cannot provide their children with a secure and stable home, they are placed in alternative homes. As of 2021, approximately 423,000 children were in foster care in the United States alone, with children generally living in out-of-home situations for 1 to 2 years before leaving care (Foster Care Statistics – Child Welfare Information Gateway, n.d.). There are various and complicated risk factors that contribute to child placement. These factors include early disruptive behavior and poor cognitive development due to bigger family size and parental instability.
Child placement has an unbreakable connection to the profession of social work. Social workers play a critical part in determining the child and family’s needs, making placement decisions, and offering assistance during the transitions into and out of foster custody. Interventions may include individual and family therapy, parent education programs, and collaboration with other services like the education and healthcare sectors (Placement Decisions – Child Welfare Information Gateway, n.d.).
There are ongoing assessments of what their needs are and what their strengths be. The social workers work with the interdisciplinary team in the organization. The organization through social workers provide self-care services or receive other type services from programs designed for younger children to make sure that their developmental goals are fulfilled.
Their independent interventions living programs is a reason this organization deals with the older youths in the foster care system. This program accepts youth who are in the age range of sixteen (16) to twenty (20). This program provides them with their own apartments. The coordinator of this program is my field supervisor (Ms. Jai Roberts). She describes their roles to the older youth like that of helicopter parents “who pays extremely close attention to a child’s or children’s experiences and problems, particularly at educational institutions.” By implication, this program is not claiming to provide foster parenting, but to see their success in their day to day activities of daily living, their school works, working with them on their resumes and in-person interactions with the youths. These youths will not leave them until they are 21years old.
Despite the relevance of these interventions, more thorough examinations of their influence on child outcomes are required. It is impossible to overestimate the importance of child placement. Children who do not have a safe and stable family environment frequently have unfavorable consequences such as low academic achievement, mental health concerns, and social connection challenges. As a result, organizations like MPPI play an important role in guaranteeing that children are put in caring homes where their needs are addressed, thus contributing to their general well-being.
References
Hernandez, M. (2000, February 1). Using Logic Models and Program Theory to Build Outcome Accountability. Education and Treatment of Children, 23, 24-40.
Describe the organization’s internal strengths and weaknesses, its opportunities for growth and improvement, and the threats the external environment presents to its survival. (See Appendix C)
Please watch this video and ensure it is properly applied in this assessment. Thanks.
Please follow this Rubric for grading this assignment
** Revisions from Previous Paper (Please Note: previous papers are in the attached) (10 marks/pts)
** Introduction – SWOT ANALYSIS (50 marks/pts)- Presented in Narrative Format. (Note: Diagram placed in the attached as Appendix C)
What is a SWOT Analysis
Integrated discussion of the SWOT Analysis primary emergent themes you will focus on
Strengths of the organization
Weaknesses of the organization
Threats to the organization
Opportunities for the organization
Problem, Challenge or Opportunity
History of the problem – Emergence
Past Attempts to solve the problem, challenge or address the opportunity.
**Literature Review (20 marks/pts)
Literature review (3 peer reviewed articles)related to the specific problem, challenge or opportunity
Range
** Composition (20 marks/pts)
This criterion is linked to a Learning Outcome Composition
Details –Main ideas are clear and are well supported by detailed and accurate information.
Organization – The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.
Word Choice – The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced.
Sentence Structure, Grammar, Mechanics, & Spelling -All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics.
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For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan to understand or implement to ensure the success of the plan.
Introduction
Communication in the healthcare environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As healthcare organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote healthcare wellness at local and global levels (Kaminski, 2016).
You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.
References
Chard, R., & Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102(4), 329–342.
Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 1–7.
Overview
Nurses are often asked to implement processes, concepts, or practices—sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an education or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use and resources are available to guide you.
For this assessment, build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to a specific patient safety issue and put the plan into action.
Preparation
Google Sites is recommended for this assessment; the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or Google Docs login, or create an account following the directions under the “Create Account” menu. Visit Wiki Resources for help.
Instructions
Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.
It is recommended that you focus on the three or four most critical categories or themes with respect to your safety improvement initiative. For example, if your initiative concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.
Following the recommended scheme, you would collect at least three resources on average for each of the four categories. ;Each resource listing should include the following:
An APA-formatted citation of the resource with a working link.
A description of the information, skills, or tools provided by the resource.
A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative.
A description of how nurses can use this resource and when its use may be appropriate.
Remember that you must make your site public so that your faculty can access it. Check out the Google Sites resources in the Wiki Resources above for more information.
Here is an example entry:
Ko, S., Hsieh, M., & Huang, R. (2023). Human error analysis and modeling of medication-related adverse events in Taiwan using the human factors analysis and classification system regression. Healthcare, 11(14), 2063. https://doi.org/10.3390/healthcare11142063
Nurses have a crucial responsibility in preventing medication errors. They should follow the “five rights of medication” to reduce the risk of such errors. These include the “right patient,” “right medication,” “right time,” “right dose,” and “right documentation.” By understanding these rights, nurses can manage medication administration effectively and ensure patient safety.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so you understand what is needed for a distinguished score.
Identify necessary resources to support the implementation and sustainability of a safety improvement initiative.
Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements.
Analyze the value of resources to reduce patient safety risk.
Present reasons and relevant situations for use of resource tool kit by its target audience.
Communicate resource tool kit in a Word document or Google Sites in a clear, logically structured, and professional manner that partially follows APA style and formatting.
Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with the quality issue you selected in Assessment 1. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.
To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.
Example Google Site: You may use the example Google Site found in Assessment 4: Improved Heparin Infusion Safety to give you an idea of what a Proficient or higher rating on the rubric would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with the quality issue you selected in Assessment 1.
Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.
Additional Requirements
Number of resources: Your tool kit must include at least 12 professional or academically relevant resources that support the continued learning and implementation of knowledge and processes related to a safety improvement initiative. See the BSN Nursing Program Library Guide as needed.
APA format: Use proper APA formatting for in-text citations and each annotated resource. See the APA Module.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative.
Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements.
Present reasons and relevant situations for resource tool kit use by its target audience.
Competency 2: Analyze factors that lead to patient safety risks.
Analyze the value of resources to reduce patient safety risk or improve quality.
Competency 3: Identify organizational interventions to promote patient safety.
Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to a specific patient safety issue.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Communicate resource tool kit in a Word document or Google Sites in a clear, logically structured, and professional manner that partially follows APA style and formatting.
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