Bureaucratic Caring Theory

Bureaucratic Caring Theory

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Directions: Rays Theory of Bureaucratic Caring (found in Nursing Theories & Nursing Practice, Chapter 23), by illustrating the significance of spiritual and ethical caring in relation to the structural dimensions of complex organizational cultures (such as political, economic, technological, and legal), facilitates understanding of how nursing can be practiced in modern health-care environments. Since the practice of nursing occurs in organizations that are generally bureaucratic, it is necessary for nurses to better understand the system and how to positively intervene in order to reduce the chaos and disillusionment nurses face when their caring services are disregarded. For this research paper, compare Rays Theory of Bureaucratic Caring with another nursing theory that attempts to explain nursing administration or nursings function within health care agencies. You may choose the theory that you will compare to Rays Theory of Bureaucratic Caring. This paper will serve as the course final. The NS3225D Research Paper Grade Rubric supersedes the NAU Research Paper requirements. The NAU information is included in the course as there are valuable links to APA format in the Research and Writing website. Use APA Format for paper style and references. Type the assignment using Times New Roman, 12-point, and double spacing. Submit this assignment to your instructor using the dropbox labeled LP8 Assignment: Bureaucratic Caring Theory Research Paper. This part of the assignment is worth 200 points and will be graded according to the scoring guide below. Scoring Guide (200 Points) Rating Scale 20-17 Work meets or exceeds criterion at a high level of competence. 16-13 Work reflects an understanding of criterion with minor misunderstandings/misconceptions. 12-9 Criterion partially met, but one or more important concepts/skills are missing or flawed. 8-5 Work reflects an attempt to meet criterion, but significant misunderstandings/misconceptions are apparent. 4-0 Criterion not met or work is absent. Criteria 1. Research paper clearly identifies the theory that will be compared with Rays Theory of Bureaucratic Caring. 2. Research paper uses an accepted schema/guideline for analyzing the theory (include citation for the analytical schema/guide that you used). 3. Research paper includes an analysis of the theories usefulness based on the students experience with health care organizations. 4. Research paper follows an effective organizational plan. 5. All of the sentences in a paragraph contribute to the idea in the topic sentence to produce paragraph unity. 6. Paragraphs lead the reader logically from one section to another; transitions are used to make connections between ideas easier to follow and contribute to the smoothness of the paper. 7. Paragraph coherence is established through the use of chronological order, space order, enumeration of reasons, expression of an idea supported by examples, cause and effect, or comparison. 8. Research paper follows APA format, meeting criteria for all components. 9. Research paper exhibits correct and appropriate grammar, punctuation, spelling, syntax, and word usage. 10. Research paper is submitted to course instructor at the time indicated in the class assignments.

Two care plan Mr. John Holt is a 42yrs old professor who liv

Two care plan Mr. John Holt is a 42yrs old professor who lives with his wife and one daughter. Although Mr. John had seizures while in school. They have been controlled with medication, however he had a tonic clonic seizure yesterday and immediately made an appointment with his family physician. He is currently taking phenytoin ( Dilantin) 300mg a day as a maintenance medication to prevent seizure. Nursing Diagnosis one: Risk for injury, related to recurrence of generalized tonic clonic seizure activity and low serum phenytoin level. Two Care plan One goal, Three interventions with rationale, Three outcomes Nursing Diagnosis Two: Deficient knowledge related to activities that may trigger seizure occurrence, stress, medication information. One goal, three interventions with rationale, three outcomes

BA/BSc Counselling Studies Level 4

Module guide index Whats the module all about? Module and Programme Learning Outcomes Assessments Handing in your work Texts At-a-glance module calendar Assessment Workshops Personal and professional development (PPD) are key elements that can facilitate your growth and is therefore an essential part of the counselling programme. The BACP (2009), in their professional standards document, strongly recommends that students develop their personal and professional awareness. It is therefore important that you become aware of your own boundaries, responsibilities, limitations and strengths in relation to others. The focus of this module is on the relational elements of being in a group, that is your engagement with your fellow colleagues in the group seminars, and your management of the group processes. The use of personal reflection and awareness is central to counselling, the aim of this module is to provide you with an opportunity to engage with the value of PPD and the role it has within the counselling profession. As part of this module you will also be introduced to the various methodologies used for reflective learning, and their application to personal and professional development. Attendance in seminars per semester is expected at a minimum of 80% i.e. 10 weeks out of a 12 week semester. This is in line with the BACP requirements for accreditation . This module has its own specific aims, learning outcomes and also contributes to the programme learning outcomes. Aims of the module: That the student will: 1. Be introduced to reflective self-awareness techniques and interpersonal skills 2. Develop an understanding of interpersonal processes and their interpersonal skills 3. Gain greater understanding of themselves 4. Develop their reflective skills in relation to feedback they receive. Module Learning Outcomes On successful completion of this module you will be able to: 1. describe models of self-reflection 2. explain your development in relation to the BACP Code of Ethics 3. reflect upon experiences that have influenced your choice of career 4. reflect on feedback received and identify areas of growth 5. articulate your thoughts using written and presentation skills Programme Learning Outcomes On successful completion of this module you will have worked towards the following programme outcomes: 1. (B1) ability to be critically reflexive in the application of theories to counselling practice. 2. (B2) ability to integrate personal experience/personal development and research findings in the synthesis of counselling knowledge. 3. (C1) use counselling skills and knowledge effectively. 4. (C2) use supervision and consultation with colleagues effectively. 5. (D1) recognise the need to inform knowledge and skills through the use of evidence based practice. 6 (D2) communicate effectively, through a variety of mediums 7. (D3) to work independently, managing time, needs, professional boundaries and deadlines. 8. (D4) work effectively within a group. Assessment task: In no more than 500 words describe your experience of being in your seminar group and identify how you might present this information in your summative 2 submission. Guidance on answering assessment questions: You may find it helpful to include the following: Which model of reflection are you going to use to structure your thoughts about your experiences in the seminar group? How are you going to structure your poster/PowerPoint presentation? How will you ensure that you meet the module learning outcomes in your presentation? What PPD theories have you learnt? NOTE: It is highly recommended that all students submit Assessment 1. The primary purpose of this assessment halfway through your module is to stimulate and focus your thinking regarding Assessment 2. This also allows you to receive feedback from your tutor regarding your focus on the assignment to ensure that you are on the right track. In addition, it acts as a warning that assessments will need to be submitted soon. It takes more than a single draft of an assessment to get good marks. This is the first step in the planning your assessment. Date assessment due: 20 June 2015 by 23:59. This is to be submitted on this date. The presentations will be scheduled from this date forward. If you do not present you will have deemed not to have submitted your work and you will get a grade of zero, even if you have uploaded your work. Assessment task: Oral presentation outlining your experience of the PPD groups, lectures and seminars Guidance on addressing the assessment tasks: Your presentation needs to be no longer than 15 minutes, there will be an additional 5 minutes for questions and answers Assessment 2: Oral presentation 90% A Oral presentation outlining your experience of the PPD groups, lectures and seminars Guidance on addressing the assessment tasks: Your presentation needs to be no longer than 15 minutes, there will be an additional 5 minutes for questions and answers Assessment 2: Oral presentation 90% Assessment 1: A written account of your experience of PPD so far. 10% 2015CHECK (500 words) Assessment description (e.g. Essay on) (%) Section 3: Assessments Module: PPD 1 Level 4 15p1 Author: Joan Dallas and Stephan Dais 6 Your poster or PowerPoint presentation needs to be converted to a pdf document Use a model of reflection to structure your summary Your summary needs to have academic support from the literature and theory e.g. what principles of giving and receiving feedback have you learnt that it would be useful to include in your summary? Presentations will begin the week beginning 20 June 2015 you will need to bring it in on USB and save it in your MyDay account and have uploaded this onto NewLearning. . Your assessment tasks are designed to show that you can meet the learning outcomes of the module: Learning outcome 1 A1: Describe models of selfreflection 2 B1: Explain their own development in relation to the BACP Code of Ethics 3 B2: Reflect upon experiences that have influenced their choice of career 4 C1:Reflect on feedback received and identify areas of growth 5 D1:Articulate their thoughts within written and presentation skills Assessment task Poster/PowerPoint Presentation X X X X X How assessment tasks map against module learning These are the broad guidelines used by lecturers when grading your assignments. Please follow these to ensure you get good grades overall. Criteria Weighting % Grade 1 st 2.1 2.2 3 rd F Subject specific knowledge and understanding 25% Knowledge Authoritative handling of complex material Demonstrates sound knowledge Satisfactory general knowledge of main issues Limited knowledge of course material Factual knowledge inaccurate 15% Understanding Clear evidence of theory into practice Sound evidence of theory into practice Satisfactory evidence of theory into practice Little evidence of theory into practice No evidence of theory into practice 10% Information Excellent range of relevant information Good range of relevant information Adequate range of relevant information Superficial use of relevant information Information not wholly relevant Critical analysis and thought development 10% Analysis Attention to detail, precision of thought Logical, generally thorough Logical, but some lapses in attention to detail Lack of attention to detail, imprecise analysis Weak or little analysis 10% Synthesis Clear arguments, clear justification Good arguments, good justification Adequate arguments some justification Descriptive with undeveloped arguments Lacks synthesis, statements only, no justification 5% Sources Extensive and in depth Wide and in depth Adequate evidence of reading Limited evidence of reading Lacks evidence of relevant reading 5% Structure Well structured and lucid Coherent soundly structured Reasonably lucid adequate structure Imbalance in given information Lacks structure Presentation 5% Layout Sound organisation , correct use of guidelines Correct use of guidelines but with minor errors Adequate use of guidelines with minor errors Some major errors in use of guidelines Guidelines not followed 5% Editing No errors Minimal errors in proof reading Some minors errors in proof reading Some major errors in proof reading Inadequate proof reading 10% Referencing Referencing and annotation correct A few references and annotation incorrect These are the reading materials you will need to cover for your module. Extensive and wide reading is essential for your success in this module. Core Text: BACP (2013) Ethical Framework for Good Practice in Counselling Lutterworth: BACP Bor, R & Watts, M. (2012,) The Trainee Handbook: A guide for Counsellors and Psychotherapy Trainees. 3rd edition London: Sage. Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Further Educational Unit Johns, H. (2012) Personal Development in Counsellor Training (Counsellor Trainer and Supervisor) London: Sage. Mcleod, J & Mcleod, J (2014) Personal and Professional Development for Counsellors ,Psychotherapists and Mental Health Practitioners. Berkshire: Open University Press Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books Key additional texts: Bager-Charleson, S. (2012) Personal Development in Counselling and Psychotherapy London:Sage Etherington K. (2004) Becoming a Reflexive Researcher London. Jessica Kingsley: Johns, C. (2000) Becoming a Reflective Practitioner. Oxford: Blackwell Science Kolb, D. (1984) Experiential Learning London: Prentice Hall Further Reading Donati, M. and Watts, M. (2005) Personal development in counsellor training: towards a clarification of inter-related concepts. British Journal of Guidance & Counselling Nov Vol. 33 Issue 4, p475-484. Grafanaki, S. (2010) Counsellors in the making: Research on counselling training and formative experiences of trainee counsellors. Counselling & Psychotherapy Research. Jun Vol. 10 Issue 2, p81-82 Section 5: Texts Module: PPD 1 Level 4 15p1 Author: Joan Dallas and Stephan Dais 10 Stedman, J. and Dallos, R. (2009) Reflective Practice in Psychotherapy and Counselling Berkshire: Open University Press Thompson S. and Thompson N. (2008) The Critically Reflective Practitioner London: Palgrave Macmillan. Journals Journal of Counselling Psychology Counselling and Psychotherapy Research Therapy Today (BACP) the leading story is available for non- members Websites BACP: http://www.bacp.co.uk/ BPS: http://www.bps.org.uk/ BAPCA: http://www.bapca.org.uk/ Ebscohost Place your order now for a similar paper and have exceptional work written by our team of experts to guarantee you A Results Why Choose US 6+ years experience on custom writing 80% Return Client Urgent 2 Hrs Delivery Your Privacy Guaranteed Unlimited Free Revisions

Continuous Quality Assurance

For this assignment, you will write a paper addressing the following: Research Continuous Quality Assurance (CQA) efforts in a health care facility other than hospitals (e.g., mental health, public health, school clinics, and integrated medicine centers). Consider how quality efforts relate to patient-physician relationships and quality delivery of services in healthcare settings. Summarize your findings and discuss the ethical foundations of such efforts. Your paper should meet the following requirements: Be 900 1200 words of content in length, not including the cover or reference pages. Be formatted according to the CSU-Global Guide to Writing and APA Requirements. Support your analysis by referencing and citing at least three credible sources other than the course textbooks, readings, or lecture. The CSU-Global Library is a good place to find these references. Use headings to organize your work. Do you want your assignment written by the best essay experts? Then look no further. Our team of experienced writers are on standby to deliver to you a quality written paper as per your specified instructions. Order Now, and enjoy an amazing discount!

Bureaucratic Caring Theory