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what could have been done to prevent or address the ineffective communication.

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From moment to moment, a nurse leader’s day involves communication—with patients, families, colleagues, supervisors, and so on.

Think of a particular day you spent working in a health care environment, and consider three or four distinct points in time. For each point of time, consider the following: With whom did you interact? Which forms of communication did you use? What issues were communicated about—did they seem to be light-hearted or sensitive? Straightforward or complicated? How would you describe the pace of the interactions and your work?

As you consider these questions, it becomes clear that communication can be quite complex, with many layers of meaning that shape the experience for everyone involved. How could this awareness help you to understand instances of ineffective communication when they arise?

To prepare:

  • Review the information in Chapter 19 of the course text, as well as the assigned articles.
  • Reflect on an incident involving ineffective communication within your organization or another health care setting. Consider this incident through the lens of the communication process outlined in Figure 19.1 of the course text (p. 439).
  • What barriers contributed to this incident? What other challenges may have influenced this situation?
  • Using the information presented in the other Learning Resources, consider what could have been done to prevent or address the ineffective communication. Why do you think the use of these strategies would have resulted in better outcome(s)?

On the Week 7 Discussion Board, post on or before Day 3 a summary of an incident involving ineffective communication. Describe communication barriers and other challenges that contributed to the incident. Propose one or more strategies that could have been employed to promote a better outcome. Be sure to refer to elements of the communication process.

 

Discuss the dangers of failing to consider the validity of a research study

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Validity in Quantitative Research Designs

 

Validity in research refers to the extent researchers can be confident that the cause and effect they identify in their research are in fact causal relationships. If there is low validity in a study, it usually means that the research design is flawed and the results will be of little or no value. Four different aspects of validity should be considered when reviewing a research design: statistical conclusion validity, internal validity, construct validity, and external validity. In this Discussion, you consider the importance of each of these aspects in judging the validity of quantitative research.

 

To prepare:

 

  • Review the information in Chapter 10 of the course text on rigor and validity.
  • Read the method section of one of the following quasi-experimental studies (also located in this week’s Learning Resources). Identify at least one potential concern that could be raised about the study’s internal validity.
    • Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18–25.
    • Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325–331.
    • Yuan, S., Chou, M., Hwu, L., Chang, Y., Hsu, W., & Kuo, H. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404–1,411.
  • Consider strategies that could be used to strengthen the study’s internal validity and how this would impact the three other types of validity.
  • Think about the consequences of an advanced practice nurse neglecting to consider the validity of a research study when reviewing the research for potential use in developing an evidence-based practice.

 

Post on or before Day 3 (1) the title of the study that you selected and your analysis of the potential concerns that could be raised about the study’s internal validity. (2) Propose recommendations to strengthen the internal validity and assess the effect your changes could have with regard to the other three types of validity.(3) Discuss the dangers of failing to consider the validity of a research study

 

 REQUIRED RESOURCES

 

Readings

 

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 10, “Rigor and Validity in Quantitative Research”

      This chapter introduces the concept of validity in research and describes the different types of validity that must be addressed. Key threats to validity are also explored.

    • Chapter 11, “Specific Types of Quantitative Research”

      This chapter focuses on the specific types of quantitative research that can be selected. The focus is on the purpose of the research rather than the research design. These include such approaches as clinical trials, evaluation research, health services and outcomes research, needs assessments, or replication studies.

  • Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37(4), 188–189.
    Retrieved from the Walden Library databases. (for review)

    The author of this article discusses the primary aspects of a prominent quantitative research design. The article examines the advantages and disadvantages of the design.

  • Schultz, L. E., Rivers, K. O., & Ratusnik, D. L. (2008). The role of external validity in evidence-based practice for rehabilitation. Rehabilitation Psychology, 53(3), 294–302.
    Retrieved from the Walden Library databases.

    This article details the results of a study that sought to balance concern for rigor with concern for relevance. The authors of the article derive and determine a rating format for relevance and apply it to cognitive rehabilitation.

 

Note: For the Discussion this week, you will need to read the method section of one of the following quasi-experimental studies. Refer to the details provided in the Week 6 Discussion area.

 

  • Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18–25.
    Retrieved from the Walden Library databases.
  • Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325–331.
    Retrieved from the Walden Library databases.
  • Yuan, S.-C., Chou, M.-C., Hwu, L.-J., Chang, Y.-O,, Hsu, W.-H., & Kuo, H.-W. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404–1,411.
    Retrieved from the Walden Library databases.

 

How could this awareness help you to understand instances of ineffective communication when they arise?

/in /by

From moment to moment, a nurse leader’s day involves communication—with patients, families, colleagues, supervisors, and so on.

Think of a particular day you spent working in a health care environment, and consider three or four distinct points in time. For each point of time, consider the following: With whom did you interact? Which forms of communication did you use? What issues were communicated about—did they seem to be light-hearted or sensitive? Straightforward or complicated? How would you describe the pace of the interactions and your work?

As you consider these questions, it becomes clear that communication can be quite complex, with many layers of meaning that shape the experience for everyone involved. How could this awareness help you to understand instances of ineffective communication when they arise?

To prepare:

·         Review the information in Chapter 19 of the course text, as well as the assigned articles.

·         Reflect on an incident involving ineffective communication within your organization or another health care setting. Consider this incident through the lens of the communication process outlined in Figure 19.1 of the course text (p. 439).

·         What barriers contributed to this incident? What other challenges may have influenced this situation?

·         Using the information presented in the other Learning Resources, consider what could have been done to prevent or address the ineffective communication. Why do you think the use of these strategies would have resulted in better outcome(s)?

On the Week 7 Discussion Board, post on or before Day 3 a summary of an incident involving ineffective communication. Describe communication barriers and other challenges that contributed to the incident. Propose one or more strategies that could have been employed to promote a better outcome. Be sure to refer to elements of the communication process.

Write 2 pages in APA and cite at least 3 sources not older than 5 years. Include a small intro and a conclusion

 

How do stress and alcohol consumption affect GI function?

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Alcohol Abuse

Mr. Wilko is a 40-year-old salesperson with a wife and three teenage children. He has recently begun to have a beer at lunch and a few drinks after work to reduce his work-related stress. An economic downturn in the housing industry has reduced the need for new home appliances and his income and sales record has been affected. Several other salespeople have been laid off at his firm. He has been told that if his sales and attendance records do not improve he will be fired. He and his wife are constantly arguing about finances and the children’s increasing demands for money. His drinking has increased to several beers at lunch and continued drinking after dinner. When he returns to work with alcohol on his breath, he is dismissed from his job. He continues to consume alcohol during the day as he attempts a job search. His wife is very concerned, as are his teenage children.

  • Mr. Wilko states he is a social drinker and “can stop at any time.” How accurate is his self-assessment?
  • What stressors are present in Mr. Wilko’s case?
  • Why does Mr. Wilko continue to increase his alcohol intake?
  • What changes in liver function can Mr. Wilko expect if he continues to drink large amounts of alcohol?
  • Mr. Wilko complains to his wife that all the stress is causing “indigestion.” How do stress and alcohol consumption affect GI function?
  • Why is Mr. Wilko at greater risk of trauma?