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How is the training of a professional herbalist similar to that of a Western physician?

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Herbalism

Herbalists are specialized CAM practitioners who accumulate extensive knowledge of botanical sources and their proper applications. Professional herbalists maintain a distinct status, undergoing rigorous training as apprentices and gaining immense experience in identifying and preparing organic treatments. Herbalism, as with any healing practice, must observe the impact of treatment on specialized groups.

Based on the above statements, answer the following questions:

· How is the training of a professional herbalist similar to that of a Western physician?

· What are the differences between allopathic pharmacists and professional herbalists?

· Herbalism is sometimes cited as the precursor to modern pharmacy. Is this statement accurate? Justify.

· What is a potential danger of the lack of communication between herbalists and allopathic physicians concerning mutual patient safety?

· What caveats must exist when treating pregnant or breast-feeding women with herbal therapies?

· Parents may feel that herbal medicine is a safer remedy for their children. Is this supported by the herbalists and CAM practitioners?

· Why is herb use for the elderly a particularly important point of discussion for patients and practitioners?

· Have you ever experienced an allergy to a particular plant? How do such allergic reactions factor into herbal therapy practice?

Reflect on how nurses can disseminate findings from evidence-based practice research.

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Creating a Culture of Evidence-Based Practice

 

An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.

 

In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.

 

To prepare:

 

  • Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
  • Reflect on your own hospital’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
  • Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your hospital.
  • Reflect on the significance of evidence-based practice (EBP) in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
  • Reflect on how nurses can disseminate findings from evidence-based practice research.

 

Post on Tuesday 05/10/16 550 words in APA format

 

1)An evaluation of your hospital’s use of Evidence Based-Practice (EBP) and how it is furthered or hindered by organizational culture and policies.

 

2) Describe how you could disseminate the findings.

 

3) Propose a strategy for strengthening the culture of EBP within the organization.

 

4)Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

 

Include 4 references from the list below only.

 

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 28, “Disseminating Evidence: Reporting Research Findings”

      In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.

  • Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.
    Retrieved from the Walden Library databases.

    This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.

  • Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.
    Retrieved from the Walden Library databases.

    In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.

  • Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice.Journal of Nursing Administration, 42(4), 222–230.
    Retrieved from the Walden Library databases.

    This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.

  • Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.
    Retrieved from the Walden Library databases.

    In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.

  • Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational changetoward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.
    Retrieved from the Walden Library databases.

    The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.

  • Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.
    Retrieved from the Walden Library databases.

    This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.

  • Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. The Milbank Quarterly, 87(2), 368–390.
    Retrieved from the Walden Library databases.

    This article presents the primary issues and challenges in EBP across numerous health disciplines. The authors then posit a transdisciplinary EBP model designed to incorporate the strengths and diminish the flaws of each discipline’s EBP model.

  • Steurer, L. M.(2010). An evidence-based practice scholars program: One institution’s journey toward excellence. Journal of Continuing Education in Nursing, 41(3), 139–143.
    Retrieved from the Walden Library databases.

    The author of this article details the efforts of an EBP scholars program that was designed to teach an overview of EBP, along with the skills necessary to improve patient outcomes.  In addition to the program’s development and implementation, the article highlights lessons learned.

    Media

 

  • Laureate Education, Inc. (Executive Producer). (2012k). Translating evidence into practice. Baltimore, MD: Author.

    Note: The approximate length of this media piece is 9 minutes.

    Dr. Kristen Mauk discusses the outcomes of her DNP project in this video. She explains how nurses in the rehabilitation unit where she conducted her project used the results of her project to improve their practices.

     

     

 

 

What do your thoughts and actions in this and other conflict situations reveal about your typical approach to conflict?

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Conflict Management Styles

 

In Week 10, you considered how ethical, moral, and legal dilemmas can provoke internal conflict when a nurse’s values are not in alignment with the apparent demands of a situation or with others’ values, as well as external conflict that can arise as these dynamics are played out. Of course, conflict can also emerge through seemingly simple issues of little consequence—little consequence, that is, except when they are not properly managed.

 

Nurse leaders need to be familiar with conflict management styles and the impact these styles can have on interpersonal dynamics, and, ultimately, patient care. For this Discussion, you evaluate a situation marked by conflict and consider how conflict management strategies could be applied to promote positive results.

 

To prepare:

 

  • Consider a conflict situation you witnessed or were engaged in within your practice setting (Hospital). Then, proceed as follows:

 

    • Think about who was involved, how it was resolved (if it was), and how it might have been handled more effectively.
    • Identify the conflict management style(s) employed by various individuals, including ineffective responses or no response to the situation.
    • Evaluate your personal response to this conflict.
  • What do your thoughts and actions in this and other conflict situations reveal about your typical approach to conflict?

 

550 words in APA format

 

1)A description of how you handled or avoided a conflict, as well as the results of your approach.

 

2) Explain how would you respond to this conflict today and/or what steps you would take to improve your comfort level and skill for managing conflict in the future (including specific conflict management strategies you would use).

 

3)  Explain how conflict management relates to your effectiveness as a leader.

INCLUDE 3 REFERENCES FROM THE LIST BELOW

 

Required Resources

 

Readings

 

  • Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
    • Chapter 21, “Managing Conflict”

      This chapter explores the many facets of conflict, describes what contributes to conflict, and provides strategies for resolving conflict.

  • CPP. (n.d.). TKI. Retrieved July 24, 2012, from https://www.cpp.com/products/tki/index.aspx

    Review the sample report and other items on the Thomas-Kilmann website. You may consider completing this assessment to better understand your conflict management style.

  • Eagar, S. C., Cowin, L. S., Gregory, L., & Firtko, A. (2010). Scope of practice conflict in nursing: A new war or just the same battle? Contemporary Nurse, 36(1/2), 86–95.
    Retrieved from the Walden Library databases.

    This article focuses on creating nursing teams as rapid change occurs within health care. The authors state that for a team to successfully handle conflict, there have to be clear boundaries, minimal confusion, and maximum communication.

  • Johansen, M. L. (2012). Performance potential. Keeping the peace: Conflict management strategies for nurse managers. Nursing Management, 43(2), 50–54.
    Retrieved from the Walden Library databases.

    “Handling conflicts in an efficient and effective manner results in improved quality, patient safety, and staff morale, and limits work stress for the caregiver,” (p. 50). This article presents strategies for managing conflict. Review the methods suggested and consider how you might be able to apply them in the workplace.

  • Williams, S. (n.d.). Understanding conflict and conflict management. Retrieved from http://www.wright.edu/~scott.williams/LeaderLetter/conflict.htm

    This short editorial delineates the major points of conflict resolution

     

How can effective leaders demonstrate care and value the workgroup to improve collaboration, motivation, and low turnover in the workplace?

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Motivation and Behavior

We learned effective communication is essential in overcoming conflict, embracing our similarities and differences, and streamlining our work. On the basis of your learning, review the scenario given below and develop the ways to address any misunderstandings based on ineffective communication.

You have been invited to be in charge of developing a team-building activity to improve collaboration, morale, and increased communication for your team members. Your department is closing for the day so you all can spend about four hours together in a team environment. The staff members will be placed into groups of three to run a maze, and the winning team will receive an extra four hours paid time off (PTO) time to use for a half vacation day. All members are excited about getting extra time off and, even though they have not participated in a maze-running event, they are happy to be out of the office. After the race is over, the group will be treated for lunch at a very nice restaurant. Review the following details of team members:

· Rosamma and Mary are the two administrative staff members who do not get along. Rosamma keeps to herself, is quiet, wears traditional long dresses and cooks ethnic foods for lunch every day. Mary is outspoken, loud, hurries through assignments, and seems to be on her cell phone often talking about her personal life to friends. Mary is twenty and Rosamma is forty-six.

· Cindy, thirty-five, and Lolita, forty, are the part-time staff members. They often bring their problems to work and are stressed due to the economy. They interact at work with the full time staff, but the full time staff think they complain too much and “what for, they only work part-time.”

· Chip is a twenty-three-year-old maintenance worker who has two children and works a part-time job at night in addition to his full-time role. He is tired as he has been continuously working for many days.

· Samir is fifty-five and works full-time, and cannot wait until he retires.

· Sarah is the fifty-two-year-old negative department manager who complains about everyone else. However, she is a strong informal leader and has influence over the group.

· Jerry is twenty-four and in graduate school. In fact, he is the president of his class and majors in business. He will likely leave in about one year when he graduates. He has a positive attitude and is currently a bit demotivated because no one likes to work together and there seems to be no direction at this point. He has made fun of Sarah just because she makes negative comments to him.

· You are the manager (use your current age) and you are just promoted into this position as the leader of the group.

Your presentation should consist of 12–15 professional color Microsoft PowerPoint slides (not including the title and reference slide) along with detailed speaker notes to include examples to support each slide.

You need to divide the teams into three groups. Remember this is a team-building activity.

· Can you put Rosamma and Mary together on a team when they clearly have communication issues and Mary feels Rosamma is “slow and too quiet . . . besides, she prays all the time.” Should the two younger males in the department be put on the same team or divided up to run with the women, even though they make comments about how old Sarah is and how she wears old-fashioned clothes? Give reasons.

· How will you make the determination which members to put together?

· Should members, who have a negative attitude, be placed with team members who are excited about this event? Why or why not?

· How will a negative manager affect the overall group dynamic as opposed to a positive leader who wants to see his or her team develop?

· How influential can an informal leader be among the team members? Can an informal leader carry more power than the formal manager?

· What barriers to effective teamwork can you anticipate and how will it be addressed?

· What specific traits will make this team-building activity a success?

· How can effective leaders demonstrate care and value the workgroup to improve collaboration, motivation, and low turnover in the workplace?

· How do you think results can improve when effective communication is practiced in the healthcare field with peers, colleagues, and leadership teams?

Support your responses with examples.

Cite any sources in APA format.