Module 2 Crisis Discussion responses

LATICIA S posted

It is easy for us to connect danger with crisis, but people sometimes find it hard to associate the word opportunity with crisis. Although the words opportunity & danger are 2 paradoxical terms, the 2 words make me think of the old saying “what doesn’t kill you will make you stronger.” Successfully making through a crisis will show a person what they are truly made of.

The grandmother in the case study thought she needed her relatives in order to survive. The fact that they’re in real danger of being separated & homeless is now forcing her to make things happen for herself and the children it’s her opportunity to get on her feet and become more independent.

Randall S Posted.

The crisis involves two paradoxical terms of danger and opportunity. A crisis is a critical moment where the stakes of the situation are so high or so dangerous that solving by reasonable means is impossible. A crisis is a functioning debilitating mental state that requires extraordinary methods to solve. Paradoxically, however, an opportunity exists at the advent of the crisis. Events or circumstances leading up to a crisis create a pivotable moment of choice or change. The crisis or turning point brings an opportunity to the individuals involved to solve the crisis and change the situation or circumstances to prevent reoccurrence.

The Family Services Initiative (FSI) family felt they had nowhere to turn when they were getting kicked out of their home. The FSI family in crisis found resolution using $2700 in FSI resources to end the crisis. Their crisis brought opportunity for them to gain permanent, stable housing, connection to long term support services that strengthen families, and avoided an estimated $50,000 in community costs.

Research Method

Module 2 discussion 1 responses

Ashley G posted

1. As a Health or Service provider how do YOU make certain that your clients receive evidenced-based information and care? As a Service provider, I make sure all my clients receive evidenced-based information by disclosing the most important information on the front-end, such as information one could get sued for not disclosing. Also, I would make sure to put my clients at ease by offering literature such as brochures and offering to address any questions or concerns.

2. What facilitates your evidence based behaviors….in other words, what factors make it easier for you to use evidence based behaviors in your practice? Some factors in which makes for easier use of evidence based behavior is addressing a few of the most common questions, objections or concerns before the client has his opportunity to speak upon the information.

3. What constrains your evidenced based behaviors…in other words, what factors make it difficult for you to use evidence based behaviors? In my experience, a factor in which evidence based behavior becomes difficult for me to use is when myself, family member or close friend is involved (i.e. evidence based information could reflect a close friend is being deceitful or withholding information, but I can find myself wanting to believe what my friend is personally stating to me.

Module 2 discussion 2 responses

Kenneth M Posted

1. What were you curious about on the Problems posting forum in Module 1? OR what health care topic interests you, and why you chose a new topic?

My topic of interest from Module 1 was Do diabetic patients have increased blood flow as measured by ultrasound after wearing compression stockings during daylight hours compared to diabetic patients that do not wear compression stockings over a 90 day period?

2. Which Cochrane Review did you choose to read?

Microcirculatory effects of elastic stockings in diabetic microangiopathy: a 24-week study.

Belcaro, G., Laurora, G., Cesarone, M. R., De Sanctis, M. T., & Incandela, L. (n.d.). Microcirculatory effects of elastic stockings in diabetic microangiopathy: a 24-week study. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/8300711

3. What were the findings of this systematic review?

The findings of the systematic review showed that over the 24-week study, there was significant improvement in circulation of those diabetic participants that wore the compression stockings vs those that did not. This findings were measured by laser Doppler flowmetry on all 74 randomly assigned control and variable research participants (Belcaro, Laurora, Cesarone, De Sanctis, & Incandela).

4. What do these findings mean to you?

These findings reaffirm my assumptions that compression stocking improve circulation in diabetic patients. It also confirms that these finding are evidence based as they have been researched and thoroughly reviewed by peers.

5. To conclude your posting on this topic, please post the URL that will take us directly to the review you assessed.

https://www.ncbi.nlm.nih.gov/pubmed/8300711

I don’t feel like I got a good explanation of Systematic reviews vs Literature reviews in this module, it was definitely Literature focused.

Educational Concept Discussion responses

Discussion 1

Kajauna M Posted

From the case study, it seems apparent that the students lacked motivation and felt there were reasons to discontinue living healthy. When the Health Belief Model is compared to the case study, it is possible that the students stopped participating in in the “Let’s Get Healthy” initiative because they didn’t perceive severity of their health issues, therefor students might have struggled seeing benefits. Students didn’t see how changing their actions for the better could benefit them, and possibly contributing to better health outcomes. Some students might have experienced barriers, hindering from participating in the certain activities due to embarrassment and doubt. Within this case study, self-efficacy could have played a major role, where students might have felt as if they could not achieve their goals because they did not believe in themselves.

The staff tried offering incentives to the students as motivation, such as discounts on gym access, discounts on health insurance, free classes and equipment. Additionally, staff tried to motivate students by making the activities easy to access. Students were offered accessibility to healthier food choices while on campus, courses offered by the school and on campus clubs. I think the strategies didn’t work because the students weren’t receiving a reward greater than what they were offered for showing up. It is possible students weren’t seeing the results, and they were no new or different incentives to motivate the students to join long term. Students could have also not known the meaning behind the initiative and why self- health care is important.

I strongly believe that there should be activities or classes that teaches students about creating a healthy lifestyle, including exercise, eating, and non- smoking. With this information, students can see the severity of health issues, and students can also see what they will gain for working to improve their health issues. Students will be less reluctant to overcoming their barriers and they will spend more time believing they can achieve their goals.

Discussion 1

Anne H Posted

The SPC Healthy Employee Initiative was to give resources and benefits for staff to improve their health. A model that works well with this is the Stages of Change Model. The Stages of Change Model has six stages 1) Precontemplation 2) Contemplation 3) Preparation 4) Action 5) Maintenance and finally 6) Termination (Bastable, Gramet, Sopezyk, Jacobs, & Braungart, 2020). When the program first started staff were excited and was in Stage 2 of the model: contemplation which is when the subject realizes the subject needs to make a change and is seriously thinking about making that change (Bastable, Gramet, Sopezyk, Jacobs, & Braungart, 2020). If the subject was indeed focused on making the change, they would advance to stage 3 and begin the process of making the change. According to the Rural Health Information Hub (RHIhub) the initiative that started out effective and slowly faded was an example of the action stage which is when the behavior is only changed for a limited amount of time (Rural Health Information Hub, 2019). By the end of the year the Human Resources initiative had lost motivation from the staff so the final stages where never reached.

The human resources of SPC provided many incentives for the employees to participate in the initiative. Some of the examples if reduced fees for memberships and reduced health insurance premiums which were financial incentives to promote participation in the program. The various classes that was held on campus to help employees to make healthy choices enrollment began to lower could have been associated with the lack of time during the day. A way that may have worked to continue the program longer was having a competition between staff to see who can last the longest and make special sessions monthly to keep staff interested in the program. It also helps if the classes were held at convenient times for most of

References

Bastable, S., Gramet, P., Sopezyk, D., Jacobs, K., & Braungart, M. (2020). Health Professional as Educator Principles of Teaching and Learning (Second ed.). Burlington: Jones & Bartlett Learning.

Rural Health Information Hub. (2019). Stages of Change Model (Transtheoretical Model). Retrieved from Rural Health Information Hub: https://www.ruralhealthinfo.org/toolkits/health-pr…

the staff to keep the program enrollment up.

Discussion 2

Medina S Posted

According to the article by Inside Higher Ed, students are not well prepared for the workplace, specifically teamwork (Jaschik, 2015). This particular topic is a very inserting one for me. Last semester was the first time in a while; I had taken a class. As with many courses, the professor assigned a group project, that was a large portion of the grade, and my first thought was dread. Towards week three, the professor had asked us to assign a leader. Of course, wanting to jump on the topic I posted in the forum if anyone would be interested as I was working two jobs, paying two mortgages, and going to school; I felt overwhelmed and did not want the extra responsibility. However, I am glad that I stepped up to volunteer as a leader.
One of the main things to consider when dealing with a group is that you are not the only one life is happening to. For instance, the article Why Some Students Struggle with Group Work looks at one particular student that struggled with anxiety (Darby, 2018). In my group’s case, one was working while taking five classes, the other had a sick mom, and the last was struggling with critical thinking. I believe the best way to keep motivation among a group with very different issues is to be understanding and encouraging. When I took the role of leader, many of them said they were relieved. As a leader, the first thing I started with was distributing work. I split everything as evenly as possible and asked for the feedback. To keep the group engaged, I asked us to work together on topics while setting deadlines; this kept us in frequent communication and always participating. We used many forms of communication such as text reminders and calls; we had set a standard for talking roughly twice a week and even more towards the end. In the end, by learning to work around everyone barriers, we accomplished a high grade.
I believe some students forget that everyone has their struggles, whether it be in a class project or the work environment. We become jaded by technology, and not understanding one another becomes easy. However, with a steady following of leadership and communication, any group activity can go well.

References

Darby, F. (2018, April 20). Why Some Students Struggle with Group Work. Retrieved from https://www.facultyfocus.com/articles/course-design-ideas/why-some-students-struggle-with-group-work/

Jaschik, S. (2015, January 15). Study finds big gaps between student and employer perceptions. Retrieved from https://www.insidehighered.com/news/2015/01/20/study-finds-big-gaps-between-student-and-employer-perceptions

Discussion 2

Natasha E Posted

In past group projects that I have been a part of, I find that many of my classmates are just wanting to turn in the assignment and not completely learning the material any more than if not in a group project. Many group projects I have been a part of have copied and pasted just facts obtained by the websites referring to the material. I have had to reword and cite numerous sources in order to not be considered as plagiarism. Sometimes you have faith that the student counterparts would not be as apt to use quoted material, but then you find it throughout the project and it just makes more work for the group leader. Another issue that I have come to see is that the group leader does a lot more work than the other participants. This is not only unfair but not a good measure of cooperation and collaboration. Students should utilize each other’s talents and pull together their strengths as a team, to obtain optimal success in a group setting. I think ultimately to decide who is the best leader and to talk consistently with each other is the right measure for the highest level of adherence and information obtainment. In the link presented below you can see that I am not alone in this group project mentality, as it details numerous students’ overall experiences in group settings.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4046684/

Hammar Chiriac E. (2014). Group work as an incentive for learning – students’ experiences of group work. Frontiers in psychology, 5, 558. doi:10.3389/fpsyg.2014.00558

Discussion 2

Wendy B posted

First and foremost, there would have to be a clear plan of what needs to be done for the group project. Before starting any kind of group project, the first thing on the agenda is to establish what everyone likes to work on. Some students like research, some like the tedious tasks of organization and some may even like to design the layout of how the project comes together. From previous experience, there is a team lead or facilitator that oversees the group work and makes sure the operation is running smoothly. Even in a group project, I think it is fair to be able to discuss as a team, what constitutes as an even work load and still be able to work on different areas of the group project. Just like in most things in life, communication is the key to success. I also think in a group, it is imperative for all members to respectively hear all ideas on how to proceed. According to Lewis, 2011, uncertainty stimulates the opportunity for creativity and can be measured by flexibility and originality. Some students might need more structure and some can just go with the flow, but a well-established open-ended line of communication is key to getting everyone on the same page.

Lewis, T. (2011). Assessing social identity and collective efficacy as theories of group motivation at work. International Journal of Human Resource Management, 22(4), 963–980. https://doi-org.db24.linccweb.org/10.1080/09585192…

 

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