Clinical Reasoning Combining Research and Knowledge to...

Making sound and client-centered clinical decisions in an area that demands accountability and evidence-based practice requires not only scientific knowledge, but also a deep knowledge of the practice of one’s profession and of what it means to be human in the world of combined strength and vulnerability that is health care. Every clinician must understand the importance of applying best research evidence to client care, the essence of evidence–based practice, to improve the overall quality of healthcare. Research continues to find that using evidence-based guidelines in practice, informed through research evidence, improves patients’ outcomes (Dykes et al, 2005). The literature is replete with definitions of evidence-based†¦show more content†¦Becoming a critical thinker is a prerequisite of becoming an evidence-based clinician. But what is critical thinking? Critical thinking involves the application of knowledge and experience to identify patient prob lems and to direct clinical judgments and actions that result in positive patient outcomes. Critical reflection requires that the thinker examine the underlying assumptions and radically question or doubt the validity of arguments, assertions, and even facts of the case. Critical reflective skills are also essential for clinicians; however, these skills are not sufficient for the clinician who must decide how to act in particular situations and avoid patient injury (Wheatley DN, 1999). Critical reasoning is a process whereby knowledge and experience are applied in considering multiple possibilities to achieve the desired goals (Noll et al, 2001) while considering the patient’s situation (Fowler, 1997). According to Simmons it’s a process where both inductive and deductive cognitive skills are used (Simmons et al, 2003). Each client’s problem is unique, a product of many factors, including the client’s physical health, lifestyle, culture, relationship with family and friends, living environment, and experiences. Thus, a health care professional does not always have a clear picture of the client’s needs when first meeting a client. Because no two clients have identical problems, a clinician is alwaysShow MoreRelatedneuman5052 Words   |  21 Pagesexcellent nursing care provided to her father during his illness and her mother’s experiences as a midwife are two things that motivated her to join the profession. According to Butts amp; Rich (2015), Neuman received her diploma in nursing in 1947 from People’s Hospital School of Nursing; she later continued her education at UCLA obtaining her bachelor’s degree in 1957 and her master’s degree in 1966. Roughly twenty years later Neuman received her doctorate degree in clinical psychology from PacificRead MoreSample Resume : Shared Services9449 Words   |  38 PagesContents 2.0 Introduction 2 2.1 Purpose of this document 2 2.2 Context and Background 3 2.3 Project Scope 4 3.0 Background Research 5 3.1 Introduction to Shared Business Services 5 3.2 Mixed Track Record of Shared Services 7 3.3 Why does it make sense now? 7 3.4 Drivers for change 8 3.5 The ‘Do Nothing Option’ 8 3.6 The Potential impact of Shared Services 9 3.6.1 Amplify Service Performance 9 3.6.2 Expand Support Services Portfolio 10 3.6.3 Disseminate Authoritative Information 10 3.6.4 StandardisationRead MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pages9 8 7 6 5 4 3 LIMITED PHOTOCOPY LICENSE The Publisher grants to individual purchasers of this book nonassignable permission to reproduce the appendices of this book. This license is limited to you, the individual purchaser, for use with your own clients and patients. It does not extend to additional clinicians or practice settings, nor does purchase by an institution constitute a site license. This license does not grant the right to reproduce these materials for resale, redistribution, or any otherRead MoreAnnotated Bibliography: Plagiarism39529 Words   |  158 Pagesï » ¿Plagiarism Bibliography Buckwalter, J. A., Wright, T., Mogoanta, L. and Alman, B. (2012), Plagiarism: An assault on the integrity of scientific research. J. Orthop. Res., 30:  1867 1868. Granitz, N. and Loewy, D. (2007). Applying Ethical Theories: Interpreting and Responding to Student Plagiarism. Journal of Business Ethics, 72(3), 293-306. Luke, B. and Kearins, K. (2012), Attribution of words versus attribution of responsibilities: Academic plagiarism and university practice. Vaccine, 30(50):Read MoreChange Management49917 Words   |  200 Pagesstructure, technology, and other elements of an organization. It may be reactive or proactive in nature. When change takes place due to external forces, it is called reactive change. However, proactive change is initiated by the management on its own to enhance the organizational effectiveness. The change is one of the most critical aspects of effective management. It is the coping process of moving from the present state to a desired state that individuals, 1 MBA –H4010 Organisational DevelopmentRead MoreStatement of Purpose23848 Words   |  96 Pages................................................................................... 11 History................................................................................................................................... 12 Psychology (Clinical--research)............................................................................................ 14 Psychology (cross-cultural) .................................................................................................. 16 Psychology (School)Read MoreMethods of Qualitative of Data Collection19658 Words   |  79 Pagesdata will inform his research questions. How the researcher plans to use these methods, however, depends on several considerations. Chapter 1 presents an introductory discussion of qualitative methodological assumptions. As the grounding for a selection of methods, we extend that discussion here, using Brantlinger’s (1997) useful summary of seven categories of crucial assumptions for qualitative inquiry. The first concerns the researcher’s views of the nature of the research: Is the inquiry technicalRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pages Contemporary Issues in Management Accounting Edited by ALNOOR BHIMANI 1 Great Clarendon Street, Oxford ox2 6dp Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With oYces in Argentina Austria Brazil ChileRead MoreBrand Building Blocks96400 Words   |  386 Pagespromotion. These market realities imply that the key success factor is low cost. Organizations must reduce overhead, trim staff, downsize, and cut all unnecessary expenditures. What, then, happens to the people who support the brand with market research or other brand-building activities? They are vulnerable to the organizations new cost culture. 2. Proliferation Of Competitors New, vigorous competitors come from a variety of sources. A host of food categories have watched Weight WatchersRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 Pages55 Review Questions 56 †¢ Discussion Questions 57 †¢ Bibliography 58 Chapter 3 Telecommunications and Networking The Need for Networking 61 Sharing of Technology Resources Sharing of Data 60 61 61 Distributed Data Processing and Client/Server Systems Enhanced Communications 62 62 Marketing Outreach 62 An Overview of Telecommunications and Networking 62 Key Elements of Telecommunications and Networking 63 Analog and Digital Signals 63 Speed of Transmission 64

The Han Dynasty And Roman Empire - 1059 Words

The Han Dynasty ruled China from 206 B.C.E to 220 A.D, and Polybius wrote his account of Rome around 200 B.C.E. Though the Han Dynasty and Roman Empire existed simultaneously, they were vastly different because they were separated by thousands of miles and high mountain ranges. It is widely agreed upon that the two empires had very little contact, especially in the years when Polybius wrote his account. Though separated, the two empires developed their own societies that were highly sophisticated and technologically advanced; they became the centers of trade in their regions of the world. Han China was developed with a larger emphasis on religion and nature whereas the Roman Empire was built on the principles of a strong military and political system. The transition from the Qin Dynasty to the Han Dynasty brought about many changes in ideology. The Han Dynasty’s rise to power brought with it the rise of Confucianism, and this gave the people of China more rights and freedom co mpared to their life under the Qin Dynasty. Confucian principles emphasized loyalty, respect for superiority, education, and the welfare of a group over the individual. Comparing Han China to Qin China, Lu Jia said, â€Å"When the people only feared the laws, they could not know rites and rightness.† The emphasis of Confucianism in Han China led to the construction of schools to offer more widespread education. This embedded a philosophy within the Chinese people that revolved around Ren and Yi, ideasShow MoreRelatedRoman Empire And Han Dynasty960 Words   |  4 PagesRoman Empire and Han Dynasty Comparison When comparing Han China and Roman Empire, many political, geographical, and religious similarities can be found, though many differences are also prevalent. Though Roman and Han political structures both emphasized bureaucracies, they came to them quite differently. Through many amounts of expansion, both societies spread culture and earned money, though expansion was eventually their downfalls. Their religions differed immensely, with Rome emphasizing polytheismRead MoreThe Han Dynasty And Roman Empire1223 Words   |  5 PagesThe Han Dynasty and Roman Empire, though worlds away, used technology as one of their building elements to create the great societies we know them as today. Through the documents provided, one can easily understand that both Roman and Han attitudes have both similar and different attitudes when it comes to the idea of technology. Although the usage of technology greatly differed between the Han Dynasty and Roman Empire, both civilizations experienced the p ositive and negative effects that technologyRead MoreThe Han Dynasty And The Roman Empire2038 Words   |  9 Pages Thesis: Addresses issues or themes to be compared. TAKE A POSITION!!!(1 point) Unlike he classical age Han Dynasty that was destroyed by rebellions of the poor, the classical age Roman Empire’s overreliance on slaves and a divided empire left them with no loyal citizens to extricate them from collapse. However, while the pair differs in their downfalls, both the Roman Empire and Han Dynasty collapsed due to bad leadership driven by greed for power and land that caused them to overextend their resourcesRead MoreRoman Empire And The Han Dynasty810 Words   |  4 PagesThe Roman Empire and the Han dynasty both have created inventions that have inspired the modern world, and created impressive innovations and processes that advanced their primitive societies in the ancient world. Both civilizations worked tirelessly to create innovative solutions to the problems they had, or to advance their cities in a way they felt could not be replicated. Each city had their own view on how these inventions should be created and ran. The Romans created aqueducts and i nventedRead MoreROMAN EMPIRE AND THE HAN DYNASTY IN CHINA1441 Words   |  6 Pagesï » ¿ROMAN EMPIRE AND THE HAN DYNASTY IN CHINA Rodrick Carter HIEU 201 Liberty University 29 November 2014 Roman Empire and the Han Dynasty in China The Roman Empire and Han Dynasty in China are two kingdoms that, despite the geographical difference between them, managed to achieve great success and failure in equal measure. Both were characterized by imperial dynasties that were headed by the emperors and they held large territories. Both of these kingdoms faced various challenges afterRead MoreThe Roman Empire and the Han Dynasty Essay1576 Words   |  7 Pages The Roman Empire and the Han Dynasty reached unprecedented levels of progress by controlling equally vast lands and territories, utilizing ecological, economic and human resources, and consolidating power by the unification of their regimes under a common legal and cultural framework.   The Roman Empire stretched from the present day British Isles to the present day Iraq and lasted five hundred years from 27 BC to 467 AD.   The Han Dynasty dominated Asia from the Korean Peninsula to present day VietnamRead MoreThe Roman Empire and the Han Dynasty Essay1272 Words   |  6 PagesTHE ROMAN EMPIRE AND THE HAN DYNASTY The Roman Empire and the Han Dynasty Imagine being the head of government in one or two of the most famously remembered governments in the world’s history! The Roman Empire and the Han Dynasty are two of the most famous governments in history. The Roman Empire and Han Dynasty were governed in very different ways, however both contributed greatly to Western civilization. The Roman Empire was in power between 1,000 and 1,200 years. The Han Dynasty was inRead MoreRoman Empire Vs. Han Dynasty939 Words   |  4 PagesCompare and Contrast Essay Roman Empire vs. Han Dynasty Bethany Corl HIEU 201-B11 September 29, 2014 Compare and Contrast Essay The Roman and Han empires flourished in culture, wealth, and technological advances at their pinnacle, leading not to future stability, but to greed, corruption, and ultimately their downfall. The Roman and Han empires were different with respect to how each came to gaining their power. However, each held several similarities within their governmentsRead MoreDifferences Of The Han Dynasty And The Roman Empire1036 Words   |  5 Pagesthis essay I will compare and contrast the civilizations of the Han Dynasty and the Roman Empire. These empires are in many was similar to each other being they both rose to power around the same time in history. In roughly 202 B.C Liu Bang wins post-Qin civil wars, and becomes first emperor of Han dynasty. The Han Dynasty rose last from 202 B.C to 220 C.E, it is the second longest ruling dynasty. The government of the Han Dynasty was a monarchy ruled by a singular ruler who had almost absoluteRead MoreRoman Empire And The Han Dynasty Contrast912 Words   |  4 PagesRoman Empire and the Han Dynasty Contrast Rise of the Roman Empire The Roman Empire is still known today as one of history’s most powerful period. Rome government had stick rules and policies. The Roman government at this point was known as the Roman Republic. The Roman Republic was controlled by the roar Rome. Bureaucracy was ran throughout the region, but Rome did not want this nor could they afford it. However, they did allow small cities to run a lower level of government. The exercise

Sex Education Does it Really Work Essay Example For Students

Sex Education: Does it Really Work? Essay Forty percent of todays fourteen year old girls will become pregnant by the time they are nineteen (qtd. in The Effects 632). This statistic may indicate that the sex education programs in the United States are not controlling the effects of sex by teens. The United States has the highest teen pregnancy rate of developed countries (The Effects 632). I believe that the people of this nation need to look at the current sex education programs and see if they are properly addressing the problems that sex education was intended to stop. The three major reasons why sex education is taught in our schools are: 1) to discourage teens from having sex at younger and younger ages; 2) to stop the spread of AIDS and other STDs; and 3) to prevent teenage pregnancy. I believe that the sex education programs being used today are not effective at controlling these three problems. Todays sex education programs are abstinence based. Washington has spent some $31.7 million developing abstinence only curricula (Shapiro 56). By looking at the problems sex education tries to solve, we can improve the sex education programs by putting the problems in order of importance. The three major reasons why sex education is taught in our schools are: 1) to discourage teens from having sex at younger and younger ages; 2) to stop the spread of AIDS and other STDs; and 3) to prevent teenage pregnancy. I believe that the sex education programs being used today are not effective at controlling these three problems. Todays sex education programs are abstinence based. Washington has spent some $31.7 million developing abstinence only curricula (Shapiro 56). By looking at the problems sex education tries to solve, we can improve the sex education programs by putting the problems in order of importance. This will prove that teens having sex at a younger age is the reason for the failure of sex education in this country. To counteract this problem abstinence should be taught to children under the age of 16. Then when the children reach the age of 16 they need to be taught AIDS and condom education. AIDS and other STDs are an important reason we have sex education. AIDS education is supported in all fifty states: Sex education is only formally required or recommended in 47 states (Gibbs 61). This shows that AIDS education is considered more important than sex education. AIDS can be spread by the transfer of bodily fluids such as blood or semen from an infected person to one who is not. This includes sexual activity, intravenous drug use, and blood transfusions. Many people are still contracting AIDS through sexual contact even though there has been a nationwide awareness program. It is a fact that 2.5 million teenagers are affected by sexually transmitted diseases each year (The Effects 632). This statistic does not take into account AIDS cases. That is a large number of teens that are missing the message about safe sex and abstinence. This shows how poorly our current system of sex education is working. Because if it was effective, these numbers would be much lower than what they are. Condoms can prevent the spread of AIDS sexually, but the use of condoms requires a change in ones sexual habits. Once patterns of sexual intercourse and contraceptive use are established, they may be difficult to change (qtd. in Whitehead 69). One survey shows that among sexually active 15 year olds, only 26 percent of boys and 48 percent of girls had sex education by the time they had first intercourse (Shapiro 58). This is one reason that AIDS education has not been totally successful. It relies on sex education to stress condom use, but many young teens are forming their patterns of contraceptive use or nonuse before they are educated enough to make the right decision. Another major problem sex education tries to solve is teen pregnancy. American teenage females experience about one million unplanned pregnancies each year (The Effects 632). About thirty-seven percent of teenage pregnancies end in abortion and about fourteen percent in miscarriage (Whitehead 73). The social consequences of teens having children are great. If a teenage mother does not finish high school or become married there is a seventy-nine percent chance that the mother and the child will be poor (Whitehead 73). Teenage girls have greater control over their fertility today than they had in the past, and yet the percentage of births to unwed mothers continues to rise (Whitehead 73). This shows that sex education has failed to slow the rate of teen pregnancy. Teens in this country are having sex at a younger and younger age. In 1970, five percent of fifteen year old girls and 32 percent of seventeen year old girls reported having had sex; by 1988 the figures had increased to twenty- six percent of fifteen year old girls and fifty-one percent of seventeen year olds (Whitehead 72). Different Styles of Work, Personalities, and Expectations Essay The social consequences of teens having children are great. If a teenage mother does not finish high school or become married there is a seventy-nine percent chance that the mother and the child will be poor (Whitehead 73). Teenage girls have greater control over their fertility today than they had 3-Peters in the past, and yet the percentage of births to unwed mothers continues to rise (Whitehead 73). This shows that sex education has failed to slow the rate of teen pregnancy. Teens in this country are having sex at a younger and younger age. In 1970, five percent of fifteen year old girls and 32 percent of seventeen year old girls reported having .