Multigenerational nursing
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Get Help Now!Please, respond to the following discussion by using one reference from peer-reviewed Nursing Journal not older than 5 years.
Some of the challenges of having different generations in the workplace include a difference in education, particularly vocational training, and a difference in communication style. As current practices are studied and re-evaluated, traditional practices may be replaced by those that are more recently researched and are evidence-based. Veteran nurses may believe it is a waste of resources to change a practice that has been in place for so long and, in their view, has yielded adequate results. Similarly, younger generations may readily dismiss suggestions and viewpoints from veteran nurses in favor of the new practices learned in school without considering that years of clinical experience can be just as valuable. This disconnect between nurses of differing generations may be rooted in a difference of communication style. For example, Baby Boomer nurses were trained to only voice their opinions when asked, whereas Millennial nurses’ were taught to speak up any time they have a problem with, or idea for, new practices; this difference in communication may lead the Baby Boomer nurse to regard the Millennial nurse as impertinent and disrespectful of authority instead of realizing that new nurse is actually trying to improve the patient experience (Phillips, 2016, p.198).
In my experience, some veteran workers can be set in their ways to a fault, even if there is clear evidence that practices they are accustomed to are simply not the best practices anymore. This is not to say that middle-aged or younger workers cannot share this attribute, however the veteran workers sometimes use their field experience as a rationale to ignore current research findings and continue using practices they deem appropriate. Also, as an employee that is frequently on the team that rolls out new technology and equipment, I feel that veteran workers take more time to warm up to change and can be somewhat hostile to a younger person, such as myself, training them.
As far as accommodations, we have certain older employees that will not perform job-necessary duties because of back issues, knee issues, or other medical issues in the same vein. As a result, these employees rarely get assigned total care patients, making the younger staff resentful because they feel they, literally, do all the heavy lifting while these older employees are routinely assigned the less acute patients. To a certain extent, allowances should be made for older workers, including nurses. After a lifetime of caring for patients, it is reasonable to deduce that the joints, particularly knees and back, can be irreparably damaged from repeated use. However, in my opinion if an employee is unable to perform the duties required of their job title, they should be doing a different job. It is not fair that one group of nurses consistently gets less acute patients, thereby doing half the work, but still receiving the same benefits as those nurses that pick up the slack. A potential solution would be for the nurses with physical limitations to shift to a position that utilizes their experience but is less physically demanding; such positions include resource nurse, case manager, or patient care coordinator. If this were fiscally feasible, the unit would be able to retain the wealth of knowledge provided by these seasoned nurses and still have room to hire new nurses that can help distribute the patient loads more equitably.
Life expectancy in the United States has increased over the past few decades and older people are generally healthier than their predecessors, however the incidence of chronic conditions has also increased in this time frame (Tabloski, 2014, p.8). This indicates that there are more people to care for and these patients are more likely to have multiple comorbidities. This trend has the potential to put an enormous strain, economically and physically, on an already overburdened health care system and nurses, particularly bedside nurses, will bear the brunt of this (Tabloski, 2014, p.13). It is important that nurses engage in primary and secondary prevention with this population, including education related to diet, exercise, and proper medication utilization (Tabloski, 2014, p.13). By encouraging older patients to take an active role in preservation of function and overall health, nurses empower these patients to help decrease their risk for chronic conditions, like hypertension, and injury (Tabloski, 2014, p.13). Also, nurses must be educated on specific attributes of the older population, such as increased sensitivity to certain medications, decreased sensory perception, and increased susceptibility to mental health issues, such as depression, that may affect their physical health or motivation to maintain a healthy lifestyle.le
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The post Week 7 Assignment: Essay – Creating Your Ideal State Due Sunday by 11:59pm Points 160 Submitting a file upload Required ResourcesRead/review the following resources for this activity: Textbook: Chapter 15, 16, 17 Lesson InstructionsYour country just overthrew its dictator, and you are the newly elected President. Unfortunately, due to the divisions in the country and the years of war, economic, military, and political structures are non-existent. A group of loyalists to the old dictator have been detonating bombs, murdering civilians, assassinating leaders, and terrorizing towns with help from a neighboring country’s dictator. Create a comprehensive plan for your new government. While creating this government identify 1) the governing style of your government and the principles that govern your leaders (see rubric); 2) the functions of various branches of government; 3) how to maintain public good in domestic areas through at least two programs; 4) an economic structure that is most beneficial to your citizens; 5) ways to create national unity; 6) ways to combat terrorism and violence; and, 6) international organizations to join. See rubric for specific ways to meet the requirements of the paper. Paper headings: (Use of APA paper format with headings required!) Introduction (1 paragraph) Introduce your country Briefly outline all of the parts of the paper Domestic Concerns (1-2 pages) Identify governing style and principles that correlate to this style Identify the branches of government and its functions Development of two public good domestic programs and how they will meet the public good Economic structure and reason why this should be used Socializing citizens is noted with rationale for how it creates national unity Foreign Concerns (1-2 pages) Two international organizations are noted, one for economics and one for security Descriptions of both organizations Rationales for joining these organizations Steps to joining Two ways your country will combat the neighboring country’s terrorist threat and the domestic threat Two ways these will be effective Conclusion (1 paragraph) Summarize information Writing Requirements (APA format) Length: 3-4 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 2 scholarly sources) GradingThis activity will be graded based on the essay rubric. Course Outcomes (CO): 8, 9 Due Date: By 11:59 p.m. MT on Sunday Rubric Week 7 Assignment: Essay – Creating Your Ideal State Week 7 Assignment: Essay – Creating Your Ideal State Criteria Ratings Pts This criterion is linked to a Learning Outcome Governing style and principles of the government. 25.0 pts The governing style is understandable and the principles support the choice of the governing style. Provides structure of power, source of power, ideology of power. 20.0 pts The governing style is unclear, the principles are unclear, or the governing style and principles do not support each other. 15.0 pts Missing one part of the governing style and principles. 0.0 pts Missing both parts of the governing style and principles. 25.0 pts This criterion is linked to a Learning Outcome Branches of government and its functions. 20.0 pts Explains each branch of government and the function of the particular branch and how they support the governing style. 16.0 pts The branches of government and their functions do not match, or the branches are discussed without talking about their functions AND how they support the governing style. 12.0 pts Only minimally discusses branches, and their functions or the branches do not support the governing style chosen. 0.0 pts Does not discuss the branches and their functions. 20.0 pts This criterion is linked to a Learning Outcome Maintaining public good through at least two domestic programs 20.0 pts Two domestic programs are created clearly explaining how public good is maintained with these programs. 16.0 pts Two domestic programs are noted, but it’s unclear how they both benefit the public good. 12.0 pts Only one domestic program is noted. 0.0 pts No domestic program is noted. 20.0 pts This criterion is linked to a Learning Outcome Economic structure 15.0 pts The economic structure is named and supports the governing style with a rationale for using the structure. 12.0 pts The economic structure is named and supports the governing style, but the rationale is unclear. 9.0 pts The economic structure is named, but does not support the governing style and the rationale is unclear. 0.0 pts The economic structure is not addressed. 15.0 pts This criterion is linked to a Learning Outcome Political socializing to create national unity 15.0 pts There is at least one method the new government will use to socialize citizens to create national unity and rationales for using these methods. 12.0 pts The method described will create national unity, but rationale is not provided. 9.0 pts The method described will not create national unity and rationale is not provided. 0.0 pts No method for national unity is addressed. 15.0 pts This criterion is linked to a Learning Outcome International organizations 25.0 pts At least two different international organizations, one economic and one for security, were identified to join with brief descriptions of the purposes of these organizations, rationale for joining, and steps on how to join. 20.0 pts At least two different international organizations, one economic and one for security, were identified to join with brief descriptions of the purposes of these organizations, rationale for joining, but no steps on how to join were included. 15.0 pts At least two different international organizations, one economic and one for security, were identified to join with brief descriptions of the purposes of these organizations. 0.0 pts International organizations were not addressed 25.0 pts This criterion is linked to a Learning Outcome Combatting terrorism and violence 20.0 pts Two ways were offered to combat terrorism and violence (one to deal with international threat and one with domestic). Effective rationale for solutions were offered. 16.0 pts Two ways were offered to combat terrorism and violence (one to deal with international threat and one with domestic). Effective rationale for one or both solutions were not offered. 12.0 pts Only one way to combat violence and sound rationale on why to use that solution was offered. 0.0 pts Ways to combat violence is not noted. 20.0 pts This criterion is linked to a Learning Outcome Scholarly resources 10.0 pts Uses both the book and, at least, one outside scholarly source. 8.0 pts Uses only the book or a scholarly source. 6.0 pts Uses only a scholarly source and the source is not scholarly. 0.0 pts Does not use the book or scholarly source. 10.0 pts This criterion is linked to a Learning Outcome APA 5.0 pts All sources are properly cited and referenced according to APA standards. 4.0 pts Sources are either properly cited or referenced, missing one of those elements. 3.0 pts The citation and/or reference are incorrect. 0.0 pts No APA format was used. 5.0 pts This criterion is linked to a Learning Outcome Writing 5.0 pts Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 4.0 pts Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 3.0 pts Presents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation). 0.0 pts Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). appeared first on Fast Writers.
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