Stewardship, Sustainability and Faith Essay Example | Topics and Well Written Essays - 1500 words - 1

Stewardship, Sustainability and Faith - Essay Example g to this model, God definitely rewarded us with power over our environment, but as long as we use it as sensible stewards, using our power with sympathy and kindness. This is the point of view that is favored within conservative and evangelical communities, to the point that this branch of Christianity decides to deal with the environmental concern (McFague 2000). The New Testament refines these ideas and attaches a radical necessity with its explanation of stewardship. This radical quality is an important alternative to several of the more severe moral perspectives in traditional environmental ethics. The story of the talents and story of the good steward in the Bible sum up the idea (Vischer 1997). The protection of what is entrusted to use requires an understanding of the creator’s orders for the environment. We should be aware of the laws, needs, and limits of the planet for us to know how to use them well. The parable of the talents tells us that we who are chosen with the environment will be asked to explain our duty to take care of the planet (McFague 2000). The stewardship perspective says that the environmental and moral limitations are valued, and it attaches the duty to share out the fruits equally. Ecological sustainability has been identified as addressing the requirements and demands of the present without giving up the capacity of future generations to fulfill their needs. Religion can contribute well to the concept of sustainability—by extending the point of view to all those expectations and thoughts that reach outside the practical and social abilities of human beings—hence by leading the way towards God and to a truth that we do not have control of, or protect the earth on our own (Bakken, Engel, & Engel 1995). An equally balancing connection hence exists between the idea of Christian duty for creation and sustainability. Our duty for creation, on the one hand, has to pursue the direction of sustainability so as to become socially

Pop Culture Essay Example for Free

Pop Culture Essay Throughout, history popular culture has been a common factor in everyday life. The identity of popular culture is seen through many elements of art. It was derived from artifacts and styles of human expressions developed from the creativity of ordinary people, and circulate among people according to their interests, preferences, and tastes. For example, music, fashion, people, stereotypes, and social rituals all play a role in the development of what is known today as pop culture society. These elements have shape society to behave and think a certain way, all in which are seen to have a more negative impact to the public rather than promote positive influences. Moreover, we will examine three main elements of popular culture that affect the American culture on a day to day basis. â€Å"Stereotypes, social rituals, and arts are all elements of popular culture that have been adopted and appeals to large masses of people, normally the middle class citizens† . Thus, popular culture comes from people; it is not just given to them. This perspective tears away at distinctions typically made between producers and consumers of cultural material. According to Webster stereotypes are oversimplified opinion, prejudiced attitude, or uncritical judgment. For example, â€Å"people develop conceptions about certain groups of people because of what we see on television and use these generalizations in everyday life, such as Gender and where the media portrays ones masculinity and femininity† 2. Stereotypes can be seen with real or imaginary people or objects. For example, real icons such as expensive cars can be portrayed as a person being wealthy with luxury. Imaginary icons are things such as Bat mobiles or spaceships that are seen as a â€Å"warp speeding icon expressing in truly magical ways- faster than light travel, to demonstrate power beyond discovery† 3. Other real or imaginary stereotypes are heroes. For instances, Martin Luther King Jr. is a known for leading many Americans to freedom from slavery and racism. On the hand, Superman is an imaginary hero that saves the world from danger. These stereotypes have shaped America’s beliefs to be based on judgments of their own opinions as opposed to the truth. Social Rituals consist of â€Å"highly patterned symbolic events in which we all participate as a way of marking important passages in our individual lives or in society as a whole† 4. For example, holidays such as Christmas which is only celebrated by some who believe in decorating and exchanging gifts for the birth of Jesus Christ. However, others prefer not to engage in certain holidays or activities. Moreover, rituals integrate with heroes and icons that are built from a base structure of hierarchy. For example, voting is a common social ritual that plays a significant role in many American’s life. After voting, many constituency wear clothing to symbolize their heroic effort or support for the candidate they endorsed. Art is one the largest rooms of pop culture with a vast and diverse amount of subdivisions. Art includes; magazines, movies, television, recordings, comic books and others. Art correlates with all forms of pop culture and its affects with society. For example, books discuss heroes, icons, stereotypes, people, myth, beliefs and values. All of these elements interact with one another and result in moving to another room that leads to other possibly subcategories. Thus, arts are group together based upon shared characteristics which are known to both popular artist and the audience. Pop Culture is a trend that many learn about through film, media, music, people, fashion and others. These trends can sometime have a negative effect on the way society may behave or act to certain situations. For instances, many people use stereotypes to judge others or relate their lives to those individuals. In addition, others use heroes whether they are real or imaginary to compare and contrast their way of living. On the other hand, there are other elements of pop culture that make up these special trends. For example, social rituals is another element that allows people to express themselves based on their belief, things such as holidays, voting, and weddings. Lastly, Art is the element of diversity it relates to all subcategories of pop culture, within these categories all elements interact and form other elements.

Impact of Work Related Stress in Nurses

Impact of Work Related Stress in Nurses WORK RELATED STRESS AMONG NURSES AND ITS EFFECTS ON QUALITY CARE DELIVERY IN TAMALE TEACHING HOSPITAL BACKGROUND Stress is a concept describing the interrelationship between a person and the environment. It is the response by a person to stressors in the environment. Selyes General Adaptation Theory (Selye, 1976) described stress response as biophysiologic in nature. When the person is subjected to a stressor, a characteristic syndrome of physical reactions will occur. The stress concept can also be seen as active in a holistic view of the person. The stress response can be physical, psychological, emotional or spiritual in nature and is usually a combination of these dimensions. Stress, similarly, can arise from one or more dimensions and can be either internal or external. Stress and the negative outcomes of stress have been recognized as financially costly to any health care organization. Negative outcomes of job stress among nurses include illness, decline in overall quality of care, job dissatisfaction, absenteeism, and staff turnover (Schwab, 1996). Job stress describes the stress associated with the professional or work environment. Tension is created when the demands of the job or the job environment exceed the capacity of the person to respond effectively. Job stress varies with each work environment. Job satisfaction has been shown to be closely affected by job stress. In a metaanalysis of variables related to nurses job satisfaction, Blegen (1993) identified the variables of age, autonomy, commitment, communication with peers and supervisors, education, fairness, locus of control, professionalism, recognition, stress and years of experience. Blegens analysis found stress and commitment to have the strongest relationship with job satisfaction. Irvine and Evans (1995) also found a strong negative correlation between stress and job satisfaction although not as strong as that found by Blegen. Job satisfaction has also been negatively linked to intention to leave and actual turnover (Hinshaw Atwood, 1983; Irvine Evans, 1995; Price Mueller, 1981). Although job satisfaction is a complex construct, the strong negative correlation to stress and behavioral intent to leave employment warrants the attention of nursing administrators. Attention to job satisfiers may not be sufficient to o ffset the job stress experienced by nurses thus leading to thoughts of leaving employment. ÂÂ  Freudenberger coined the term burnout in 1974 to describe workers reactions to the chronic stress common in occupations involving numerous direct interactions with people. Burnout is typically conceptualized as a syndrome characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. PROBLEM STATEMENT Nurses occupy a particularly interesting position in the provision of health care. Often they are the sole intermediary between the doctor and the patient and in the front line of health services. Nursing requires a great deal of collaboration with other clinical professionals with different cultures, social backgrounds, as well as the ability to take on various roles during a single workday. These might include participation in teams, attendance during rounds and meetings, field trips, palliative work, providing counseling to patients and their families, and social services. These stressful situations obviously caused problems for nurses in their daily work. Job stress among healthcare staff is becoming a common occurrence in most public health services (Winstanley and Whittington, 2002:303). In the high demand for effectiveness and efficiency of public health service delivery, nursing staff is placed on a high responsibility to ensure the demand of public citizen is satisfied (Ritter et al., 1995:164). Nursing focuses on activities that relate to diagnosis and treatment of human responses to health and illness phenomena. However, inherent in this caring occupations are numerous sources of built-in stress that become occupational hazards for nurses (Huber, 1996:560). There are many components to this experience of stress such as staff shortages, high level of responsibility, dealing with the death and the dying, dealing with patients relatives, coping with the unpredictable, making critical judgment about interventions and treatment, and balancing between work and family commitments. These are forces that realistically generate stress am ong nurses (Gordon, 1999:285; Aurelio, 1993:1-10). The issue of insufficient nursing staff and its effects has caused many nurses experiencing job stress in carrying out their responsibility and maintaining the standards of patient care in public health services (Mackay, 1989:60-61). Furthermore, staff shortages with increasing workload raise concerns to the nurses ability to cope and deliver adequate service to the client, which in turn create a stressful environment within nursing profession (Mackay,1989:60; Huber, 1996:561). PURPOSE OF THE STUDY The purpose of this study is to determine the level of work related stress among nurses of tamale teaching hospital, its effects on their health and effects of the stress in their delivery of quality care to the patients. OBJECTIVES To determine the level of work related stress among nurses and its effect on quality care delivery in Tamale Teaching Hospital. SPECIFIC OBJECTIVES To investigate the most prominent sources of job stress among nurses in Tamale Teaching hospital To investigate the most prominent effects of job stress among nurses in Tamale Teaching hospital To explore the most preferred coping mechanism to reduce job stress among nurses in Tamale Teaching hospital RESEARCH QUESTIONS What are the most prominent sources of job stress among nurses in the hospital What are the most prominent effects of job stress among nurses in the hospital What is the most preferred coping mechanism to reduce job stress among nurses in hospital SIGNIFICANCE OF THE STUDY This research is to identify the sources of job stress, effects of job stress on the nurse and coping mechanism adopted among nurses. It is hoped that the findings will provide great understanding of the major causes of job stress and its effects towards nurses in Tamale Teaching Hospital. The findings will also address some implication concerning the coping mechanism adopted by nurses in Tamale Teaching Hospital when dealing with job related stress. OPERATIONAL DEFINITION OF TERMS Stress is a concept describing the interrelationship between a person and the environment. Burnout is typically conceptualized as a syndrome characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. LITERATURE REVIEW Stress has been used to describe the bodys mobilization on dealing with a challenge or threat (Griffin, 1990). Drafke and Kossen, (2002) defined stress as the bodys non-specific response to any demand. Selye classified stress into two categories, each with two variations: distress (harmful or disease-producing stress) and eustress (beneficial stress) (Drafke and Kossen, 2002). Selye introduced General Adaptation Syndrome (GAS) model in his study of stress, which consisted of 3 stages; alarm, resistance and exhaustion. The distinction between short and long term effects of stress on the body is brought out by this model (Marshall and Cooper, 1979). Besides the physiologically oriented approach to stress represented by the classic GAS model, attention is also being given to the psychological and the behavioral dimension of stress (Luthans, 1998). All three dimensions are important to the understanding of job stress and coping mechanism in modern organizations. Stress is an unavoidable feature of modern living.ÂÂ   The impact of dynamic and uncertain environment characterized by restructuring, reengineering, layoff and downsizing threatenes ones personal security of employment (Huber, 1996). Generally, stress is always thought of in negative terms. That is, stress is perceived as something bad, annoying, threatening and not wanted (Mckenna, 1994). For example, words or phrases such as depression, feeling out of control, overworked, migraine or headache, time pressure, anxiety, cannot sleep, are commonly used to express what stress means to us personally (Sutherland and Cooper, 2000). Stress is one of those words that everybody knows the meaning of but none can define it (Woodham, 1995). As a result, it is vital to give attention to what stress is not about in todays organization. As pointed out by Luthans (1998) three major misconceptions about stress are as follows: Stress is not simply anxiety. Anxiety operates solely in the emotional and psychological sphere, whereas stress operates both and also in the physiological sphere. Thus, stress may be accompanied by anxiety, but the two should not be equated. Stress is not simply nervous tension. Like anxiety, nervous tension may result from stress, but the two are not the same. Unconscious people have exhibited stress and some people may keep it bottle up and not reveal it through nervous tension. Stress is not necessarily something damaging, bad or to be avoided. Stress is inevitable. Stress is not damaging or bad and is something people should seek out rather than avoid. The key is how the person handles stress. A certain amount of stress is essential to sustain life and moderate amounts serve as stimuli to perform but overpowering stress can cause a person to respond in a maladaptive physiological or psychological manner (Sullivan and Decker, 2001). From the organizations viewpoint, stress in the workplace usually is perceived as something undesirable and is a normal pressure most people experienced at work (Krumm, 2001). Stress is generally viewed in terms of the fit between peoples needs, abilities, and expectations with environmental demands, changes, and opportunities (Cummings and Worley, 1997). The General Adaptation Syndrome or GAS is an early model of stress which viewed stress response as a natural human adaptation to a stressor (to change or leave the stressors) in the individuals physical or psychological environment (Champoux, 2003). Selye described the process of GAS into three stages (Cooper and Marshall, 1978): Alarm reaction in which an initial shock phase of lowered resistance is followed by countershock during which the individuals defense mechanisms become active. Resistance the stage of maximum adaptation and hopefully successful return to equilibrium for the individual. If, however, the stressor continues or defense does not work, the individual will move on to; Collapse or Exhaustion when adaptive mechanisms collapse. Fully understanding stress and its many effects must involve great attention to the three related stages (Selye, 1956). Arousal rises quickly to high levels and many physiological changes that prepare our bodies for strenuous activity (either flight or fight) to take place. The body prepares to fight or adjust to the stressor by increasing respiration, heart rate, muscle tension and blood sugar. The initial reaction is soon replaced by the second stage known as resistance. At this point, if a stressor is too intense the individual may feel restless to cope with it. However, after a short period of alarm the individual will gather all strength and start resisting the negative effects of the stressor. The body tries to return to a normal state by adapting to the stressor. If stress persists, the bodys resources may become depleted and the final stage known as exhaustion occurs. During the exhaustion stage the body begins to wear down from exposure to the stressor. At this point, the ab ility to cope decreases sharply and severe biological damage may result if stress persists. If a person experiences the stressor long enough and does not effectively manage the source of stress then stress-related illnesses can appear. The damaging effects of stress occur in this stage for both the individual and organization (Baron and Greenberg, 1990; Champoux, 2003; Payne and Walker, 1996; Greenberg, 2002; Griffin, 1990). While stress is reflected by the sum of the nonspecific changes which occur in the body at any one time the GAS encompasses all nonspecific changes as they develop throughout time during continued exposure to a stressor (Selye, 1956). The GAS is a useful model for explaining physiological processes which may lead to stress-related illness (Payne and Walker, 1996). The GAS theory says (Selye, 1956; Rice, 2000; Lyon, 2000). All life events cause some stress. Stress is not bad per se, but excessive or unnecessary stress should be avoided whenever possible. The stressor is the stimulus eliciting a need for adaptation; stress is the response. The nonspecific aspects of the bodys reaction to an agent may not be as obvious as the specific effects. Sometimes, only disease or dysfunction will make an individual realize that he or she is under stress. Stress should be monitored. Removal of the stressor eliminates stress. Stress is a natural and essential part of living and growing (Burns, 1992). Moderate levels of stress and stimulation such as challenging but achievable goals can energize and motivate employees. The middle area of the graph shows the stress levels that result in the greatest performance. When a level of arousal exceeds our ability to meet the demand placed upon us we will experience feelings of burnout, exhaustion and ultimately will impair employees performance (Wright and Noe, 1996). Extremely high and extremely low level of stress tends to have negative effects on performance. A certain amount of stress among employees is generally considered to be advantageous for the organization because it tends to increase work performance. However, when an employee experiences too much or too little stress, it is generally disadvantageous for the organization because it tends to decrease work performance (Certo, 2000). In conclusion, stress is an environmental action that places special physical and/or psychological demands that produce an adaptive response that is influenced by individual differences (Kreitner and Kinicki, 2004). SOURCES OF STRESS A variety of studies have shown that quantitative work overloads are potent sources of stress in the workplace in which individuals are asked to do more work than they can complete in a specific period of time (Cassar and Tattersall, 1998; Mullins, 1999; Fox et al., 1993; Ganster and Murphy, 2000). Another major source of job stress is associated with a persons role at work (Marshall and Cooper, 1979). Role ambiguity refers to an employee who is uncertain about how to perform on the job, what is expected in the job and unclear relationship between job performance and expected consequences (Rue and Byars, 1997). Role conflict arises from inconsistent expectations of the organization or from job-related expectations conflicting with a persons other roles (Wright amd Noe, 1996). Cooke and Rousseau (1984), in their study on Michigan teachers to investigate the effects of family roles and work-role expectations on strain. Role theory predicts that multiple roles can lead to stressors (wor k overload and inter-role conflict) and, in turn, to symptoms of strain. The results of this study were generally consistent with the role theorys prediction for work-role expectations that were found to be related to work overload and inter-role conflict and these stressors were found to be related to strain. The finding also indicated that family roles found to be related to strain in three ways: interaction with work-role expectation, those who are married, and those who have children (Cooke and Rousseau, 1984). In addition, there is a consistent relationship between the behavioral characteristics of different jobs and the levels of various stresses experienced by a group of employees. The findings indicated that five of the divisional job dimensions correlate with at least half of the 18 stress variables. Two studies, were conducted on occupational stress and its relation with antecedent variables and job performance among nurses in four hospitals. The finding of the first study indicated that work overload, uncooperative patients, criticism, negligent co-workers, lack of support from supervisors, and difficulties with physician caused stress to hospital nurses. As a result, nurses performed their jobs less effectively. The finding of the second study indicated that there was no significant relationship in years of nursing experience, age, tenure in their nursing unit, tenure in their hospital, or whether they worked full time or part time with job-related stress and job performance among n urses (Motowidlo, 1986). The lack of supportive relationship or poor relationship with peers, colleagues and the superiors are also potential sources of stress, leading to low trust and low interest in problem solving (Khan and Byosiere, 1995; Baron and Greenberg, 1990; Schultz and Schultz, 1994). Relationship at workplace can be classified into relationship with superiors, colleagues, subordinates, those who use your goods/services, those who supply you with goods/services and those whose decisions affect your status and resources (Ward, 1987). It is not possible to obtain a complete stress profile by looking only at sources of stress in the workplace. Thus, it is vital to consider the interfaces that exist between work, home and social life of an individual that contribute to stress. These include marriage, pregnancy, illness, divorce (Baron and Greenberg, 1990), hassles of daily life-household hassles, time pressure hassles, inner concern hassles, environmental hassles, financial responsibilities (Baron and Greenberg, 1990), worries about children, health, misplacing things, worry about crime and rising prices (Schultz and Schultz, 1994). EFFECTS OF STRESS It is vital to know the effects of job stress on physical health, psychological and behavioral on an individual after understanding the nature of stress and major sources of job stress. There is overwhelming evidence to indicate that continuous exposure to stressful situations, or an accumulation of stressors over a period of time, is directly associated with the onset of illness, emotional stress and engaging negative activities (Burns, 1992; Jones, 1988). The fact that stress can make people ill and is implicated in the incidence and development of coronary heart disease, mental illness, certain types of cancer, smoking, dietary problems, excessive alcohol consumption and substance abuse, life dissatisfaction, accident and unsafe behavior at work, migraine, stomach ulcers, hay fever, asthma and skin rashes, marital and family problems (Dalton, 1998; Cooke and Rousseau, 1983). Moreover, it was identified that an individual who has poor problem-solving and coping skills, inability to understand and cope with own emotions, and lack of social and self- assertion skills is more vulnerable to stress and subsequent alcohol and drug misuse (Vetter, 1981). Generally, the effects of work stress occur in three major areas. The effects of stress on physiological include increased of blood pressure, increased of heart rate, sweating, hot and cold spells, breathing difficulty, muscular tension and increased of gastrointestinal disorders. Effects of stress on psychological consist of anger, anxiety, depression, lowered self-esteem, poorer intellectual functioning, inability to concentrate and make decisions, nervousness, irritability, resentment of supervision and job dissatisfaction (Chen and Spector, 1991). Decreased performance, absenteeism, higher accident rates, higher turnover rates, higher alcohol and other drug abuse, impulsive behavior and difficulties in communication are few effects of stress on behavioral (Hellrigel, 1986; Bhagat, 1985). COPING MECHANISMS Based on the above reviews, job stress can be a detrimental to the health and well-being of an individual. Therefore it is important to discuss effectively ways of responding to stress on the individual level. Generally, coping has been focused on internal and external resources for coping with stress which deal with work and general life stresses (Cartwright and Cooper, 1996). Coping can be defined as constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person (Lazarus and Folkman, 1984). Coping is also viewed as a dynamic process and response to situation characterized by uncertainty and important consequences (Latack, 1986). Furthermore, coping is illustrated as a process oriented, non-automated adaptive behavior, effort, and managing life stressors (Backer et al., 2000). With these general definitions, coping can be best illustrated as managing taxing circumstances, expending efforts to solve lifes problems and seeking to master or reduce stress (Burke and Weir, 1980). From the literature, successful coping does not mean eliminating all stress. It is important to understand the nature of stress at workplace and its effect before we can reduce or moderate stress. A healthy person will face stress confidently, deals with it and gets beyond it. It is important for an individual to develop coping mechanisms to reduce job stress and apply these coping mechanisms into use in his/her everyday life (Krohne, 1996). The involvement of workers or workers group of all phases is equally necessary to ensure successful implementation of stress intervention to combat job stress in the workplace (Murphy, 1995). A coping mechanism can be effective if resources are targeted to specific problems and aimed at the elimination of the sources of stress. The success to reduce job stress in the workplace embraces both individual coping mechanism and effective organizational intervention on stress management. METHODOLOGY This chapter describes the study design, the study area, the study population and the sampling procedure as well as the recruitment of respondents and the data collection procedure. The data entry and analysis is also outlined in this chapter. RESEARCH DESIGN This study is a cross-sectional study method designed to determine the level of work related stress among nurses of tamale teaching hospital, its effects on their health and effects of the stress in their delivery of quality care to the patients. RESEARCH SETTING The study will be conducted at the Tamale Teaching Hospital (TTH). It is a primary tertiary referral centre providing patient care to residents of Tamale and neighbouring towns and cities. The hospital has about 30 wards from which the respondents would be solicited. TARGET POPULATION This study will target the registered nursing staff with at least three years experience at the Tamale Teaching Hospital. SAMPLE, SAMPLE SIZE, AND SAMPLING TECHNIQUE The sample size is 240 respondents this was arrived at by the using Cochran formula. Sample Size = [z2 * p(1-p)] / e2 / 1 + [z2 * p(1-p)] / e2 * N] N = population size z = z-score e = margin of error p = standard of deviation N= 655 Z= 1.96 (using 95% confidence interval) E=0.05 P= 0.5 Sample size = [(1.96)2*0.5(1-0.5)]/0.052 / 1 + [1.962*0.5(1-0.5)]/0.052* 655 Sample size = 384.16/1.6375 Sample size= 235 An extra 5 was added to make it 240 respondents. INCLUSION CRITERIA Respondents must be registered nurses with at least 3 years working experience in the Tamale Teaching Hospital. EXCLUSION CRITERIA Nursing students and nurses who have not worked up to three years will be excluded from the study. DATA COLLECTION TOOL A well-structured questionnaire will be used to collect socio-demographic data, knowledge on work related stress from the respondents. PROCEDURE FOR DATA COLLECTION Probability sampling technique will be used. This will be done to give an equal opportunity to all the targeted population. The data collectionÂÂ   will employ the use of structured questionnaire which respondents willÂÂ   checked and also gave short answers to some questions to solicit data from respondents. All the wards will be successfully visited on a daily basis to get eligible participants for the study. Purposive sampling will be used to select clinicians from the hospital who will be available during the data collection from Tamale Teaching Hospital. The study collected data on the socio-demographic characteristics of respondents, general knowledge about hand washing, assess the differences across age groups, gender and their experiences regarding handwashing through the use of a structured questionnaire administered by the research assistants with minimal clarification from the research assistants. Primary data will be collected and used in the analysis. DATA ANALYSIS The data will be coded into excel and then entered into SPSS V.16 for analysis. Responses were assigned codes in the form of numbers, which made it easy for keying in the responses into a computer format. Univariate analysis was done for socio-demographic characteristics of respondents and also for areas that require only descriptive statistics. Bivariate analysis will be performed to find associations or relationships between socio-demographic characteristics and level of knowledge, attitudes and practices of clinicians on handwashing ETHICAL CONSIDERATIONS Approval will be obtained from the Ethics and Research Committee of the hospital. Formal consent will be obtained from the respondents prior to administration of questionnaire. Participants will be informed the study is purely for academic purposes and names will not be needed and assuring them of their privacy. Respondents were also told that they had the right not to participate in the study. LIMITATIONS OF THE STUDY The main limitations will be resources, time. Also, bias in the sampling procedure could occur. REFERENCES Drafke, M.W. and Kossen, S. (2002). The human side of organizations, 8th ed. New Jersey: Prentice Hall Dubrin, A.J. (1985). Effective business psychology, 2nd ed. Virginia: Reston Publishing Company. Freudenberger H.J.( 1974) Staff burn-out. J Social Issues;30(1):159-85. Griffin, R.W. (1990). Management, 3rd ed. Boston: Houghton Mifflin Company. Haw MA.( 1982) Women, work and stress: A review and agenda for the future. J Health Soc Behav;23: 132-44. Huber, D. (1996). Leadership and nursing care management. Philadelphia: W.B. Saunders Company. Luthans, F. (1998). Organizational behavior, 8th ed. Boston: Irwin McGraw-Hill Marshall, J. and Cooper, C.L. (1979). Executive under pressure: A psychological study. New York: Praeger. Maslach C, Jackson S. (1982) Burnout in health professions: A social psychological analysis. In: Sanders G, Suls J, eds. Social psychology of health and illness. Hillsdale, NJ: Lawrence Erlbaum;. p. 79-103. McGrath, J.E. (1976). Stress and behavior in organizations. In Dunnette, M.D. (ed), Handbook of industrial and organizational psychology. Chicago: Rand McNally. Mckenna, E. (1994). Business psychology and organizational behavior: A students handbook. Hove: Lawrence Erlbaum Associates Near JP, Rice RW, Hunt RG.( 1980) The relationship between work and nonwork domains: a review of empirical research. Acad Manage Rev;5:415- Pearlin LI. (1983) Role strains and personal stress. In: HB Kaplan, ed. Psychological stress. Trends in theory and research. New York: Academic Press; Rice, V.H. (2000). Theories of stress and relationship to health. In Rice, V.H. (ed), Handbook of stress, coping, and health: Implication for nursing. Research, theory, and practice. London: Sage Publications Rue, L.W. and Byars, L.L. (1997). Management: Skills and application, 8th ed. Chicago: Irwin. Sutherland, V.J. and Cooper, C.L. (2000). Strategic stress management: An organizational approach. London: Macmillan Business.

My Favourite Place :: Papers

My Favourite Place I've just finished some hard homework and I know I've done it wrong. I've had a really bad day; my head is overflowing with worries about SATS tests/ my 'English talk' / that 20-page-essay I haven't started that has to be in by tomorrow. So where do I go? (Although 'off the end of a cliff ' springs to mind, it's not the answer!) I go to my bedroom with a bar of chocolate, tumble onto my bed, press the play button on my video and settle down to watch 'Friends', or 'Trigger Happy TV'. Ah! Much better! Purple!That's all you see when you walk into my room. Masses of purple everywhere, followed by a blue beaded lampshade on my light that hangs so low that it brushes your head every time you walk under it. Mirrors, pictures and photographs decorate my room. What's better than having a picture painted by your mum, gold and silver mirrors, and photographs of your best friends smiling down at you from the wall? There is a lot crammed into my small room! My giant wardrobe (my other favourite place is at the shops, so it has to house a lot of clothes!), and my bed full of cushions: - I love cushions! I have cushions of every colour, and I especially love the Indian designs with beads or tassels. The last time I counted there were thirteen! A curtain canopy hangs over my bed, with my blue dream catcher above my head as I sleep. The bay window is one of the best features of my room.

Person-Centred Approaches in Adult Social Care Settings Essay

1.1. Define person-centred values Person-centred values: -treating people as individuals -supporting people to access their rights -supporting people to exercise choice -making sure people have privacy if they want it -supporting people to be as independent as possible -treating people with dignity and respect -recognising that working with people is a partnership rather than a relationship controlled by professionals Person-centred care has its focus on the person with an illness and not on the disease in the person. To achieve truly person-centred care we need to understand how the individual experiences his or her situation if we are to understand their behaviours and symptoms. This requires in-depth understanding of the individual’s life circumstances and preferences, combined with up-to-date evidence-based knowledge about individualised medical and social condition and treatment. 1.2. Explain why it is important to work in a way that embeds person-centred values Characterises a person-centred care: see more:support an individual in a way that promotes a sense of identity and self esteem see more:define person centred values †¢ Has its focus on the person with an illness and not the disease in the person. †¢ Has the person’s own experiences as its point of departure. †¢ Strives to understand behaviours and symptoms from the perspective of the person. †¢ Tailors care and treatment to each individual. †¢ Promotes both patient empowerment and shared decision making. †¢ Involves the patient as an active, collaborative partner. †¢ Strives to involve the person’s social network in his/her care. We believe that all individuals have the following person centred characteristics Freedom of Movement The right of residents to move to an area or place of their preference within legal limitations 2.1 Describe how to find out the history, preferences, wishes and needs of an individual Person-centred working means that the wishes of the person are the basis of planning and delivering support and  care services. Therefore, you must find out exactly what people want and expect from the care and support they are planning. Person-centred working means that service provision fits around the person-not the other way around. If you are going to work with someone, it is important that you know as much about them as possible.To find out about people history, preferences, wishes and needs the best way is always to ask them. They will tell you about their lives, needs and wishes. Some people have problems with communicating so you can always read their care plan, ask your colleagues or just talk to the family. 2.2. Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support. In my work role I: †¢ Provide Home Care to individuals, taking into account the history, preferences, wishes and needs of the individual and identified needs †¢ Provide Care including general counselling, personal hygiene and Meals tailored preferences, wishes and needs of the individual †¢ Take individuals to appointments and activities †¢ Assist with exercises, physiotherapy and other medical and care plans †¢ Monitor wellbeing and other physical conditions, as required †¢ Follow medical and care instructions carefully and consistently †¢ Organize time and resources based on the individual needs of clients †¢ Manage any unanticipated events or unstable situations †¢ Administer Care Plan in order to ensure that it is delivered in an appropriate, caring and respectful manner †¢ Ensure that care is provided according to all relevant policies, procedures and regulations †¢ Monitor supplies and resources †¢ Identify individual’s requiring more interventions and personal input †¢ Listen to the individual, take their views into consideration and make recommendations for changes and improvements to their care needs, as required †¢ Discuss any issues and concerns with individual and then pass on any relevant issues to the appropriate person †¢ Ensure that all care needs are identified †¢ Coordinate appropriate care and equipment including appropriate resource, as required †¢ Conduct and maintain a current, accurate, confidential client reporting system †¢ Provide information to other health care professionals, as required †¢ Consult with family members and other supports to ensure that care is on-going and that all client needs are identified and met †¢ Encourage clients and families to be involved in care, if appropriate †¢ Encourage clients and families to take responsibility for care, where and if appropriate †¢ Liaise with all family, medical and other resources, as required †¢ Advocate on behalf of clients for additional service and resources, as required †¢ Establish and maintain current, accurate, confidential files for each client †¢ Inform clients, families on what can be provided and when to access other resources †¢ Perform other related duties as required 2.3. Explain how using an individual’s care plan contributes in a person centred way Care Plans are the primary source of Patient information. Every specialty, PT/OT/Nursing etc. do an evaluation of the individual and formulate a program of goals for the patient to attain, therapies needed, schedule of goal levels, etc. Each person interacting with the patient can refer to the care plan for any information needed. Done properly, the care plan reflects a total person and how to best help them fulfil the goals. A care plan may be known by other names e.g. support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed. Person centred thinking and planning is founded on the premise that genuine listening contains an implied promise to take action. PCP tools can be very powerful methods of focused listening, creative thinking and alliance building that have been shown both by experience and by research to make a significant impact in the lives of people who use human support services, when used imaginatively by people with a commitment to person-centeredness. Used well, with enthusiasm and commitment, these tools can be an excellent way of planning with people who might otherwise find it difficult to plan their lives, or who find that other people and services are planning their lives for them. 3.1. Define the term ‘consent’ Consent refers to the provision of approval or agreement, particularly and especially after thoughtful consideration. The question of consent is important in medical law. For example, a surgeon may be liable in trespass (battery) if they do not obtain consent for a procedure. There are exemptions, such as when the patient is unable to give consent. 3.2. Explain the importance of gaining consent when providing care and support the need for consent For one person to touch another without committing a criminal offence, he or she must have lawful justification. Consent is one such justification. This principle applies to medical treatment. Consent to a particular form of treatment allows that treatment to be given lawfully. Consent must usually be obtained before any treatment is given and can only be meaningful if a full explanation of the treatment has been given Consent can be either expressed or implied. For example, participation in a contact sport usually implies consent to contact by other participants, when contact is permitted by the rules of the sport. Express consent exists when verbal or written contractual agreement occurs. If a person signs a document stating that he or she is aware of the hazards of an activity, and that individual is then injured during that activity, the express consent given in advance may excuse another person who caused an injury to that person. How much information should I be given about the treatment? You should be given all the information you need to enable you to make a decision about giving consent to be treated. This includes what the treatment is, what it will achieve, any likely side effects, what will happen if the treatment is not given and what alternatives there are. Guidance issued to doctors says they should encourage you to ask questions and they should answer these fully. Can I be treated without giving consent to the treatment? Whether you are at home or in hospital, if you are an adult (aged 18 or over) and have the mental capacity needed to give consent to a form of medical treatment, you are generally entitled to refuse it and no undue pressure should be placed on you. However, the law does allow treatment to be given to an adult without consent where the adult lacks the mental capacity  needed to give consent and where certain sections of the Mental Health Act 1983 (MHA) apply – see Parts 2 and 3 of this guide for details. If you are experiencing mental distress and are offered treatment, you need to be aware of any legal powers that could be used if you refuse. However, the powers must not be used as threats to coerce you into consenting and if you feel this is happening, seek independent legal advice and consider making a complaint. Discuss any concerns you have about treatment with your doctor, making sure he or she knows what it is about the treatment you object to. You can always ask for a second opinion to discuss the treatment proposed. Your own GP can arrange this, or your consultant psychiatrist if you have one. If you are under 18, the law is complex and it is best to seek specialist legal advice. It may be that you can consent on your own behalf, but this does not necessarily mean you have the same right to refuse. Others, such as your parents, guardian, the local authority or the court, may be able to consent on your behalf. 3.3. Describe how to establish consent for an activity or action Every adult must be presumed to have the mental capacity to consent or refuse treatment, unless they are †¢ unable to take in or retain information provided about their treatment or care †¢ unable to understand the information provided †¢ unable to weigh up the information as part of the decision-making process. The assessment as to whether an adult lacks the capacity to consent or not is primarily down to the clinician providing the treatment or care, but carers have a responsibility to participate in discussions about this assessment. Carers have three over-riding professional responsibilities with regard to obtaining consent. †¢ To make the care of people their first concern and ensure they gain consent before they begin any treatment or care. †¢ Ensure that the process of establishing consent is rigorous, transparent and demonstrates a clear level of professional accountability. †¢ Accurately record all discussions and decisions relating to obtaining consent Valid consent must be given by a competent person (who may be a person lawfully appointed on behalf of the person) and must be given  voluntarily. Another person cannot give consent for an adult who has the capacity to consent. Exceptions to this are detailed below. Emergency situations An adult who becomes temporarily unable to consent due to, for example, being unconscious, may receive treatment necessary to preserve life. In such cases the law allows treatment to be provided without the person in the care of a nurse or midwife consent, as long as it is in the best interests of that person. Medical intervention considered being in the persons best interest, but which can be delayed until they can consent, should be carried out when consent can be given. Exceptions to this are where the person has issued an advanced directive detailing refusal of treatment. Obtaining consent Obtaining consent is a process rather than a one-off event. When a person is told about proposed treatment and care, it is important that the information is given in a sensitive and understandable way. The person should be given enough time to consider the information and the opportunity to ask questions if they wish to. Carers should not assume that the person in their care has sufficient knowledge, even about basic treatment, for them to make a choice. Forms of consent A person in the care of a nurse or midwife may demonstrate their consent in a number of ways. If they agree to treatment and care, they may do so verbally, in writing or by implying (by cooperating) that they agree. Equally they may withdraw or refuse consent in the same way. Verbal consent, or consent by implication, will be enough evidence in most cases. Written consent should be obtained if the treatment or care is risky, lengthy or complex. This written consent stands as a record that discussions have taken place and of the person’s choice. If a person refuses treatment, making a written record of this is just as important. A record of the discussions and decisions should be made. When consent is refused Legally, a competent adult can either give or refuse consent to treatment, even if that refusal may result in harm or death to him or herself. Carers  must respect their refusal just as much as they would their consent. It is important that the person is fully informed and, when necessary, other members of the health care team are involved. A record of refusal to consent, as with consent itself, must be made. The law and professional bodies recognise the power of advanced directives or living wills. These are documents made in advance of a particular condition arising and show the persons treatment choices, including the decision not to accept further treatment in certain circumstances. Although not necessarily legally binding, they can provide very useful information about the wishes of a person who is now unable to make a decision. 3.4.Explain what steps to take if consent cannot be readily established As a professional, you are personally accountable for actions and omissions in your practice and must always be able to justify your decisions. You must always act lawfully, whether those laws relate to your professional practice or personal life. 4.1. Define what is meant by active participation  Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. 4.2. Describe how active participation benefits an individual 1. Fulfil your desire to connect When you actively participate in a community, you experience your connection to other human beings. You share your ideas, bond with others who have similar interest, and get a sense that you are supported and accepted. Connecting with others deepens your sense of connection. Actively participating is a way to practice expressing your true Self and recognising that Self in someone else. 2. Build truer, deeper relationships When involved, are you there to â€Å"inform yourself,† or are you there to build relationships, or, foster relationships? As an active participant in an  ongoing group, or even a one time event, you give people the opportunity to interact with you. They get to know you and realise that you’re not just there for the contacts. It helps you to build trust. And trust leads to deeper, meaningful understanding of needs and requirements, relationships and friendships. 3. Establish yourself as an expert As an active participant, means that you are in the conversation. If the opportunity presents itself to share professional information, you are in the loop already. You’ll be involved and be part of or maker decisions that will aid your well-being and motivation to improve your life and your experiences. 4. Take ownership Participating in a group in the surest way to gain ownership. You become a stakeholder, your voice is heard. Better than that, you are in a position to do something to make the changes you want to see. You own a piece of the pie. 5. Managing life changes Active participants have involvement which is life changing and frees the individual up from some of the frustrations and angst that beset us all. It helps that others are involved and at the point of decision it is the individual who decides what is going to happen and how, within legal, moral and financial considerations 4.3. and 4.4. Describe ways of reducing barriers to active participation and describe ways of encouraging active participation Always treat people the way you would wish to be treated if you needed the same form of action or advice as you would in that circumstance. Earn individuals trust and respect by acting in a professional way. Set High standards for yourself and follow the established method and Procedures. Your attitude and actions affect how people feel about themselves. Everything about the carer sends signals and affects the way the individual feel and react to them; the way carers stand and move, their appearance and their demeanour Taking Steps to Break Down Barriers of Communication †¢ Openness †¢ Point out Discrepancies †¢ Facts †¢ Stay on Subject †¢ Be Specific / Example †¢ Key Words / Phrases †¢ Clarify †¢ Summarise †¢ Open Questions †¢ Treat As You Would †¢ Friendly Tone †¢ Body Language †¢ Time †¢ Interest †¢ Convey Warmth †¢ Empathy †¢ Respect, Listen, Non Judgemental †¢ Honesty Trustworthiness Reliability Truthfulness Dependability GUIDELINES FOR EFFECTIVE COMMUNICATIONS Communication must take place with employees at their level of understanding, using an appropriate manner, level and pace according to Individual abilities. †¢ Convey Warmth †¢ Show Respect with Active Listening and Without Passing Judgement †¢ Convey Empathy by Reflecting the Employee’s Feelings †¢ Show Interest †¢ Take Time to Listen †¢ Be Aware of Body Language †¢ Use a Friendly Tone †¢ Treat the Employee as you Would Wish to be Treated †¢ Ask Open Questions †¢ Summarise at Relevant Points in Your Own Words †¢ Clarify as Required †¢ Use Key Words or Phrases †¢ Be Specific, Ask for Specific Examples †¢ Do not Allow the Conversation to Go Off the Subject †¢ Stick to the Facts †¢ Point Out Discrepancies 5.1. Identify ways of supporting an individual to make informed choices Carer ethics concerns itself with activities in the field of care. Carers ethics have the principles of beneficence (The state or quality of being kind, charitable, or beneficial.), non-malfeasance (Not to have misconduct or wrongdoing) and respect for autonomy (The condition or quality of being autonomous; independence). It can be distinguished by its emphasis on relationships, human dignity and collaborative care. The concept of caring means that it tends to examine individual needs rather than ‘curing’ by exploring the relationship between the carer and the individual.   The progression of care has also shifted more towards the carer’s obligation to respect the human rights of the individual and this is reflected in the code of practice devised by the general social care council. Distinctive nature Generally, the focus of care is more on developing a relationship than concerns about broader principles, such as beneficence and justice. Carer’s seek a collaborative relationship with the individual in care. Themes that emphasises respect for the autonomy and dignity of the individual by promoting choice and control over their environment are commonly seen. This is in contrast to paternalistic practice where the health professional chooses what is in the best interests of the person from a perspective of wishing to cure them. Carers seek to defend the dignity of those in their care. It is because carers having a respect for people and their autonomous choices. People are then enabled to make decisions about their own treatment. Amongst other things this grounds the practice of informed choice that should be respected by the carer. The Principles of informed choice †¢ Services should be person centred in that they are flexible and responsive to need. †¢ Individuals continue to make a contribution to society and should be viewed as assets to society. †¢ Individuals want to live independently in their own homes or in a homely environment in their chosen community. †¢ Individuals want services that help them to help themselves. †¢ Individuals want local services to help them maintain their independence and safety in the community and promote good health.   Ã¢â‚¬ ¢ Services need to provided in a timely fashion as soon as possible once the need has been identified. †¢ Services will support informal care networks in terms of family, friends, and community. †¢ Individuals should be protected from harm, abuse, neglect and isolation. †¢ When they require treatment in an acute hospital setting they want: o the best quality treatment as close to home as possible a smooth transition of care between community services and hospital and between hospital and community services. to return home as soon as possible with appropriate support when required o access to rehabilitation services to maximise their level of independence †¢ Individuals want access to good quality information to enable them to make informed decisions about services they may need. †¢ Individuals want to retain control of decisions concerning their life and lifestyle. †¢ Admission to residential care will be made on the basis of positive and informed choice. These principles are consistent with the focus on Independence, Participation, Care, Self-fulfilment and Dignity. 5.3. Explain how agreed risk assessment processes are used to support the right to make choices Risk assessments are used in several different ways in order to deliver safe and effective services that have people at the centre. e.g. As you can see from the table above , risk assessments are carried out for various reasons, but they are always used in order to protect either the person using the services or the support worker, or both. Risk assessments should never be used as a reason to prevent people from making choices; they are there to protect and to ensure that risks are reduced. A good risk assessment allows people to make choices that are based on facts and on having the right information. It helps people to understand the consequences so that they are making informed choices. Managing risks and safeguarding ‘Giving people more choice and control inevitably raises questions about risk, both for individuals exercising choice over their care and support, and for public sector organisations who may have concerns about financial, legal or reputational risk.’ (‘Personalisation and support planning’, DH, 2010, para 133) ‘Personalisation and support planning’ indicates two aspects of risk that need to be addressed in practice: 1. Safeguarding, where staff will need to: †¢ implement the organisation’s procedures for safeguarding, including joint working agreements with partner agencies;   Ã¢â‚¬ ¢ work with other professionals and agencies to reduce risk and safeguard adults and carers; †¢ respond using the organisation’s procedures to signs and symptoms of possible harm, abuse and neglect; †¢ take appropriate action when there are serious safeguarding concerns, seeking advice from line managers and accessing specialist expertise; †¢ work with services when there is any indication of child safeguarding concerns. 2. Risk assessment and management, where staff will need to: †¢ implement the organisation’s procedures for risk assessment and management, including joint working agreements with partner agencies; †¢ use agreed approaches to the assessment and management of risks when working in situations of uncertainty and unpredictability; †¢ seek support when risks to be managed are outside own expertise; †¢ when necessary, work within the organisation’s procedures for managing media  interest in risk and safeguarding situations. 5.4. Explain why a worker’s personal views should not influence an individual’s choices Personal Beliefs and Care Practice 1. In good care practice, carers are advised that: 2.  Ã¢â‚¬ ¢ You must make the care of your individual client is your first concern you must treat your individual clients with respect, whatever their life choices and beliefs (paragraph 7). †¢ You must not unfairly discriminate against individual clients by allowing your personal views to affect adversely your professional relationship with them or the treatment you provide or arrange.

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buy custom Fascinating Argumentative Essay Sample on Approving Religious Denomination Argumentative Essay Sample on Approving Religious Denomination Approving Religious Diversity to Sustain Intercultural Dialogue The USA is a country with a biggest number of different churches, denominations, sects, and cults. Almost all world religious denominations are represented here. Religious pluralism, which is inherent to the USA, is the outcome of the historical development of the country. The reason for that is the fact that the number of its population gradually increased for account of emigrants from Europe, Asia, and Africa, who profess different religions. As a rule, in the USA, dozens of new religious organizations, new denominations, and religious sects appear annually. Some of these organizations are not even registered. This religious diversity has gradually increased due to the emergence of new denominations or their split. Present social situation demands conducting intercultural dialogue on all levels; in order to make it effective, it is vitally important to get approval of religious diversity meaning the adherents of various religious groups.