Original Work, No Plagiarism, Cite and Reference

Kara is a pre-doctoral student who works for a very demanding principal investigator (PI) in psychology. Dr. Srichaphan considers himself her mentor even though he seems to offer no constructive guidance.

She considers herself an expert problem solver. The trouble is, she can’t figure out how to solve her problems with her mentor. Not only is he exacting and demanding, but he also is exploitative and intolerant—finding fault with her for not being able to keep up with the rigors of academic and clinical studies even though he’s the one who’s overloading her with too much work.

The last straw is an invitation to be a “guest lecturer” in a section of her mentor’s undergraduate cognitive processes class. She can’t very well say no. It would only make her look inept. Still, it couldn’t come at a worse time. The research study that Kara is primary coordinator of has just been halted—it turns out one of the protocols needs many changes, and some of the changes will have to go through the IRB again. They are complex and require careful thought. All the protocol forms will need to be filled out again, the consent forms revised, and the study procedures redone. These changes will have to be made quickly since the study cannot resume until the IRB approves of the new modifications. 

Meanwhile, the undergraduate section of the class Kara’s been given to lead is so large that it’s fast becoming like a full teaching load. The course is not going well because the syllabus that her mentor developed was not well thought out, and many students are coming to Kara’s office to complain. One of the complaints is that there is a cheating ring among some of the students. When she tells her mentor, Dr. Srichaphan blames it on her teaching. She is so taken aback that all she can do is splutter that it’s not her fault—the cheating ring extends to other study sections as well and may even have begun there. Ignoring her protests, he informs her that she needs to provide assistance at a clinical rotation site.

Kara can’t believe her ears. She feels like she will crack under the strain if one more thing is added to her load of duties. Just the thought of arguing with her mentor makes her queasy, but she does her best to remind him that she has her own coursework as a doctoral student and has two term papers due in the next three weeks. She begs him to assign someone else to the clinical rotation. He frowns. “It’s gotten to the point where you cannot handle your research and teaching responsibilities, evidently,” he goads her.  Kara, who prides herself on her “can do” style, finds she simply cannot do all that is required of her. She’s on the verge of retching from nerves. Her mentor is not impressed. He shakes his head and tells her that science is not for the faint of heart.

Questions

1. What’s the worst thing that could happen if she does nothing?

2. What’s the worst that could happen if she seeks a new approach to getting through this?

3. How might Kara ask for help? From whom? With what likely result?

4. What types of expectations should have been discussed among Kara, the mentor, the program director, and/or the graduate school to avoid these types of problems?

5. Can you offer an example of stressful or disastrous situation based on your own learning experiences? How did you deal with it, and what lessons did you learn?

Case Study 3 & 4 (10 Points) 

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

Case Studies will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

Turn it in Score must be less than 25 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25 %. Copy-paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

Week 6 Discussion: Neurological Alterations  (USLOs 1, 2, 3, 4)

You are caring for a 68-year-old Akio Kim in the emergency department for rule-out Cerebrovascular Accident (CVA). Mr. Kim's daughter reported that he woke up that morning with left-sided weakness and slurred speech.

Based on this information, your prior knowledge of this client (refer to medical card from the Collins-Kim family tree interactive), and your knowledge of the pathophysiology of Cerebrovascular Accident (CVA), respond to the following prompts:

1. Thoroughly explain the pathophysiology of Cerebrovascular Accident (CVA). Use a 
scholarly or 
authoritative source to support your answer.

2. Examine each of the following three factors related to this disease process. 
Support all three with a scholarly source.

1. cultural

2. financial

3. environmental implications

3. Identify 3-5 priority nursing interventions for the client while in the emergency department.

4. Describe labs and diagnostic testing you would want to include in client’s plan of care and why. What are critical indicators? 
Support with a scholarly source.

5. What members of the interdisciplinary team need to be included for holistic patient-centered care? 
Provide a rationale and support with a scholarly source.

 

Home-Based Telemental Health Care Act of 2023

The role of policy in health is inseparable. Politics significantly dictate an array of interventions in healthcare. The government incorporates the population’s power bestowed upon them to produce policies that influence public health interventions to safeguard a community’s health and welfare. Most recently, on 30th March 2023, the Senate introduced the Home-Based Telemental Health Care Act of 2023 (Congress.gov, n.d.). The bill aims to protect and improve the mental wellness of underserved individuals in the suburban regions who depend on income from farming, fishing, and forestry. This bill establishes grants to support the development of mental health and substance use services within rural regions. According to Mongelli et al. (2020), underserved individuals in the United States face various challenges to access mental health services, including social stigma, unavailable mental health units and services, inaccessible hospitals, unaffordable services, lack of medical insurance, and delays in treatment. Mental health and wellness are a basic need and a public health concern globally. Therefore, necessary efforts toward ensuring healthcare for all and reducing disparities in access are crucial.

The significant social determinants of health impacting the populations in the proposed Home-Based Telemental Health Care Act bill are economic instability, lack of education, lack of support system, and inefficient healthcare services. People living in rural areas are likely to have inadequate healthcare services owing to the limited number of clinicians willing to provide services to the region and low socioeconomic status (Coombs et al., 2021). Thus, in the event of sickness, they are predisposed to delays in accessing health services due to limited funds, lack of health insurance, long travel costs, and hours in search of appropriate care facilities.

Telehealth adoption in healthcare is extensive to narrow the barriers to access. Research by McBain et al. (2023) found that telehealth significantly improved access to specialized health services and mental health treatment in the United States during the COVID-19 pandemic, where in-person services were unavailable. Results in this study demonstrate that the intergration of telehealth to promote rural healthcare areas can result in a marked expansion of mental health and substance use services, bypassing the avoidable travel and expensive treatment costs and time wastage. Hence, supporting the Home-Based Telemental Health Care Act will significantly impact the health outcomes of individuals living in rural areas with blue-collar jobs.

 Respond to this by either supporting or respectfully challenging this explanation on whether there is an evidence base to support the proposed health policy they described. 

Please complete all of the lessons and send the certificates. There should be a total of 5 lessons with the link provided. Please send the certificates when finished. After each lesson there are a few questions based on the reading.

https://www.hhs.gov/ohrp/education-and-outreach/human-research-protection-training/human-research-protection-foundational-training/index.htmlLinks to an external site.