Combining Nurse Leader With Advocacy

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Course CodeClass CodeAssignment TitleTotal Points
NRS-440VNNRS-440VN-O500Combining Nurse Leader With Advocacy150.0
CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints Earned
Content80.0%
Identification of strengths and weaknesses related to the four content areas listed.30.0%Provides strengths and/or weaknesses based on some of the listed content areas.Lists strengths and weaknesses based on each of the listed content areas, but does not draw on evidence from the given Web site.Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site for some of the content areas.Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.Lists and analyzes strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.
Discussion of use of current leadership skills to advocate change in the workplace.25.0%Fails to mention either change in the workplace and/or personal skill set.Discusses one change that can be made in the workplace, without providing examples or evidence. Makes brief mention of personal skill set, but does not effectively demonstrate how it can be used to effect change.Discusses one change that can be made in the workplace, without providing examples or evidence. Evaluates how personal skill set can be used to effect change in workplace.Discusses one change that can be made in the workplace, while giving a clear and relevant example for why the change is necessary. Evaluates how personal skill set can be used to effect change in workplace.Discusses specific changes that can be made in the workplace are discussed, while giving clear and relevant examples for why changes are necessary. Evaluates how personal skill set can be used to effect change in workplace.
Reflection on personal goal for leadership growth and development of implementation plan to reach goal.25.0%Pinpoints a goal for leadership growth, but does not provide a plan for attaining the goal.Pinpoints a goal for leadership growth, but the plan for attaining goal is not aligned to the final outcome.Provides a surface-level reflection on areas of growth. Pinpoints at least one specific goal for leadership growth, but provides an oversimplified plan for attaining goal.Reflects on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a clear implementation plan to meet the goal.Provides a thoughtful reflection on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a well-organized and realistic implementation plan to meet the goal.
Organization and Effectiveness15.0%
Thesis Development and Purpose5.0%Paper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
Paragraph Development and Transitions5.0%Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.
Format5.0%
Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)2.0%Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present.Template is fully used; There are virtually no errors in formatting style.All format elements are correct.
Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)3.0%No reference page is included. No citations are used.Reference page is present. Citations are inconsistently used.Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.In-text citations and a reference page are complete. The documentation of cited sources is free of error.
Total Weightage100%
 
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Identify A Problem Or Concern In Your Community, Organization, Etc. That Has The Capacity To Be Legislated.

Legislative Worksheet (SBAR Format) –

How a Bill Becomes a Law

SITUATION: IS THIS SOMETHING THAT CAN BE LEGISLATED?

· Identify the problem/concern:

· State your proposal/idea.

BACKGROUND: DO YOUR RESEARCH

· Include studies, reports, personal experience, or anecdotal stories related to your proposal.

· Has there been similar legislation introduced and/or passed in other states? If so, include it.ASSESSMENT: FINANCES AND STAKEHOLDERS· Identify financial impact if any (e.g., added costs, cost savings, increased revenue):· Identify stakeholder groups that would support this bill:· Identify people/groups that would oppose this bill:RECOMMENDATION· Make an appointment with your legislator to discuss your proposal.© 2013. Grand Canyon University. All Rights Reserved.

 
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Applying And Sharing Evidence

VOLUME 21, NUMBER 1 CLINICAL JOURNAL OF ONCOLOGY NURSING 79CJON.ONS.ORG

A Detecting Distress Introducing routine screening in a gynecologic cancer setting Moira O’Connor, BA(Hons), MSc, PhD, Pauline B. Tanner, RN, RM, CertOnc, SBCN, Lisa Miller, MBBS, DCH, FRACGP, FAChPm, FRANZCP,

Kaaren J. Watts, BA(Hons), PhD, and Toni Musiello, BA(Hons), MA, PhD

ALONGSIDE PHYSICAL SYMPTOMS AND SIDE EFFECTS of treatment, cancer results in psychological, social, and practical challenges, which can contribute to patient distress (Carlson, Waller, Groff, Giese-Davis, & Bultz, 2013). The International Psycho-Oncology Society highlights distress as a critical factor affecting patients’ well-being and recommends that distress be named the sixth vital sign in oncology (Holland, Watson, & Dunn, 2011). The report- ed prevalence rates of psychological distress in patients with cancer range from 35%–49% (Carlson, Groff, Maciejewski, & Bultz, 2010). However, the actual rates of distress are thought to be much higher because of underdetec- tion. Clinician assessments have been shown to be inferior to gold-standard methods, such as validated screening tools and clinical interviews (Werner, Stenner, & Schüz, 2012), and distress is often missed by clinicians (Mitchell, Vahabzadeh, & Magruder, 2011).

Distress encompasses a range of issues, including psychological, spiritual, and existential distress, as well as juggling roles and having financial concerns and practical problems, such as needing help with accommodation or travel. Distress is associated with poorer physical and psychological quality of life (Carlson et al., 2010). Detecting distress in patients with cancer can result in early intervention, which helps avoid patients struggling with unmet or com- plex needs (Faller et al., 2013). Identifying distress early could also reduce the financial burden on health services (Han et al., 2015). Healthcare profession- als (HCPs) must recognize distress so it can be adequately managed (Werner et al., 2012); to do this, HCPs need to screen all patients systematically.

Several organizations and professional bodies state in their standards for quality cancer care that psychosocial support should include routine screening for distress, followed by appropriate referrals targeted to the needs identified by patients (Holland et al., 2011; Werner et al., 2012). Despite this, uptake of routine distress screening in clinical oncology settings has been suboptimal (Mitchell, Lord, Slattery, Grainger, & Symonds, 2012). Many barriers exist to the successful implementation of routine distress screen- ing in clinical settings, including a lack of training, clinicians’ perception of limited skills and confidence in identifying distress, and inadequate referral resources (Absolom et al., 2011). A shortage of private space has also been identified (Ristevski et al., 2013). Many HCPs believe that addressing distress will take too much time. However, appropriate recognition and discussion of emotions can reduce consultation times (Butow, Brown, Cogar, Tattersall, & Dunn, 2002).

Roth et al. (1998) developed a single-item Distress Thermometer (DT), which the National Comprehensive Cancer Network (Vitek, Rosenzweig, &

KEYWORDS

gynecologic cancer; oncology; distress

screening; Distress Thermometer

DIGITAL OBJECT IDENTIFIER

10.1188/17.CJON.79-85

BACKGROUND: Cancer results in a wide range of

challenges that contribute to patient distress. De-

tecting distress in patients can result in improved

patient outcomes, and early intervention can avoid

patients having unmet needs.

OBJECTIVES: The aims were to determine the

prevalence of distress in patients with gynecologic

cancers, identify specific problems, and explore

staff perceptions of distress screening.

METHODS: A mixed-methods design was used.

Quantitative data were collected on distress

levels and problems. Qualitative interviews were

conducted with healthcare professionals.

FINDINGS: Sixty-six percent of women scored 4 or

greater on the Distress Thermometer, which was

used as the indicator for follow-up or referral. A

third reported low distress, and the same propor-

tion was highly distressed. The top five problems

identified by participants were nervousness, worry,

fears, fatigue, and sleep problems.

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DETECTING DISTRESS

“Some patient worries can be allayed by active listening, but high anxiety levels need referral.”

Stollings, 2007) paired with a Problem List (PL). The DT takes one to five minutes to complete. A meta-analysis by Ma et al. (2014) found the DT to be a valid tool for detecting distress in patients with a cancer diagnosis. The DT is not a diagnostic tool (Tavernier, 2014), but when combined with clear referral pathways, it provides an ideal way to streamline care (Snowden et al., 2011).

In 2006, the Australian Senate conducted an inquiry into gy- necologic cancer in Australia (Parliament of Australia, 2006). The report highlighted the urgent need for appropriate and timely re- ferral pathways, including psychosocial referrals. Screening was also prioritized in models of care of the Western Australian (WA) Gynaecological Collaborative and the WA Psycho-Oncology Collaborative (Department of Health, WA, 2008a, 2008b). Despite this emphasis, screening has not been formally imple- mented in a clinical setting in WA, and the practical implications of applying such a screening program remain unclear. Snowden et al. (2011) stated that the DT has been validated sufficiently and that additional research should focus on its use in clinical settings to understand the complexities of implementation (Fitch, 2011). The current study investigated the impact of screening for dis- tress in patients with gynecologic cancer in WA.

The aims were to (a) establish the prevalence and level of dis- tress and determine specific problems identified by patients and (b) explore staff perceptions of the process of using the DT and PL and referring patients.

Methods A mixed-methods design was used. The current study was ap- proved by the King Edward Memorial Hospital and Curtin University human research ethics committees. Quantitative data were collected on the DT and PL in a cross-sectional study. Qualitative interviews were conducted with HCPs.

The setting was a WA public women’s and newborns’ tertiary teaching hospital, King Edward Memorial Hospital, which is the direct referral pathway for women with gynecologic malignancies in the state. It offers the full range of services for inpatients and outpatients.

Sample Sixty-two patients with gynecologic cancer in the pre- admission clinic, where women are seen prior to surgery, partic- ipated in the study during a six-month period. Women were in- cluded if they were aged 18 years or older, were diagnosed with a gynecologic cancer, and were able to comprehend and complete the DT and PL. Women who were aged younger than 18 years, had not received a gynecologic cancer diagnosis, were unable to comprehend or complete the DT and PL, or were unable to give informed consent were excluded. The median age was 58 years, and the range was 25–94 years (see Table 1). Six oncology HCPs were interviewed—three nurses, two social workers, and one physiotherapist.

Procedure At the pre-admission clinic, the research officer (RO) visited each patient, explained the research project, provided written infor- mation, and invited patients to participate. If the patient agreed to participate, she signed the consent form and was asked to com- plete the DT and PL on her own or with the RO. Following com- pletion, the patient had a consultation with an oncology nurse on duty and, if necessary, the social worker who was present in the weekly clinic. DTs and PLs were evaluated by the oncology nurses who could triage and refer women to appropriate interventions according to distress and psychosocial management guidelines (National Breast Cancer Centre and National Cancer Control Initiative, 2003). The DT has a single item scored from 0 (no dis- tress) to 10 (high distress), and the PL has 39 problems in five domains with “yes” or “no” responses.

At the completion of the project, HCPs were approached di- rectly by the RO, consented, and interviewed at a time convenient to them. These interviews were conducted by a trained interview- er with extensive experience working with vulnerable populations. Interviews were digitally recorded.

Analysis Data were entered into SPSS®, version 22.0. Descriptive statistics were used to describe the DT scores and problems identified. To examine between-group differences, Pearson chi-square test for independence and a one-way analysis of variance (ANOVA) were used. A Pearson product–moment correlation coefficient was used to look at the correlation between the number of problems and distress score.

Qualitative data from interviews conducted with HCPs were analyzed using directed content analysis (Hsieh & Shannon, 2005) because the focus was on how distress screening worked in clinical practice. Deductive category application was used; the text was read, and salient points were highlighted before develop- ing the categories, using the interview questions as a guide. The analysis was undertaken by two of the authors. Rigor for the study was ensured by employing transparency, consistency, neutrality, applicability, and credibility (Emden and Sandelowski, 1998). An

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CJON.ONS.ORG

audit trail of decisions was maintained, and the team met to dis- cuss emerging themes and reach agreement.

Findings Twenty-one participants scored from 0–3 on the DT, 20 partic- ipants scored from 4–6, and 21 participants scored from 7–10. For additional descriptive statistics, see Table 2. Of the prob- lems identified on the PL, 207 were physical, 53 were practical, 24 were familial, 147 were emotional, and 2 were spiritual (see Figure 1).

Pearson chi-square test for independence indicated a signif- icant association between age group (three categories: aged 40 years or younger, aged 41–64 years, and aged 65 years or older) and the three different distress score categories (0–3, 4–6, and 7–10) (x2 = 10.181 [4, N = 62], p = 0.04, Cramer’s V = 0.29 [a medi- um effect]). Nine participants aged 40 years or younger scored in the 7–10 range on the DT, compared to 10 participants aged from 41–64 years and 3 participants aged 65 years or older.

On average, patients aged younger than 40 years listed 8.31 problems (SD = 4.7), ranging from 2–19; patients aged 41–64 years listed 8.42 problems (SD = 6.35), ranging from 0–22; and patients aged 65 years or older listed 5.89 problems (SD = 5.18), ranging from 0–16. A one-way ANOVA showed no significant differences between age groups on the number of problems listed (F[2, 54] = 1.2, p = 0.31).

A Pearson product–moment correlation coefficient was used to determine the relationship between distress scores (continu- ous) and number of problems. A strong positive association was found between the two variables (r = 0.53, n = 57, p < 0.0005), with high levels of distress associated with a greater number of problems.

A Pearson chi-square test revealed significant differences be- tween the specific types of gynecologic cancers and the three dis- tress levels (x2[8] = 21.41, p = 0.006, Cramer’s V = 0.42 [a large effect]). A larger proportion of participants with a diagnosis of cervical cancer scored in the 7–10 range on the DT (n = 10), com- pared to participants diagnosed with another gynecologic cancer (endometrial = 4, uterine = 4, ovarian = 3, vulvar = 0).

The main themes that emerged from qualitative data were benefits to patients and staff, challenges faced, and the impact of routine screening on services. Overall, HCPs indicated little impact on services. No increase in overall referrals or referrals to the social work department was noticed, and no extra need for counseling was identified.

Patient Benefits Several perceived benefits to the patients were found, mainly around validating patients’ concerns and issues: “includes ques- tions they may not have been expecting (allows them to think more broadly),” “gives patients permission [to talk] and includes questions not usually asked (sexual concerns),” and “normalizes

TABLE 1.

SAMPLE CHARACTERISTICS (N = 62)

CHARACTERISTIC n

Age (years)

Younger than 41 13

41–55 12

56–70 20

71–85 14

86–100 3

Cancer diagnosis

Cervical 12

Endometrial 9

Ovarian 17

Uterine 19

Vulvar 4

Missing data 1

Time since cancer diagnosis

2 months or less 38

2–12 months 16

12 months to 2 years 4

More than 2 years 4

Education

No formal education 1

Primary school 5

High school 27

Diploma, certificate, or trade qualification 18

University degree 7

Missing data 4

Occupation

Paid employment 1

Pensioner 5

Self-funded retiree 27

Other 18

Missing data 11

82 CLINICAL JOURNAL OF ONCOLOGY NURSING VOLUME 21, NUMBER 1 CJON.ONS.ORG

DETECTING DISTRESS

patient concerns (interview focused on the patients’ needs).” It was also seen as a way of introducing a conversation about con- cerns by offering the patient a prompt and an ice breaker. As stat- ed by one participant, “[Patients are] stoic, not wanting to be a burden, don’t expect help . . . struggle on until crisis.”

Staff Benefits HCPs saw the tool as adding value in their work by validating what they do, empowering patients to help themselves, asking more de- tailed questions than routine surgical admission, enhancing nor- mal practice, offering a more holistic approach, giving guidance on what the patients’ needs are, and avoiding missing important issues. One nurse thought it was a good education tool for honing in on what is important to ask, particularly when time is limited, saying, “DT and PL is a good education tool to inform HCPs on what to ask when limited amount of time.”

Another nurse talked about saving time by focusing on salient issues: “Using DT and PL as a prompt for patients can speed up assessment of needs by focusing on the items that matter to them at that moment in time.”

Challenges Problems and barriers were perceived, mainly around time. The tool requires knowledge, experience, time allocated, and a sensi- tive approach. Finding time in a busy pre-admission clinic is dif- ficult; extra time may be needed to complete the interview and document, but that may prevent increased distress later. In ad- dition, the HCPs developed strategies to reduce time, including

patients prioritizing issues and returning to others later, maybe by phone.

Another issue was when to administer the DT and PL. Participants found this difficult because patients need pain management postoperatively, and sedation may affect them. Participants said that ward staff should be able to administer the DT and PL as part of the discharge process.

Discussion Screening for distress in this setting was successful, and patients were receptive to completing the DT and PL. This supports pre- vious research demonstrating that the DT was feasible among pa- tients with lung cancer (Lynch, Goodhart, Saunders, & O’Connor, 2011) and acceptable for distress screening in men with prostate cancer (Chambers, Zajdlewicz, Youlden, Holland, & Dunn, 2014). The current study identified challenges, including timing, access to the social worker, and space, but the team found ways around these barriers. The project proceeded in an iterative way, with regular meetings to resolve emerging issues. The researchers suc- ceeded in securing a room to enable a social worker to be present for the pre-admission clinic to address patients’ needs. This mod- ified approach normalized the referral, and patients were able to see the social worker as part of usual care during the same hos- pital visit.

Twenty-one participants reported low distress, and the same proportion was highly distressed. Forty-one women scored 4 or higher, which is deemed to be the optimal cutoff (Chambers et al., 2014; Donovan, Grassi, McGinty, & Jacobsen, 2014) and an indica- tor of distress that requires follow-up. This is similar to the 57% of women with gynecologic cancer scoring 4 or higher in a study by Johnson, Gold, and Wyche (2010). Twenty-one participants scored 7 or higher, which has been suggested to be a more appro- priate cutoff than 4 (Lambert et al., 2014). This means that high levels of distress are present and need monitoring. The current findings closely mirror those from a WA study with clients of a not-for-profit organization (Watts et al., 2015). Distress was high- er than reported in a study from Victoria, Australia (Williams, Walker, & Henry, 2015). This could be partly explained by the profile of participants; participants in the current study were all female patients with gynecologic cancer.

Two hundred twenty-six problems were psychosocial, and 207 were physical; most problems were related to physical and emo- tional symptoms. Nervousness, worry, and fears were the top three concerns. VanHoose et al. (2014) found that the greatest risk factor for distress was worry and suggested that worry may be a proxy for intensity of distress. Some worries can be allayed by active listen- ing and responding to emotions with empathy, but high anxiety levels need referral. Sadness and loss of interest were in the top 10 concerns, which could be symptoms of depression. Fatigue, prob- lems with sleep and eating, and pain need to be looked at carefully by the team to see how they can be alleviated. The main problems

TABLE 2.

TOP 10 INDIVIDUAL PROBLEMS IDENTIFIED IN THE PROBLEM LIST (N = 62)

PROBLEM n

Nervousness (emotional) 39

Worry (emotional) 33

Fears (emotional) 31

Fatigue (physical symptoms) 24

Sleep (physical symptoms) 23

Sadness (emotional) 21

Treatment decisions (practical problems) 18

Eating (physical symptoms) 17

Pain (physical symptoms) 15

Loss of interest in usual activities (emotional) 13

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IMPLICATIONS FOR PRACTICE

ɔ Have clear referral pathways, including psychosocial referrals, for

appropriate and timely triaging after screening. ɔ Normalize patients’ experiences with distress screening, which

allows them to voice their concerns and needs. ɔ Offer information on anxiety management, particularly for younger

patients who may be more vulnerable.

identified were similar to the study by Watts et al. (2015), in which the problems identified most frequently were psychological and emotional issues and difficulties with fatigue and memory. The current findings also reflect findings from Williams et al. (2015). Spiritual and religious concerns were reported by only two par- ticipants in the current study. Spiritual well-being in patients with cancer is associated with anxiety, depression, and fatigue (Rabow & Knish, 2015), so spiritual and existential fears may be incorpo- rated into these areas. One item relating to spiritual and religious concerns on the PL may be insufficient to capture this issue.

Group differences were seen between older and younger pa- tients for DT score, with a significant association between age group (40 years or younger, 41–64 years, and 65 years or older) and the three different distress score categories. Nine partici- pants aged 40 years or younger scored in the 7–10 range on the DT, compared to 10 participants aged 41–64 years and 3 partici- pants aged 65 years or older. However, no significant differences were seen in the number of problems between age groups. This supports VanHoose et al. (2014), who found that patients most at risk for distress were younger, and Johnson et al. (2010), who found that women aged younger than 60 years were more dis- tressed in a sample of women with gynecologic cancers.

Significant differences also were found between the specific types of gynecologic cancers and levels of distress. This supports previous findings that patients with cervical cancer report worse quality of life than the general population and patients with other gynecologic cancers (Korfage et al., 2009).

Snowden et al. (2011) stated that qualitative data are almost entirely missing from the distress screening literature and few studies investigate how HCPs use the tool. Staff in the current study indicated high levels of satisfaction with the tool and found

many benefits. Particularly, it normalized patients’ distress and gave them “permission” to open up. It also proved to be a con- versation starter. These findings mirror conclusions by Carlson, Waller, and Mitchell (2012) and Williams et al. (2015), who found that use of the tool promoted communication between the pa- tient and oncology team; Lynch et al. (2011), who suggested that the DT helped patients discuss their feelings and issues with HCPs and recognize the coping skills they already had in place; and Snowden et al. (2011), who highlighted the DT’s function as a facilitator of consultations.

A benefit mentioned by staff members in the current study was that they felt the tool validated what they do and provided guidance, which enhanced usual practice. The key challenge was finding time. However, HCPs were able to identify a range of strategies to overcome this barrier, including making follow-up telephone calls and prioritizing. Continuing professional devel- opment could help staff identify ways of managing time (Heyn, Ruland, & Finset, 2012). One HCP stated that using the DT saves time by focusing on salient issues, which contradicts many HCPs’ preconceptions that use of the tool can make consultations lon- ger. Most of the support came from the nurses who were able to talk to the patients about their concerns, listen empathetically, normalize fears and anxieties, and assist in finding solutions. This could partly explain the perception that no additional referrals were needed. Another explanation of this observation was that the social worker was present at the clinic, so she may have been perceived to be part of the clinic team. In the current study, on- cology nurses were seen as best placed to conduct the screening, but other models could be applied, such as screening by oncology social workers (BrintzenhofeSzoc et al., 2015).

Limitations Uptake of referrals was not tracked because the patients were difficult to contact. The researchers did not approach everybody who attended the clinic because some people were seen quickly, some were missed because of a busy environment, and, on some days, no one was available to obtain consents. However, most patients were approached and very few women (fewer than 5) declined.

Conclusion Findings will help to address the lack of systematic and formalized routine screening of patients for distress in WA. Screening facili- tates conversations, helps normalize patients’ distress, and enables staff to identify issues promptly so that preventive action can be taken. This could prevent later intervention for crisis. Criticism of

FIGURE 1.

PROPORTION OF PROBLEMS IDENTIFIED ON THE PROBLEM LIST BY DOMAIN (N = 62)

Physical problems

Practical problems

Family problems

Emotional problems

Spiritual or religious problems

84 CLINICAL JOURNAL OF ONCOLOGY NURSING VOLUME 21, NUMBER 1 CJON.ONS.ORG

DETECTING DISTRESS

the DT has included that it lacks specificity in identifying problems. However, the current study demonstrates that the tool is useful for initial screening and identifying specific problems that can be fol- lowed up by appropriate HCPs. For oncology nurses, the key impli- cations are that screening is useful and acceptable, distress levels are high (particularly in relation to anxiety and nervousness, re- sulting in the need for anxiety management), and younger patients may be more vulnerable to distress.

Moira O’Connor, BA(Hons), MSc, PhD, is a senior research fellow in the School

of Psychology and Speech Pathology of the Faculty of Health Sciences at Curtin

University in Perth; Pauline B. Tanner, RN, RM, CertOnc, SBCN, is a cancer nurse

coordinator in the Department of Health at the Cancer and Palliative Care Network

in Perth; Lisa Miller, MBBS, DCH, FRACGP, FAChPm, FRANZCP, is a consultant liai-

son psychiatrist and lead clinician at Sir Charles Gairdner Hospital in Perth; Kaaren

J. Watts, BA(Hons), PhD, is a researcher and project officer for an independent

contractor in Scarborough; and Toni Musiello, BA(Hons), MA, PhD, at the time of

writing, was a research psychologist in the School of Surgery at the University of

Western Australia in Crawley, all in Australia. O’Connor can be reached at

m.oconnor@curtin.edu.au, with copy to CJONEditor@ons.org. (Submitted Novem-

ber 2015. Accepted April 20, 2016.)

The authors take full responsibility for this content. This study was funded by the Cancer and

Palliative Care Research Evaluation Unit of the University of Western Australia. The article has

been reviewed by independent peer reviewers to ensure that it is objective and free from

bias.

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Copyright of Clinical Journal of Oncology Nursing is the property of Oncology Nursing Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.

 
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Transcultural Perspectives in the Nursing Care Of Older Adults

Chapter 8: Transcultural Perspectives in the Nursing Care of Older Adults

Copyright © 2016 Wolters Kluwer Health | Lippincott Williams & Wilkins

Copyright © 2016 Wolters Kluwer • All Rights Reserved

1

Transcultural Perspectives in the Nursing Care of Older Adults #1

Longer life spans and the aging Baby Boomer generation will lead to a large population of older adults aged 65 years old and older who will seek health services.

Delivering culturally appropriate care to clients is set by how available and affordable national, state, and local health care resources are for older adults.

Copyright © 2016 Wolters Kluwer • All Rights Reserved

2

There are three areas of influences for older adults that guide their help-seeking behaviors:

Societal and economic factors; affordability and accessibility

Cultural values, practices, patterns of caregiving, and available community resources

Family, individual lifestyles, health, and coping behaviors

Transcultural Perspectives in the Nursing Care of Older Adults #2

Copyright © 2016 Wolters Kluwer • All Rights Reserved

3

The Older Adult in Contemporary Society: Factors Affecting Health Care

Societal level

Demographics: ethnicity and income level, low literacy

Socioeconomic status: fixed income, increased health-related expenses, delayed retirement

Theories of Aging: explain patterns of behavior

Copyright © 2016 Wolters Kluwer • All Rights Reserved

4

Question #1

Is the following statement true or false?

The health status of non-Hispanic Whites is typically better than other minority ethnicities.

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5

Answer to Question #1

True

Rationale: At all ages, the health status of Hispanics, Asian Americans, African Americans, Native Americans/Alaska Natives, and Native Hawaiians/Other Pacific Islanders has long lagged behind that of non-Hispanic Whites.

Also, approximately 40% of Hispanics and African Americans have no private savings for their retirement and will look to government-funded assistance.

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6

The Older Adult in the Community: Cultural Influences #1

Cultural level

Differences in culture and ethnicity shape health and illness behaviors and actions.

Specifically:

Physical functioning: Mobility/exercise

Social and emotional well-being: Acculturation, family/peer support

Quality of life: Satisfaction and happiness

Beliefs and practices: Remedies, traditional healers, self-care

Copyright © 2016 Wolters Kluwer • All Rights Reserved

The Older Adult in the Community: Cultural Influences #2

Cultural level (cont.)

Culture change: relocating, migrating

Caregiving: willingness of family to offer support, responsibility to care for elders

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8

Question #2

Is the following statement true or false?

It is generally not recommended for older adults to utilize self-help strategies to maintain their health.

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9

Answer to Question #2

False

Rationale: Older adults who use self-help strategies to maintain their health generally report better psychological well-being and physical functioning than older adults who do not use these approaches.

Nurses who are aware of cultural variations can appreciate that older individuals will have different value orientations underlying their decisions to adopt health behaviors.

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10

The Older Adult in the Community: Cultural Influences #3

Cultural level (cont.)

Dimensions of Social Support:

Affective support: respect/love

Affirmational support: endorsement for one’s behavior/perceptions

Tangible support: aid or physical assistance

Complicated by separation from family members, loss of spouse/partner, declining physical abilities

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11

The Older Adult: Caring for Individual Clients #1

Older adults continue to meet developmental tasks:

Satisfaction of basic needs, such as safety, security, and dignity

Fulfillment of integrity and self-actualization

Maintaining self-esteem and choices about where he/she will live

Engaging in meaningful activity

May embrace increased religion/spirituality

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12

The Older Adult: Caring for Individual Clients #2

Continuum of care

Older adults generally require three types of care:

Intensive personal health services

Health maintenance and restorative care

Coordinated services

Nurses assess that values of independence and self-reliance may be very strong for some older clients; they may refuse any assistance; the nurse should evaluate clients’ behaviors relative to underlying values.

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13

The Older Adult: Caring for Individual Clients #3

Community-based services for older adults

In home care

Skilled nursing facility, assisted living

Community resources: home-delivered meals

Local or church-affiliated volunteer visitors

Day programs in communities and adult day care

Volunteering within the community and the educational system

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14

Question #3

Which criterion is among those used to determine the appropriate level of residential placement for an older adult who is reluctant to live alone?

Age

Gender

Financial resources

Risk for injury

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15

Answer to Question #3

D. Risk for injury

Rationale: Criteria that the nurse often considers to recommend the level of care or residential placement that would be most appropriate for an older client include mental orientation, physical mobility restrictions, degree of assistance needed to complete activities of daily living, frequency of incontinence, and level of risk for accident or injury if living independently.

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16

 
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differentiate virtues from values. Discuss the characteristics of both.


Virtues and Values

For this assignment differentiate virtues from values. Discuss the characteristics of both.

  • How do they affect one’s character? How are they acquired? How can they be helpful in resolving health care ethical dilemmas? (Content criteria #2)
  • Identify and discuss a health-related case in which virtues and values played a part. Discuss application/and interpretation of these virtues and values in your selected case. (Content criteria #3)
  • Make sure you have an Introduction and Conclusion (Content criteria #1).

Your paper must be three to five double-spaced pages (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Utilize a minimum of three scholarly and/or peer-reviewed sources (not including the course textbook) that were published within the last five years. All sources must be documented in APA style, as outlined in the Ashford Writing Center.

 
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Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Report Issue

Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

PICOT Question– Emergency Department with tensions constantly high, volatile and intrusive patient, family members and unfortunately at times peers. Will a program encompassing violence prevention and safety, compared to no programs encompassing violence prevention and safety eliminate or at least reduce the increasing rate of physical and not always physical violence to hospital staff? 

Provide APA citations of the four peer-reviewed articles you selected.

PICOT Format- 

 P-       Nurses, Patients, Family members in the Emergency Department

 I-       Violence Prevention plan/programs

C-        No violence prevention plan/programs

O-       Reduction in physical, and non-physical abuse to hospital staff 

T-        None 

EBP hierarchies rank study types based on the rigor (strength and precision) of their research methods.

22 search results using emergency department or emergency room, violence against nurses as keywords to assist with search. 

National Health and Medical Research Council. (2009). NHMRC Levels of Evidence and Grades for Recommendations for Developers of Clinical Practice Guidelines. Retrieved 2 July, 2014 from: https://www.nhmrc.gov.au/_files_nhmrc/file/guidelines/developers/nhmrc_levels_grades_evidence_120423.pdf

  • Posted: A Month Ago
  • Due: 21/06/2019
  • Budget: $15
 
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Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Report Issue

Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

PICOT Question– Emergency Department with tensions constantly high, volatile and intrusive patient, family members and unfortunately at times peers. Will a program encompassing violence prevention and safety, compared to no programs encompassing violence prevention and safety eliminate or at least reduce the increasing rate of physical and not always physical violence to hospital staff? 

Provide APA citations of the four peer-reviewed articles you selected.

PICOT Format- 

 P-       Nurses, Patients, Family members in the Emergency Department

 I-       Violence Prevention plan/programs

C-        No violence prevention plan/programs

O-       Reduction in physical, and non-physical abuse to hospital staff 

T-        None 

EBP hierarchies rank study types based on the rigor (strength and precision) of their research methods.

22 search results using emergency department or emergency room, violence against nurses as keywords to assist with search. 

National Health and Medical Research Council. (2009). NHMRC Levels of Evidence and Grades for Recommendations for Developers of Clinical Practice Guidelines. Retrieved 2 July, 2014 from: https://www.nhmrc.gov.au/_files_nhmrc/file/guidelines/developers/nhmrc_levels_grades_evidence_120423.pdf

 
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Social Media

Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.

Login to all social media sites in which you engage. Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field.

In 500-750 words, summarize the findings of your review. Include the following:

  1. Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.
  2. Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.
  3. Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 
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How a Bill Becomes a Law

Legislative Worksheet (SBAR Format) –

How a Bill Becomes a LawSITUATION: IS THIS SOMETHING THAT CAN BE LEGISLATED?· Identify the problem/concern:· State your proposal/idea.BACKGROUND: DO YOUR RESEARCH· Include studies, reports, personal experience, or anecdotal stories related to your proposal.· Has there been similar legislation introduced and/or passed in other states? If so, include it.ASSESSMENT: FINANCES AND STAKEHOLDERS· Identify financial impact if any (e.g., added costs, cost savings, increased revenue):· Identify stakeholder groups that would support this bill:· Identify people/groups that would oppose this bill:RECOMMENDATION· Make an appointment with your legislator to discuss your proposal.© 2013. Grand Canyon University. All Rights Reserved.

 
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The American Red Cross was founded on values of integrity, respect for individuals, customer satisfactions, pursuit of excellence, and positive response to change and stewardship


Goals, Objectives, and Mission

The American Red Cross was founded on values of integrity, respect for individuals, customer satisfactions, pursuit of excellence, and positive response to change and stewardship. With these important values in mind, the Red Cross’ mission is to, “provide relief to victims of disasters and help people prevent, prepare for, and respond to emergencies.”[footnoteRef:1] Some other fundamental principles of the ARC are to prevent and alleviate human suffering, to do so without discrimination, and to provide relief without expecting any time of compensation. The Red Cross accomplishes this mission by working through local chapters, local Blood Service regions, division leadership teams, and its’ national headquarters located in Washington, D.C. I am an intern at the South-Central Kentucky chapter of the American Red Cross, located in Bowling Green, Kentucky. This office serve the communities of Allen, Barren Breckinridge, Butler, Edmonson, Grayson, Green, Hardin, Hart, Larue, Logan, Meade, Metcalfe, Monroe, Simpson, Taylor and Warren counties. This chapter follows all of the goals, objectives, and missions of the national charter. [1: “Mission – Vision – Values.” American Red Cross. Accessed March 9, 2018. https://www.redcrossblood.org/info/midwest/mission-%E2%80%93-vision-%E2%80%93-values]

Activities and Services

On the national level, the American Red Cross provides a wide variety of services to aid people at home and abroad. The main programs of the ARC are disaster relief, supporting American’s military families, blood drives, health and safety services, and international services. The Red Cross responds to approximately 70,000 disasters in the U.S. every year, including house fires, hurricanes, earthquakes, and other natural disasters.[footnoteRef:2] The Red Cross provides a range of services to those affected by natural disasters, including shelter, food, water, health and mental [2: “What We Do | Emergency Management | Red Cross.” American Red Cross. Accessed March 9, 2018. http://www.redcross.org/what-we-do.]

health services. The Red Cross is also dedicated to assisting military members, veterans, and their families, through various trainings, support to wounded warriors, and access to community resources. Another significant service from the Red Cross are their frequent blood drives, which supply a large amount of the country’s blood transfusions and blood products. The Red Cross is a leader in research and testing to protect the safety of the blood supply and conducts testing for infectious diseases like HIV and hepatitis.

Additionally, the Red Cross provides a variety of health and safety services. The ARC conducts nationwide health and safety courses, including CPR, First Aid, and lifeguard training. They also help to facilitate training for babysitters, first responders, educators and people who want to be prepared in the event of an emergency. The Red Cross also has a prominent presence overseas, with over 13 million volunteers in 187 countries.[footnoteRef:3] The organization responds to natural disasters in foreign countries, helps to build safer communities, and delivers international aid. [3: “What We Do | Emergency Management | Red Cross.” American Red Cross. Accessed March 9, 2018. http://www.redcross.org/what-we-do.]

At the South-Central Kentucky chapter, we provide a variety of services to meet the specific needs of people at the local level. The South-Central Kentucky chapter has a disaster action team (DAT), which responds to house and apartment fires. The DAT is a group of trained volunteers who respond to home fires, floods, and other disasters, who respond 24/7 to the immediate emergency needs of those affected. The South-Central Kentucky chapter alone responds to over 200 home fires each year. The organization is also a part of the Home Fire Preparedness Campaign, which reaches out to the communities and encourages them to install and check smoke alarms and develop and practice a home escape plan. The chapter also conducts mobile blood drives and fixed donations at their office. In particular, the Bowling Green location serves veterans in the community by providing free food, information on financial aid, housing, and government aid. They provide CPR and First Aid courses as well. Some examples of community events that the South-Central Kentucky chapter has held the “Run for Red” fun run, last year’s 100th Birthday Celebration of the Kentucky Red Cross, the Red Cross Fun Run & Festival, and the American Red Cross Babysitter’s Training class.

In addition to numerous in-person classes, trainings, and programs, the American Red Cross offers online courses. These courses cover a wide variety of topics, including basic CPR, babysitting & childcare, swimming & water safety tips, and lifeguarding. Those who choose to take these courses can also take customized versions, such as CPR courses designed specifically for educators or health care providers. The online courses divided into several interactive modules that can be done in any order. Upon entering the program, the student is given two-year access to the course materials, so that they can take their time getting through the class and can come back to the course to refresh their skills on a subject. For the online babysitter course, you can choose from three different levels: babysitting basics, babysitter’s training, and advanced childcare.[footnoteRef:4] [4: “Babysitting Classes | Child Care Training.” Red Cross. Accessed March 9, 2018. https://www.redcross.org/take-a-class/babysitting/babysitting-child-care-training]

Moreover, the Red Cross also has the option of completing your Certified Nursing Assistant (CNA) and Nurse Assistant testing through combination of online coursework and in person lectures. Through lecture, DVDs, role-playing, and laboratory practice, students learn procedural skills such as vital signs, bathing, dressing and positioning. The Red Cross provides a CNA practice test for students to take before completing the actual exam. The Red Cross CNA certification program was created with input from educators, caregivers, and industry representatives from across the country, to present a high-quality course to the public. The ARC also approved to award online continuing education in the subjects mentioned, so those that have already been certified can renew their certifications upon expiration.[footnoteRef:5] [5: “Get Your Official CNA Certification.” Red Cross. Accessed March 9, 2018. https://www.redcross.org/take-a-class/cna/cna-training/cna-certification]

History of the American Red Cross

The original American Red Cross was established in Washington, D.C. in 1881 by Clara Barton, who became its first president. The first local chapter was established in 1881, at the English Evangelical Lutheran Church of Dansville at Dansville, New York. Barton was inspired to begin the American Red cross after working with the International Red Cross during the Franco-Prussian War. She led the Red Cross for 23 years in conducting the organization’s first domestic and overseas disaster relief efforts, during the Spanish-American War. The organization then experience exponential growth during the First World War, in which it provided monetary donations and material to support Red Cross programs to help the American and Allied forces and civilian refugees. The Red Cross nurses also were vital help in combating the worldwide influenza epidemic of 1918. During the Second World War, the Red Cross provided services once again to the U.S. military, Allies, and civilian war victims. The organization also assisted the U.S. military through the Korean, Vietnam, and Gulf Wars.[footnoteRef:6] In present day, ARC has grown to include 650 chapters and 36 blood services regions. It also has approximately 500,000 Red Cross volunteers. The American Red Cross has since then expanded its scope to include civil defense services, CPR/AED training, HIV/AIDs education, and support in the wake of national disasters.[footnoteRef:7] [6: “Founder Clara Barton.” American Red Cross. Accessed March 9, 2018. http://www.redcross.org/about-us/who-we-are/history/clara-barton.] [7: “What We Do | Emergency Management | Red Cross.” American Red Cross. Accessed March 9, 2018. http://www.redcross.org/what-we-do.]

The first Kentucky chapter of the American Red Cross was founded in 1917.[footnoteRef:8] Today there are five chapters in the Kentucky region which include the Louisville, Western Kentucky, South-Central Kentucky, Bluegrass, and Eastern Kentucky chapters. According to the Executive Director of the American Red Cross South-Central Kentucky chapter, Jennifer Capps, the ARC was established in Bowling Green in July of 1917. Since its beginning, the American Red Cross has been a vital resource to Kentucky, America, and the entire world. [8: “About Us | Kentucky.” American Red Cross. Accessed March 9, 2018. http://www.redcross.org/local/kentucky/about.]

Principal Personnel

The President and Chief Executive Officer of the national American Red Cross is Gail McGovern. Other principal members of the executive team at the American Red Cross are Shaun Gilmore, chief transformation officer, and Cliff Holtz, chief operating officer. The Executive Director of the South Central Kentucky Chapter of the Red Cross is Jennifer Capps. She is also my direct supervisor. Some other key officials are the officers of the Red Cross South Central Kentucky Chapter Board of Directors, the chair is Ron Kirby, the vice chair is Trent Ranburger, and the Secretary is Susan Turner. The ARC of South-Central Kentucky also has a substantial amount of board members, twenty-five, including prominent Bowling Green community members like Cyndi Crock of Crocker Law firm, and Shane Holine of WBKO-TV.[footnoteRef:9] [9: “South Central Kentucky Leadership & Board.” American Red Cross. Accessed March 9, 2018. http://www.redcross.org/local/kentucky/about/leadership-staff/south-central-kentucky.]

Relationships between American Red Cross Chapters

The American Red Cross of South-Central Kentucky maintains a strong relationship with other chapters in the Kentucky Region and with chapters in other states. For example, the Pillowcase project, which based in the Louisville chapter, is a project that the South-Central chapter collaborates with, along with the chapter from Southern Indiana. The pillowcase project is a preparedness education program for young children, which teaches them about personal and family readiness, local hazards, and basic coping skills. The Red Cross volunteers usually give 60-minute presentations in which they lead students through a “learn, practice, share” setup to educate them about disaster preparedness. Upon completion of the program, the students receive a pillowcase and are encouraged to build their own personal emergency supply kit.[footnoteRef:10] [10: “Pillowcase Project | Louisville Area Chapter.” American Red Cross. Accessed March 9, 2018. http://www.redcross.org/local/kentucky/disaster-services/pillowcase-project.]

Other examples of inter-chapter cooperation are through the Red Cross pet therapy program, the Ft. Knox Service Center, and the nursing home bingo program. The Red Cross pet therapy program is run by the Louisville area chapter of the Red Cross, but other Kentucky region chapters often send volunteers to come help there. This program is available at the Clark County service site located in Jeffersonville, Indiana and in the Ft. Knox location in Kentucky. The purpose of the pet therapy program is to provide companionship to the surrounding community by sharing dogs with residents and patients. Those who volunteer their pets for the program visit nursing homes, hospitals, wounded warrior recovery units, and other facilities. The Ft. Knox Service Center is also sponsored by the Louisville area Red Cross chapter, but boasts numerous programs that other Kentucky chapters may volunteer in. These include military casework, community programs like Helping Hands and Santa’s Workshop, medical facility roles at Ireland Army Hospital, and more. The nursing home bingo program is located in Franklin county but allows for many Kentucky chapter programs to come participate there. The volunteers provide Bingo and prizes to residents at the Golden Living Rehabilitation Center on the third Friday of each month.[footnoteRef:11] It is vital for Red Cross chapters has a great relationship with one another, to facilitate strong programs and expand their area of service. [11: “Our Opportunities | Louisville Area Chapter.” American Red Cross. Accessed March 10, 2018. http://www.redcross.org/local/kentucky/volunteer/opportunities.]

Relationships with other local organizations

The South-Central Kentucky chapter of the American Red Cross has developed a strong relationship with multiple organizations in the region. The chapter has partnered with organizations like Western Kentucky University, Americorps, local hospitals, the United Way of Bowling Green, Kentucky. The American Red Cross had collaborated with Western Kentucky University on many projects, including hosting several blood drives on their campus and a lifeguarding training course. The ARC has worked with local clinics and hospitals, like Graves Gilbert in Bowling Green, to host fun run fundraisers and other events to raise money for these facilities. The Red Cross and the United Way also have a very strong working relationship, as the United Way has bestowed the ARC with thousands of dollars in grant money. This is a great honor, as the ARC is recognized for its hard work in South-Central Kentucky and can use the money to further their life-saving programs.

The AmeriCorps and the Red Cross partner together on a national level, and several AmeriCorps fellows are placed within the local Red Cross chapter of South-Central Kentucky. The AmeriCorps is service-based national organization that engages in intensive community outreach in nonprofits, schools, public agencies, and community and faith-based groups. They help the Red Cross achieve its’ mission by focusing on under-resourced communities providing crucial services that community members may not be able to afford.[footnoteRef:12] The AmeriCorps members are helping the Red Cross teach people about preparedness, including a special team who support our Service to the Armed Forces by teaching members of the military, their families and veterans about how to be ready for emergencies. They have also volunteered extensively in the Red Cross’ Pillowcase Project and Home Fire Campaign. [12: “What is AmeriCorps?” Corporation for National and Community Service. Accessed March 10, 2018. https://www.nationalservice.gov/programs/americorps/join-americorps/what-americorps.]

 
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