Assignment 401 Understanding the Principles & Practices Of Internally Assuring the Quality Of Assessment. Introduction. The Purpose of this report is to give the reader an insight to the Internal Quality Assurance (IQA) that takes place with in further education establishments around the country. It will explain the purpose of IQA with in learning and development in colleges and training providers as well as explaining the key concepts and principle behind it. Finally, the report will identify various roles in these establishments who are involved in offering support and guidance to their assessors in preparation for a visit from the External Quality Assurance (EQA) for the awarding body.
Running head: CULTURAL HERITAGE TRADITIONS Cultural Heritage Traditions Michelle Pierson, RN Grand Canyon University Family Centered Health Promotion NRS-429-V Leslie Greenberg August 12, 2012 Cultural Heritage Traditions Heritage and culture plays an important role in a person’s life. It can affect a person’s beliefs, habits, choices, and behaviors (Edelman & Mandel, 2010, p. 17). To provide competent care nurses must be able to understand different cultures, and identify how a person’s heritage can affect their health. The Heritage Assessment tool (HAT) can be used to help healthcare workers understand their patients, thus enabling them to provide culturally competent, holistic care. This paper will compare three different cultures, Mixed American, Hispanic and Jewish-American, and how these cultures affected the patient’s health maintenance, protection and restoration.
Pollard, K., Thomas, J. and Miers, M. (2010) Understanding Interprofessional Working in Health and Social Care: Theory and Practice. Palgrave Macmillan, Basingstoke, Pp 2-3. Wilkinson, F., Bullock, A., Burchell, B., Konzelman, S. And Mankelow, R. (2007). NHS reforms and the working lives of midwives and physiotherapists. Centre for Business Research, University of Cambridge, Working Paper No.
NUR504 Week 2 Collaborative Learning Community (CLC): EBP Agreement Latest Click Link Below To Buy: http://hwcampus.com/shop/nur504-week-2-collaborative-learning-community/ This is a CLC Asssignment. You will be assigned to a CLC group by the instructor. Within your group, follow the instructions provided in the CLC Assignment: Evidence-Based Practice Project (EBP). Finalize the CLC Agreement. CLC Assignment: Evidence-Based Project (EBP) Group work has benefits and liabilities.
Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009. Level 2 NVQ Award/Certificate/Diploma in Business and Administration (4428-02/92) 85 Unit 218 Research information Outcome 1: Understand procedures for researching information Assessment Criteria The learner can: 1.1 1.2 1.3 Give reasons for agreeing objectives and deadlines for researching information Give reasons for identifying and agreeing sources of information Explain the purpose of recording and storing information researched Outcome 2: Be able to research information for others Assessment Criteria The learner can: 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Agree aims, objectives and deadlines for the information search Identify sources of information Search for and obtain data Check that data is suitable for the purpose of the research Record the data and store it securely Make a record of information sources used Meet deadlines for completing research Evidence requirements Learning Outcomes 1. 2. Assessment Criteria 1.1 –
| Evidence-Based Practice & Applied Nursing Research Performance Task: 1 | Article | Rarey, K., Shanks, R., Romanowski, E., Mah, F., & Kowalski, R. (2012). Staphylococcus aureus Isolated from Endophthalmitis are Hospital-Acquired Based on Panton- Valentine Leukocidin and Antibiotic Susceptibility Testing. Journal of Ocular Pharmacology and Therapeutics, 28 (1), 12-17. Retrieved from http://ehis.ebscohost.com | Background or Introduction | The researchers addressed the introduction by detailing the most frequent cause of bacterial endophthalmitis after penetrating trauma to the eye, or after ocular surgery, which is Staphylococcus aureus. It was noted that Staphylococcus aureus can be divided into 2 groups
Historical Perspectives of Healing A Review of Eeva Sointu’s article ‘The Search for Wellbeing in Alternative and Complementary Health Practices’. Eeva Sointu is an assistant professor in medical sociology and has a B.A. in religious studies, an M.A. in "Religion, Culture and Society," and a Ph.D. in sociology. In 2006 she began teaching courses in medical sociology, Introduction of the Sociology of Selfhood and Identity, Qualitative Methods and a senior seminar on contemporary therapeutic cultures at the Smith College in Northampton, Massachusetts.
As noted by Purnell (2002), culture has a powerful impact on clients’ interpretation of and response to health care. The importance of cultural competence for mental health nursing practice is underpinned by A Vision for change (2006) and National Intercultural Health Strategy (2008). Cultural awareness
NT Research Vol 6 No 5 853-66 Dunn V, Crichton N, Roe B, Seers K, William K Using research for practice: a UK experience of the Barriers Scale Journal of Advanced Nursing Vol 27 p1203-10 Grol R Wensing M (2004) What drives change? Barriers to and incentives for achieving evidence based practice The Medical Journal of Australasia Vol 180, No 6,(supplement) Page 57-60 Hunt J M (1996) Barriers to Research Utilisation Journal of Advanced Nursing Vol 23 No 3 p423-25 Le May A, Alexander C, Mulhall A (1998) Research utilisation in nursing: barriers and opportunities Journal of Clinical Effectiveness Vol 3 No 2 p59-63 Maggs-Rapport F (2001) ‘Best research practice’: in pursuit of methodological rigour Journal of Advanced Nursing 35 (3) 373-383 Mulhall A (1997) Nursing research: our world not theirs? Journal of Advanced Nursing 25 969-976 Newman M, Papadopoulos I, Sigsworth J (1998) Barriers to evidence-based practice Clinical Effectiveness Vol 2 p11-20 Nolan M, Morgan L, Curran M, Clayton J, Gerrish K, Parker K (1998) Evidence-based care: can we overcome the barriers? British Journal of Nursing Vol 7 No 20
Assessment This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment. Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Assessment Criteria Outcome 1 Understand specific communication needs and factors affecting them The learner can: 1. explain the importance of meeting an individual’s communication needs 2. explain how own role and practice can