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  • [Solved] Safety and Quality #4

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    Please see attached. **files (1)** – ## Assessment4Instruction.docx **## Assessment4Instruction.docx** Imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly …

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    Assignment Prompt & Instructions

    Please see attached.

    **files (1)**

    – ## Assessment4Instruction.docx

    **## Assessment4Instruction.docx**

    Imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

    **Selected Nursing-Sensitive Quality Indicator: Patient Falls Without Injury – Process.**

    **Complete the following in PowerPoint:**

    **Introduction: Nursing-Sensitive Quality Indicator**

    · What is the National Database of Nursing-Sensitive Quality Indicators?

    · What are nursing-sensitive quality indicators?

    · Which particular quality indicator did you select to address in your tutorial?

    · Why is this quality indicator important to monitor?

    · Be sure to address the impact of this indicator on the quality of care and patient safety.

    · Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

    **Collection and Distribution of Quality Indicator Data**

    · According to your interview and other resources, how does your organization collect data on this quality indicator?

    · How does the organization disseminate aggregate data?

    · What role do nurses play in supporting accurate reporting and high-quality results?

    · As an example, consider the importance of accurately entering data regarding nursing interventions.

    **Enhancing Outcomes**

    · Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    · Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    **## Assessment4Instruction.docx**

    Imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

    **Selected Nursing-Sensitive Quality Indicator: Patient Falls Without Injury – Process.**

    **Complete the following in PowerPoint:**

    **Introduction: Nursing-Sensitive Quality Indicator**

    · What is the National Database of Nursing-Sensitive Quality Indicators?

    · What are nursing-sensitive quality indicators?

    · Which particular quality indicator did you select to address in your tutorial?

    · Why is this quality indicator important to monitor?

    · Be sure to address the impact of this indicator on the quality of care and patient safety.

    · Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

    **Collection and Distribution of Quality Indicator Data**

    · According to your interview and other resources, how does your organization collect data on this quality indicator?

    · How does the organization disseminate aggregate data?

    · What role do nurses play in supporting accurate reporting and high-quality results?

    · As an example, consider the importance of accurately entering data regarding nursing interventions.

    **Enhancing Outcomes**

    · Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    · Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

  • [Solved] Criminal

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) 3-5 pages & 5 References **Why is the draft still men only?** Questions to consider: what recent court cases have touched on this issue? What has the Supreme Court said about it? What does Congress say about it? You can assume…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    3-5 pages & 5 References

    **Why is the draft still men only?**

    Questions to consider: what recent court cases have touched on this issue? What has the Supreme Court said about it? What does Congress say about it?

    You can assume your professor knows the history of the draft and WHY it's male-only, so please focus on current events and recent history.

  • [Solved] Criminal

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) 2 references and 300 words Please analyze the following utilizing the Model Penal Code: 1) Sean breaks into a house with the intentions of stealing some jewelry. He is surprised that the owner is at home, grabs his gun, and fa…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    2 references and 300 words

    Please analyze the following utilizing the Model Penal Code:

    1) Sean breaks into a house with the intentions of stealing some jewelry. He is surprised that the owner is at home, grabs his gun, and fatally shoots him. What charge can be filed against Sean? Discuss why.

    2) Billy sneaks into a warehouse with the intent on theft and is surprised by a security guard, whom Billy knocks down a flight of stairs, killing him. What crime was committed? Discuss why.

    3) Lisa drives 80 MPH on a windy road, drives off a cliff, killing his passenger in the crash. What charges can be filed against Lisa? Discuss why.

  • [Solved] Education Homework

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    Due by the 4th – [\ \ IMG_1185.png](https://www.sweetstudy.com/files/img-1185-png-10491005 "IMG_1185.png") – [\ \ IMG_1186.jpeg](https://www.sweetstudy.com/files/img-1186-jpeg "IMG_1186.jpeg") – [\ \ IMG_1187.jpeg](https://www.sweetstudy.com/files/img-1187-jpeg-10491009 "IMG_1187.jpeg")

    Instant Solution Download

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    Assignment Prompt & Instructions

    Due by the 4th

    – [\
    \
    IMG_1185.png](https://www.sweetstudy.com/files/img-1185-png-10491005 "IMG_1185.png")
    – [\
    \
    IMG_1186.jpeg](https://www.sweetstudy.com/files/img-1186-jpeg "IMG_1186.jpeg")
    – [\
    \
    IMG_1187.jpeg](https://www.sweetstudy.com/files/img-1187-jpeg-10491009 "IMG_1187.jpeg")

  • [Solved] Article

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) see two attachments **files (2)** – ## InstuctionsII.docx – Copesetal.2013.pdf **## InstuctionsII.docx** **Instructions:** Answer a series of discussion questions corresponding to the attached artice: **(1) Copes, Heith, Andy …

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    see two attachments

    **files (2)**

    – ## InstuctionsII.docx

    – Copesetal.2013.pdf

    **## InstuctionsII.docx**

    **Instructions:**

    Answer a series of discussion questions corresponding to the attached artice:

    **(1) Copes, Heith, Andy Hochstetler, and Craig Forsyth. 2013. “Peaceful warriors: Codes for Violence among Adult Male Bar Fighters.”**
    **_Criminology_ 51: 761-794.**

    The following questions are designed to assess a student’s ability to comprehend qualitative research designs in the field of criminal justice – and the selected articles were chosen explicitly with this premise in mind. Questions will range from the relatively rudimentary (i.e., basic questions on variables, purpose of the study, etc.) to questions that are much more layered and philosophical in nature (issues pertaining to the validity of the chosen design, vis-à-vis other possible research designs – i.e., quantitative designs). While there is no specific length requirement per se, students are expected to answer the questions in full. As is the case with all written work, in order to receive a strong grade on this project, students should write in a manner that reflects a solid adherence to the conventions of the English language (i.e., free of egregious grammatical/spelling errors), and answer the questions correctly.

    **_Questions (Answer Questions in full_**)

    1. What was the general topic of this research (be specific)?

    2. What type of methodology was used (again, be specific)?

    3. What was the central hypothesis of this research (if relevant)?

    4. Identify the independent variable used in this study. How was the variable operationalized?

    5. What was the primary dependent variable used in this study? How was it operationalized?

    6. Assess the
    _internal_ validity of the research design used in this article.

    7. Assess the
    _external_ validity of the research design used in this article.

    8. What were the primary results of the study?

    9. What conclusions/practical applications can be taken away from this research? Do you find that the authors made the right conclusions, given the data that they utilized?

    10. What are the general strengths and weaknesses of this research design, particularly as far as validity is concerned? Was the methodology employed appropriate, or would another research design have been more appropriate for this topic? Discuss in detail.

    11. How would you replicate this study, making it a stronger study methodologically?

    **MUST** be
    **single-spaced WITHIN each answer, with a double space BETWEEN each answer. MUST** be typed, with
    **1” margins throughout the document. 12-point, Times New Roman Font**

    **Copesetal.2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/copesetal-2013-pdf)

    **Copesetal.2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/copesetal-2013-pdf)

    **## InstuctionsII.docx**

    **Instructions:**

    Answer a series of discussion questions corresponding to the attached artice:

    **(1) Copes, Heith, Andy Hochstetler, and Craig Forsyth. 2013. “Peaceful warriors: Codes for Violence among Adult Male Bar Fighters.”**
    **_Criminology_ 51: 761-794.**

    The following questions are designed to assess a student’s ability to comprehend qualitative research designs in the field of criminal justice – and the selected articles were chosen explicitly with this premise in mind. Questions will range from the relatively rudimentary (i.e., basic questions on variables, purpose of the study, etc.) to questions that are much more layered and philosophical in nature (issues pertaining to the validity of the chosen design, vis-à-vis other possible research designs – i.e., quantitative designs). While there is no specific length requirement per se, students are expected to answer the questions in full. As is the case with all written work, in order to receive a strong grade on this project, students should write in a manner that reflects a solid adherence to the conventions of the English language (i.e., free of egregious grammatical/spelling errors), and answer the questions correctly.

    **_Questions (Answer Questions in full_**)

    1. What was the general topic of this research (be specific)?

    2. What type of methodology was used (again, be specific)?

    3. What was the central hypothesis of this research (if relevant)?

    4. Identify the independent variable used in this study. How was the variable operationalized?

    5. What was the primary dependent variable used in this study? How was it operationalized?

    6. Assess the
    _internal_ validity of the research design used in this article.

    7. Assess the
    _external_ validity of the research design used in this article.

    8. What were the primary results of the study?

    9. What conclusions/practical applications can be taken away from this research? Do you find that the authors made the right conclusions, given the data that they utilized?

    10. What are the general strengths and weaknesses of this research design, particularly as far as validity is concerned? Was the methodology employed appropriate, or would another research design have been more appropriate for this topic? Discuss in detail.

    11. How would you replicate this study, making it a stronger study methodologically?

    **MUST** be
    **single-spaced WITHIN each answer, with a double space BETWEEN each answer. MUST** be typed, with
    **1” margins throughout the document. 12-point, Times New Roman Font**

    **Copesetal.2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/copesetal-2013-pdf)

    **## InstuctionsII.docx**

    **Instructions:**

    Answer a series of discussion questions corresponding to the attached artice:

    **(1) Copes, Heith, Andy Hochstetler, and Craig Forsyth. 2013. “Peaceful warriors: Codes for Violence among Adult Male Bar Fighters.”**
    **_Criminology_ 51: 761-794.**

    The following questions are designed to assess a student’s ability to comprehend qualitative research designs in the field of criminal justice – and the selected articles were chosen explicitly with this premise in mind. Questions will range from the relatively rudimentary (i.e., basic questions on variables, purpose of the study, etc.) to questions that are much more layered and philosophical in nature (issues pertaining to the validity of the chosen design, vis-à-vis other possible research designs – i.e., quantitative designs). While there is no specific length requirement per se, students are expected to answer the questions in full. As is the case with all written work, in order to receive a strong grade on this project, students should write in a manner that reflects a solid adherence to the conventions of the English language (i.e., free of egregious grammatical/spelling errors), and answer the questions correctly.

    **_Questions (Answer Questions in full_**)

    1. What was the general topic of this research (be specific)?

    2. What type of methodology was used (again, be specific)?

    3. What was the central hypothesis of this research (if relevant)?

    4. Identify the independent variable used in this study. How was the variable operationalized?

    5. What was the primary dependent variable used in this study? How was it operationalized?

    6. Assess the
    _internal_ validity of the research design used in this article.

    7. Assess the
    _external_ validity of the research design used in this article.

    8. What were the primary results of the study?

    9. What conclusions/practical applications can be taken away from this research? Do you find that the authors made the right conclusions, given the data that they utilized?

    10. What are the general strengths and weaknesses of this research design, particularly as far as validity is concerned? Was the methodology employed appropriate, or would another research design have been more appropriate for this topic? Discuss in detail.

    11. How would you replicate this study, making it a stronger study methodologically?

    **MUST** be
    **single-spaced WITHIN each answer, with a double space BETWEEN each answer. MUST** be typed, with
    **1” margins throughout the document. 12-point, Times New Roman Font**

    **Copesetal.2013.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/copesetal-2013-pdf)

  • [Solved] health education

    ✓ Verified Academic Solution Available

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    **files (2)** – ## assignment3..docx – ## 9781284231250_SLID_CH03.pptx **## assignment3..docx** For this assignment you will develop your own personal health philosophy. Your document must be a minimum of three pages (double-spaced). Use the following to help guide you as you write it: – What doe…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## assignment3..docx

    – ## 9781284231250_SLID_CH03.pptx

    **## assignment3..docx**

    For this assignment you will develop your own personal health philosophy. Your
    document must be a minimum of three pages (double-spaced). Use the
    following to help guide you as you write it:

    – What does it mean to be healthy?
    – What are your health-related responsibilities and obligations to yourself?
    – What are your health-related responsibilities and obligations to your community
    or society?
    – What do you expect your community and society to do to keep you healthy?
    – What are your goals for yourself and the health education profession?
    – How does community health education fit within these goals?

    You must include:
    – A philosophy from the textbook/PowerPoint on which you base your own
    personal health philosophy. Provide the name of it and explain how/why it fits
    with your own philosophy.

    Cottrell, R. R., Girvan, J. T., Seabert, D. M., Spear, C., & McKenzie, J. F. (2023). Principles of health education and promotion (8th ed.). Burlington, MA: Jones & Bartlett Learning.

    **## 9781284231250_SLID_CH03.pptx**

    Philosophical Foundations

    Chapter 3

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (1 of 3)

    Define the terms philosophy, wellness, holistic, and symmetry, and identify common elements between them.

    Discuss the importance of developing a personal life philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (2 of 3)

    Identify how your personal and occupational philosophy overlap.

    Create your personal philosophy of life and identify the influences on your philosophy.

    Identify and explain the differences between the health education/promotion philosophies.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (3 of 3)

    Explain how different health education/promotion philosophies would impact the delivery of health education/promotion.

    Tell others your own philosophy of health education/promotion.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Introduction

    The philosophy of a health education specialist can help guide their practice.

    A well-considered philosophy provides the underpinnings that serve to bridge theory and practice.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (1 of 2)

    Philosophy: A statement summarizing the attitudes, principles, beliefs, values, and concepts held by an individual or a group.

    Values, convictions, ideas, experiences, and attitudes are the building blocks (i.e., principles) of philosophy.

    A person without a philosophy may well fall into the trap of thinking that opinion is the same as fact (i.e., reality).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (2 of 2)

    Your actions are a reflection of your philosophy.

    Philosophy reflects your values and beliefs, which determine your purpose for being (Bensley, 1993).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (1 of 3)

    The answer to this question is both simple and complex.

    A person’s philosophy helps form the basis of their reality.

    Philosophies can change as result of new experiences, learnings, or insights.

    A philosophy is usually congruent throughout all aspects of a person’s life.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (2 of 3)

    Sometimes health education specialists are called upon to educate those who hold different philosophies.

    Primary responsibility is to protect the health of the public.

    Health is not a moral issue.

    Philosophical thought is important to the delivery of health education/promotion.

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (3 of 3)

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Well-reasoned philosophy plays an important role in a career path.

    Commitment to improved health.

    Provides a service to others.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Principles and Philosophies Associated
    with Health

    Some philosophies can serve to create a framework to better understand the meaning of the term health.

    Philosophy of symmetry: Health has physical, emotional, spiritual, and social components, each one as important as the other.

    Holistic philosophy: The mind and body distinction disappears, yielding a whole unified being.

    Wellness: Always a positive quality that enables a person to strive to reach an optimum state of health in all dimensions (i.e., spiritual, physical, intellectual, emotional, social, and environmental).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    The Overlapping Dimensions of Wellness

    Figure 3.2 The overlapping dimensions of wellness. Optimum health includes each of these

    components.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (1 of 2)

    “I view health education as an essential strategy in reaching the goal of equal access to health and social justice for all individuals and communities.” —David Birch (2020)

    “I should facilitate an environment in which people acquire knowledge, skills, and tools to make positive behavioral changes in their lives. As part of this process, health education specialists need to incorporate the concepts of cultural competency and cultural humility.” —Raffy Luquis (2020)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (2 of 2)

    “Unexpected opportunities appear,” “mentorship,” “cooperation,” and “networking.” —Marian Hamburg (1993)

    “Enabling of individuals to achieve a level of personal freedom.” —John Seffrin (1993)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (1 of 5)

    Begin by constructing lists of your thoughts.

    Consider the following:

    Personal values and beliefs

    What “health” means to you

    Attributes of people you admire and trust

    Results of health studies and readings that you find meaningful

    Outcomes you would like to see from the process of health education/promotion

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (2 of 5)

    Next, examine your list and look for emerging themes.

    Remember that the themes are likely to change as you gain experience and knowledge.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (3 of 5)

    Questions to consider when creating a Statement of Personal Health Philosophy*:

    What does it mean to be healthy?

    What are your health-related responsibilities and obligations to yourself?

    What are your health-related responsibilities and obligations to your community or society?

    What do you expect your community and society to do to keep you healthy?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (4 of 5)

    Questions to consider when creating a Statement of Professional Health Education and Promotion Philosophy*:

    What is health education/health promotion, and what does it mean to be a professional in this field?

    What are your goals for yourself and your profession?

    What are your professional responsibilities to yourself, your community, and to your profession?

    How does community health education fit within these goals?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (5 of 5)

    Final consideration in creating your philosophy: Is your philosophy statement consistent with being a health education specialist?

    If “yes,” then for that person health education/promotion is a profession worthy of further consideration.

    If “no,” why not? Is it possible that your philosophy will change?

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (1 of 3)

    Behavior change philosophy focuses on modifying unhealthy habits.

    Cognitive-based philosophy focuses on the acquisition of content and factual information.

    Decision-making philosophy emphasizes critical thinking and lifelong learning.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (2 of 3)

    Freeing or functioning philosophy focuses on freeing people to make best health decision for them based on their needs and interests, not necessarily for society.

    Social change philosophy emphasizes creating social, economic, and political change that benefits health of individuals and groups.

    Eclectic health education/promotion philosophy focuses on an adapting a philosophical approach that is appropriate for setting.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies (3 of 3)

    Buchanan (2006) felt that health education/promotion should not focus on changing behavior but rather on disseminating of factual information and facilitating rational choice.

    Such a philosophy blends the cognitive-based, decision-making, and freeing or functioning philosophies

    Governali et al. (2005) called for an integrated behavioral ecological philosophy so that health education specialists use the multidimensional nature of the interaction of the individual and the environment, in other words the eclectic philosophy model.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Impacting the Delivery of
    Health Education/Promotion

    Every single educational choice carries with it a philosophical principle or belief.

    “Different settings may produce the need for different philosophies. Every health educator should be aware of which elements of their individual philosophies they are willing to compromise” (Welle et al., 1995).

    An overriding goal of any health education/promotion intervention is the betterment of health for those involved.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (1 of 3)

    Philosophy means a statement summarizing the attitudes, principles, beliefs, and concepts held by an individual or a group.

    Forming both a personal and an occupational philosophy requires reflection and the ability to identify the factors, principles, ideals, and influences that help shape your reality.

    The decision to use any philosophy involves understanding and accepting the foundation that helped create the philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (2 of 3)

    A sound philosophical foundation serves as a guidepost for many of the major decisions in life.

    Predominant philosophies of health education/promotion are behavior change, cognitive-based, decision-making, freeing or functioning, social change, and eclectic.

    Health education specialists might disagree on which philosophy works best.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (3 of 3)

    One of the overriding goals of any health education/promotion intervention is the betterment of health.

    All philosophical approaches share that goal; they simply differ in how to attain it.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    ## image2.png

    ## image3.jpg

    **## 9781284231250_SLID_CH03.pptx**

    Philosophical Foundations

    Chapter 3

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (1 of 3)

    Define the terms philosophy, wellness, holistic, and symmetry, and identify common elements between them.

    Discuss the importance of developing a personal life philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (2 of 3)

    Identify how your personal and occupational philosophy overlap.

    Create your personal philosophy of life and identify the influences on your philosophy.

    Identify and explain the differences between the health education/promotion philosophies.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (3 of 3)

    Explain how different health education/promotion philosophies would impact the delivery of health education/promotion.

    Tell others your own philosophy of health education/promotion.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Introduction

    The philosophy of a health education specialist can help guide their practice.

    A well-considered philosophy provides the underpinnings that serve to bridge theory and practice.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (1 of 2)

    Philosophy: A statement summarizing the attitudes, principles, beliefs, values, and concepts held by an individual or a group.

    Values, convictions, ideas, experiences, and attitudes are the building blocks (i.e., principles) of philosophy.

    A person without a philosophy may well fall into the trap of thinking that opinion is the same as fact (i.e., reality).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (2 of 2)

    Your actions are a reflection of your philosophy.

    Philosophy reflects your values and beliefs, which determine your purpose for being (Bensley, 1993).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (1 of 3)

    The answer to this question is both simple and complex.

    A person’s philosophy helps form the basis of their reality.

    Philosophies can change as result of new experiences, learnings, or insights.

    A philosophy is usually congruent throughout all aspects of a person’s life.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (2 of 3)

    Sometimes health education specialists are called upon to educate those who hold different philosophies.

    Primary responsibility is to protect the health of the public.

    Health is not a moral issue.

    Philosophical thought is important to the delivery of health education/promotion.

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (3 of 3)

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Well-reasoned philosophy plays an important role in a career path.

    Commitment to improved health.

    Provides a service to others.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Principles and Philosophies Associated
    with Health

    Some philosophies can serve to create a framework to better understand the meaning of the term health.

    Philosophy of symmetry: Health has physical, emotional, spiritual, and social components, each one as important as the other.

    Holistic philosophy: The mind and body distinction disappears, yielding a whole unified being.

    Wellness: Always a positive quality that enables a person to strive to reach an optimum state of health in all dimensions (i.e., spiritual, physical, intellectual, emotional, social, and environmental).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    The Overlapping Dimensions of Wellness

    Figure 3.2 The overlapping dimensions of wellness. Optimum health includes each of these

    components.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (1 of 2)

    “I view health education as an essential strategy in reaching the goal of equal access to health and social justice for all individuals and communities.” —David Birch (2020)

    “I should facilitate an environment in which people acquire knowledge, skills, and tools to make positive behavioral changes in their lives. As part of this process, health education specialists need to incorporate the concepts of cultural competency and cultural humility.” —Raffy Luquis (2020)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (2 of 2)

    “Unexpected opportunities appear,” “mentorship,” “cooperation,” and “networking.” —Marian Hamburg (1993)

    “Enabling of individuals to achieve a level of personal freedom.” —John Seffrin (1993)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (1 of 5)

    Begin by constructing lists of your thoughts.

    Consider the following:

    Personal values and beliefs

    What “health” means to you

    Attributes of people you admire and trust

    Results of health studies and readings that you find meaningful

    Outcomes you would like to see from the process of health education/promotion

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (2 of 5)

    Next, examine your list and look for emerging themes.

    Remember that the themes are likely to change as you gain experience and knowledge.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (3 of 5)

    Questions to consider when creating a Statement of Personal Health Philosophy*:

    What does it mean to be healthy?

    What are your health-related responsibilities and obligations to yourself?

    What are your health-related responsibilities and obligations to your community or society?

    What do you expect your community and society to do to keep you healthy?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (4 of 5)

    Questions to consider when creating a Statement of Professional Health Education and Promotion Philosophy*:

    What is health education/health promotion, and what does it mean to be a professional in this field?

    What are your goals for yourself and your profession?

    What are your professional responsibilities to yourself, your community, and to your profession?

    How does community health education fit within these goals?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (5 of 5)

    Final consideration in creating your philosophy: Is your philosophy statement consistent with being a health education specialist?

    If “yes,” then for that person health education/promotion is a profession worthy of further consideration.

    If “no,” why not? Is it possible that your philosophy will change?

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (1 of 3)

    Behavior change philosophy focuses on modifying unhealthy habits.

    Cognitive-based philosophy focuses on the acquisition of content and factual information.

    Decision-making philosophy emphasizes critical thinking and lifelong learning.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (2 of 3)

    Freeing or functioning philosophy focuses on freeing people to make best health decision for them based on their needs and interests, not necessarily for society.

    Social change philosophy emphasizes creating social, economic, and political change that benefits health of individuals and groups.

    Eclectic health education/promotion philosophy focuses on an adapting a philosophical approach that is appropriate for setting.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies (3 of 3)

    Buchanan (2006) felt that health education/promotion should not focus on changing behavior but rather on disseminating of factual information and facilitating rational choice.

    Such a philosophy blends the cognitive-based, decision-making, and freeing or functioning philosophies

    Governali et al. (2005) called for an integrated behavioral ecological philosophy so that health education specialists use the multidimensional nature of the interaction of the individual and the environment, in other words the eclectic philosophy model.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Impacting the Delivery of
    Health Education/Promotion

    Every single educational choice carries with it a philosophical principle or belief.

    “Different settings may produce the need for different philosophies. Every health educator should be aware of which elements of their individual philosophies they are willing to compromise” (Welle et al., 1995).

    An overriding goal of any health education/promotion intervention is the betterment of health for those involved.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (1 of 3)

    Philosophy means a statement summarizing the attitudes, principles, beliefs, and concepts held by an individual or a group.

    Forming both a personal and an occupational philosophy requires reflection and the ability to identify the factors, principles, ideals, and influences that help shape your reality.

    The decision to use any philosophy involves understanding and accepting the foundation that helped create the philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (2 of 3)

    A sound philosophical foundation serves as a guidepost for many of the major decisions in life.

    Predominant philosophies of health education/promotion are behavior change, cognitive-based, decision-making, freeing or functioning, social change, and eclectic.

    Health education specialists might disagree on which philosophy works best.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (3 of 3)

    One of the overriding goals of any health education/promotion intervention is the betterment of health.

    All philosophical approaches share that goal; they simply differ in how to attain it.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    ## image2.png

    ## image3.jpg

    **## assignment3..docx**

    For this assignment you will develop your own personal health philosophy. Your
    document must be a minimum of three pages (double-spaced). Use the
    following to help guide you as you write it:

    – What does it mean to be healthy?
    – What are your health-related responsibilities and obligations to yourself?
    – What are your health-related responsibilities and obligations to your community
    or society?
    – What do you expect your community and society to do to keep you healthy?
    – What are your goals for yourself and the health education profession?
    – How does community health education fit within these goals?

    You must include:
    – A philosophy from the textbook/PowerPoint on which you base your own
    personal health philosophy. Provide the name of it and explain how/why it fits
    with your own philosophy.

    Cottrell, R. R., Girvan, J. T., Seabert, D. M., Spear, C., & McKenzie, J. F. (2023). Principles of health education and promotion (8th ed.). Burlington, MA: Jones & Bartlett Learning.

    **## 9781284231250_SLID_CH03.pptx**

    Philosophical Foundations

    Chapter 3

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (1 of 3)

    Define the terms philosophy, wellness, holistic, and symmetry, and identify common elements between them.

    Discuss the importance of developing a personal life philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (2 of 3)

    Identify how your personal and occupational philosophy overlap.

    Create your personal philosophy of life and identify the influences on your philosophy.

    Identify and explain the differences between the health education/promotion philosophies.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (3 of 3)

    Explain how different health education/promotion philosophies would impact the delivery of health education/promotion.

    Tell others your own philosophy of health education/promotion.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Introduction

    The philosophy of a health education specialist can help guide their practice.

    A well-considered philosophy provides the underpinnings that serve to bridge theory and practice.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (1 of 2)

    Philosophy: A statement summarizing the attitudes, principles, beliefs, values, and concepts held by an individual or a group.

    Values, convictions, ideas, experiences, and attitudes are the building blocks (i.e., principles) of philosophy.

    A person without a philosophy may well fall into the trap of thinking that opinion is the same as fact (i.e., reality).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (2 of 2)

    Your actions are a reflection of your philosophy.

    Philosophy reflects your values and beliefs, which determine your purpose for being (Bensley, 1993).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (1 of 3)

    The answer to this question is both simple and complex.

    A person’s philosophy helps form the basis of their reality.

    Philosophies can change as result of new experiences, learnings, or insights.

    A philosophy is usually congruent throughout all aspects of a person’s life.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (2 of 3)

    Sometimes health education specialists are called upon to educate those who hold different philosophies.

    Primary responsibility is to protect the health of the public.

    Health is not a moral issue.

    Philosophical thought is important to the delivery of health education/promotion.

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (3 of 3)

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Well-reasoned philosophy plays an important role in a career path.

    Commitment to improved health.

    Provides a service to others.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Principles and Philosophies Associated
    with Health

    Some philosophies can serve to create a framework to better understand the meaning of the term health.

    Philosophy of symmetry: Health has physical, emotional, spiritual, and social components, each one as important as the other.

    Holistic philosophy: The mind and body distinction disappears, yielding a whole unified being.

    Wellness: Always a positive quality that enables a person to strive to reach an optimum state of health in all dimensions (i.e., spiritual, physical, intellectual, emotional, social, and environmental).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    The Overlapping Dimensions of Wellness

    Figure 3.2 The overlapping dimensions of wellness. Optimum health includes each of these

    components.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (1 of 2)

    “I view health education as an essential strategy in reaching the goal of equal access to health and social justice for all individuals and communities.” —David Birch (2020)

    “I should facilitate an environment in which people acquire knowledge, skills, and tools to make positive behavioral changes in their lives. As part of this process, health education specialists need to incorporate the concepts of cultural competency and cultural humility.” —Raffy Luquis (2020)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (2 of 2)

    “Unexpected opportunities appear,” “mentorship,” “cooperation,” and “networking.” —Marian Hamburg (1993)

    “Enabling of individuals to achieve a level of personal freedom.” —John Seffrin (1993)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (1 of 5)

    Begin by constructing lists of your thoughts.

    Consider the following:

    Personal values and beliefs

    What “health” means to you

    Attributes of people you admire and trust

    Results of health studies and readings that you find meaningful

    Outcomes you would like to see from the process of health education/promotion

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (2 of 5)

    Next, examine your list and look for emerging themes.

    Remember that the themes are likely to change as you gain experience and knowledge.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (3 of 5)

    Questions to consider when creating a Statement of Personal Health Philosophy*:

    What does it mean to be healthy?

    What are your health-related responsibilities and obligations to yourself?

    What are your health-related responsibilities and obligations to your community or society?

    What do you expect your community and society to do to keep you healthy?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (4 of 5)

    Questions to consider when creating a Statement of Professional Health Education and Promotion Philosophy*:

    What is health education/health promotion, and what does it mean to be a professional in this field?

    What are your goals for yourself and your profession?

    What are your professional responsibilities to yourself, your community, and to your profession?

    How does community health education fit within these goals?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (5 of 5)

    Final consideration in creating your philosophy: Is your philosophy statement consistent with being a health education specialist?

    If “yes,” then for that person health education/promotion is a profession worthy of further consideration.

    If “no,” why not? Is it possible that your philosophy will change?

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (1 of 3)

    Behavior change philosophy focuses on modifying unhealthy habits.

    Cognitive-based philosophy focuses on the acquisition of content and factual information.

    Decision-making philosophy emphasizes critical thinking and lifelong learning.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (2 of 3)

    Freeing or functioning philosophy focuses on freeing people to make best health decision for them based on their needs and interests, not necessarily for society.

    Social change philosophy emphasizes creating social, economic, and political change that benefits health of individuals and groups.

    Eclectic health education/promotion philosophy focuses on an adapting a philosophical approach that is appropriate for setting.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies (3 of 3)

    Buchanan (2006) felt that health education/promotion should not focus on changing behavior but rather on disseminating of factual information and facilitating rational choice.

    Such a philosophy blends the cognitive-based, decision-making, and freeing or functioning philosophies

    Governali et al. (2005) called for an integrated behavioral ecological philosophy so that health education specialists use the multidimensional nature of the interaction of the individual and the environment, in other words the eclectic philosophy model.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Impacting the Delivery of
    Health Education/Promotion

    Every single educational choice carries with it a philosophical principle or belief.

    “Different settings may produce the need for different philosophies. Every health educator should be aware of which elements of their individual philosophies they are willing to compromise” (Welle et al., 1995).

    An overriding goal of any health education/promotion intervention is the betterment of health for those involved.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (1 of 3)

    Philosophy means a statement summarizing the attitudes, principles, beliefs, and concepts held by an individual or a group.

    Forming both a personal and an occupational philosophy requires reflection and the ability to identify the factors, principles, ideals, and influences that help shape your reality.

    The decision to use any philosophy involves understanding and accepting the foundation that helped create the philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (2 of 3)

    A sound philosophical foundation serves as a guidepost for many of the major decisions in life.

    Predominant philosophies of health education/promotion are behavior change, cognitive-based, decision-making, freeing or functioning, social change, and eclectic.

    Health education specialists might disagree on which philosophy works best.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (3 of 3)

    One of the overriding goals of any health education/promotion intervention is the betterment of health.

    All philosophical approaches share that goal; they simply differ in how to attain it.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    ## image2.png

    ## image3.jpg

    **## assignment3..docx**

    For this assignment you will develop your own personal health philosophy. Your
    document must be a minimum of three pages (double-spaced). Use the
    following to help guide you as you write it:

    – What does it mean to be healthy?
    – What are your health-related responsibilities and obligations to yourself?
    – What are your health-related responsibilities and obligations to your community
    or society?
    – What do you expect your community and society to do to keep you healthy?
    – What are your goals for yourself and the health education profession?
    – How does community health education fit within these goals?

    You must include:
    – A philosophy from the textbook/PowerPoint on which you base your own
    personal health philosophy. Provide the name of it and explain how/why it fits
    with your own philosophy.

    Cottrell, R. R., Girvan, J. T., Seabert, D. M., Spear, C., & McKenzie, J. F. (2023). Principles of health education and promotion (8th ed.). Burlington, MA: Jones & Bartlett Learning.

    **## 9781284231250_SLID_CH03.pptx**

    Philosophical Foundations

    Chapter 3

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (1 of 3)

    Define the terms philosophy, wellness, holistic, and symmetry, and identify common elements between them.

    Discuss the importance of developing a personal life philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (2 of 3)

    Identify how your personal and occupational philosophy overlap.

    Create your personal philosophy of life and identify the influences on your philosophy.

    Identify and explain the differences between the health education/promotion philosophies.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Chapter Objectives (3 of 3)

    Explain how different health education/promotion philosophies would impact the delivery of health education/promotion.

    Tell others your own philosophy of health education/promotion.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Introduction

    The philosophy of a health education specialist can help guide their practice.

    A well-considered philosophy provides the underpinnings that serve to bridge theory and practice.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (1 of 2)

    Philosophy: A statement summarizing the attitudes, principles, beliefs, values, and concepts held by an individual or a group.

    Values, convictions, ideas, experiences, and attitudes are the building blocks (i.e., principles) of philosophy.

    A person without a philosophy may well fall into the trap of thinking that opinion is the same as fact (i.e., reality).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is a Philosophy? (2 of 2)

    Your actions are a reflection of your philosophy.

    Philosophy reflects your values and beliefs, which determine your purpose for being (Bensley, 1993).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (1 of 3)

    The answer to this question is both simple and complex.

    A person’s philosophy helps form the basis of their reality.

    Philosophies can change as result of new experiences, learnings, or insights.

    A philosophy is usually congruent throughout all aspects of a person’s life.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (2 of 3)

    Sometimes health education specialists are called upon to educate those who hold different philosophies.

    Primary responsibility is to protect the health of the public.

    Health is not a moral issue.

    Philosophical thought is important to the delivery of health education/promotion.

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    What Is My Philosophy? (3 of 3)

    Philosophies can serve to guide time commitments a professional chooses to emphasize.

    Well-reasoned philosophy plays an important role in a career path.

    Commitment to improved health.

    Provides a service to others.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Principles and Philosophies Associated
    with Health

    Some philosophies can serve to create a framework to better understand the meaning of the term health.

    Philosophy of symmetry: Health has physical, emotional, spiritual, and social components, each one as important as the other.

    Holistic philosophy: The mind and body distinction disappears, yielding a whole unified being.

    Wellness: Always a positive quality that enables a person to strive to reach an optimum state of health in all dimensions (i.e., spiritual, physical, intellectual, emotional, social, and environmental).

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    The Overlapping Dimensions of Wellness

    Figure 3.2 The overlapping dimensions of wellness. Optimum health includes each of these

    components.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (1 of 2)

    “I view health education as an essential strategy in reaching the goal of equal access to health and social justice for all individuals and communities.” —David Birch (2020)

    “I should facilitate an environment in which people acquire knowledge, skills, and tools to make positive behavioral changes in their lives. As part of this process, health education specialists need to incorporate the concepts of cultural competency and cultural humility.” —Raffy Luquis (2020)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Leading Philosophical Viewpoints (2 of 2)

    “Unexpected opportunities appear,” “mentorship,” “cooperation,” and “networking.” —Marian Hamburg (1993)

    “Enabling of individuals to achieve a level of personal freedom.” —John Seffrin (1993)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (1 of 5)

    Begin by constructing lists of your thoughts.

    Consider the following:

    Personal values and beliefs

    What “health” means to you

    Attributes of people you admire and trust

    Results of health studies and readings that you find meaningful

    Outcomes you would like to see from the process of health education/promotion

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (2 of 5)

    Next, examine your list and look for emerging themes.

    Remember that the themes are likely to change as you gain experience and knowledge.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (3 of 5)

    Questions to consider when creating a Statement of Personal Health Philosophy*:

    What does it mean to be healthy?

    What are your health-related responsibilities and obligations to yourself?

    What are your health-related responsibilities and obligations to your community or society?

    What do you expect your community and society to do to keep you healthy?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (4 of 5)

    Questions to consider when creating a Statement of Professional Health Education and Promotion Philosophy*:

    What is health education/health promotion, and what does it mean to be a professional in this field?

    What are your goals for yourself and your profession?

    What are your professional responsibilities to yourself, your community, and to your profession?

    How does community health education fit within these goals?

    *Dr. Julie Dietz, Eastern Illinois University

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Developing a Philosophy (5 of 5)

    Final consideration in creating your philosophy: Is your philosophy statement consistent with being a health education specialist?

    If “yes,” then for that person health education/promotion is a profession worthy of further consideration.

    If “no,” why not? Is it possible that your philosophy will change?

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (1 of 3)

    Behavior change philosophy focuses on modifying unhealthy habits.

    Cognitive-based philosophy focuses on the acquisition of content and factual information.

    Decision-making philosophy emphasizes critical thinking and lifelong learning.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies* (2 of 3)

    Freeing or functioning philosophy focuses on freeing people to make best health decision for them based on their needs and interests, not necessarily for society.

    Social change philosophy emphasizes creating social, economic, and political change that benefits health of individuals and groups.

    Eclectic health education/promotion philosophy focuses on an adapting a philosophical approach that is appropriate for setting.

    *Welle et al., (1995)

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Predominant Health Education/Promotion Philosophies (3 of 3)

    Buchanan (2006) felt that health education/promotion should not focus on changing behavior but rather on disseminating of factual information and facilitating rational choice.

    Such a philosophy blends the cognitive-based, decision-making, and freeing or functioning philosophies

    Governali et al. (2005) called for an integrated behavioral ecological philosophy so that health education specialists use the multidimensional nature of the interaction of the individual and the environment, in other words the eclectic philosophy model.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Impacting the Delivery of
    Health Education/Promotion

    Every single educational choice carries with it a philosophical principle or belief.

    “Different settings may produce the need for different philosophies. Every health educator should be aware of which elements of their individual philosophies they are willing to compromise” (Welle et al., 1995).

    An overriding goal of any health education/promotion intervention is the betterment of health for those involved.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (1 of 3)

    Philosophy means a statement summarizing the attitudes, principles, beliefs, and concepts held by an individual or a group.

    Forming both a personal and an occupational philosophy requires reflection and the ability to identify the factors, principles, ideals, and influences that help shape your reality.

    The decision to use any philosophy involves understanding and accepting the foundation that helped create the philosophy.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (2 of 3)

    A sound philosophical foundation serves as a guidepost for many of the major decisions in life.

    Predominant philosophies of health education/promotion are behavior change, cognitive-based, decision-making, freeing or functioning, social change, and eclectic.

    Health education specialists might disagree on which philosophy works best.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

    Summary (3 of 3)

    One of the overriding goals of any health education/promotion intervention is the betterment of health.

    All philosophical approaches share that goal; they simply differ in how to attain it.

    Copyright © 2023 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com

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    ## image3.jpg

  • [Solved] Cultural Immersion Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This is my proposal. Review the attached documents for assignment details and the grading rubric for the actual assignment. See attachments. I have selected African American women ages 40–60 who are experiencing perimenopause and menopause as my cultural immersion group. I chose this group because m…

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    Assignment Prompt & Instructions

    This is my proposal. Review the attached documents for assignment details and the grading rubric for the actual assignment. See attachments.

    I have selected African American women ages 40–60 who are experiencing perimenopause and menopause as my cultural immersion group.

    I chose this group because midlife African American women share experiences shaped by race, gender, culture, and aging, and they are often affected by health and mental health disparities. This group is relevant to my counseling preparation because women in this age range frequently seek support for emotional well-being, stress, and major life transitions related to menopause.

    I recognize that I may hold assumptions about how African American women experience menopause, including beliefs about emotional strength, coping, and help-seeking. I may also underestimate the impact of systemic racism and healthcare bias on their experiences. This immersion will help me challenge these assumptions and better understand their lived experiences.

    I plan to connect with a community leader involved in women’s wellness or menopause education to guide my engagement. I will attend at least three group gatherings, such as wellness workshops, faith-based women’s groups, or community health events, and complete reflective journal entries after each experience.

    – [\
    \
    CulturalImmersionProjectProposalMenopause.docx](https://www.sweetstudy.com/files/culturalimmersionprojectproposalmenopause-docx "CulturalImmersionProjectProposalMenopause.docx")
    – [\
    \
    CO547CulturalImmersionPaper.pdf](https://www.sweetstudy.com/files/co547culturalimmersionpaper-pdf-10491043 "CO547CulturalImmersionPaper.pdf")

  • [Solved] Project Management

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    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Who could help with putting together a 4 slide Project ? ## Individual: Project Definition Presentation [**Project Definition Presentation**](https://memphis.instructure.com/courses/198411/assignments/1331619 …

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Who could help with putting together a 4 slide Project ?

    ## Individual: Project Definition Presentation

    [**Project Definition Presentation**](https://memphis.instructure.com/courses/198411/assignments/1331619 "Individual #1: Project Definition Presentation ")

    The project definition is the foundation of a project. This is often viewed as your "pitch" for the project and lays the groundwork for determining project success or failure. You will present your Project Definition for your campus fundraiser in a 3-minute class presentation.

    Here is the outline for your PowerPoint slides:

    **Slide 1:**

    1. **(Required text)** **Purpose:** This Project Definition Document provides a brief overview of **<insert name of campus fundraiser>** to promote a shared understanding of it before a more detailed Plan, Schedule, and Budget is prepared.
    2. **Type of Fundraiser:** There are many types of fundraisers. Make sure to choose one appropriate for your organization’s goals and population.
    3. **Location:** The chosen location should be on the University of Memphis campus. Please provide a specific building or place appropriate for your organization’s goals and population.

    **Slide 2:**

    1. **Organization:** Please give background on your organization’s history and purpose. Describe their membership base: number of members, average membership age, and any other relevant information.
    2. **Problem/Opportunity** What are the major needs of your organization? How will raising funds meet those needs? How will the **THEME** of the fundraiser align with this need? Make sure to provide appropriate citations for your proposed problem/opportunity.

    **Slide 3:**

    1. **Goal:** Provide a clear concise statement of the fundraising project's intended purpose and desired results.
    2. **Critical Success Factors:** Consider this the project objectives. Select 1-2 detailed SMART objectives that will determine whether or not implementation of your project was successful. These often include references to schedule, budget, scope, quality and/or certain deliverables. Objectives should be one sentence each and they should answer “who will do what by how much and by when”.
    1. **Example process objective**: “By the end of the program, 80% of participants will attend 4 out of 6 physical activity sessions.” Do NOT copy this objective. It has nothing to do with your project. Create your own objectives related to your project.

    **Slide 4:**

    1. **In-Scope:** This section provides a high-level list of activities to be completed during the fundraising project. What can your attendees expect when they participate in your fundraiser? What are your team’s responsibilities for your fundraising project? (This section should include at least 10 in-scope services, activities, etc.)
    2. **Out-of-Scope:** Provide a list of items, services, and/or activities the fundraising project will NOT undertake. By defining OOS, you are trying to prevent scope creep. _Your course materials cover OOS. Make sure you are studying your book and resources._(This section should include at least 3 services/activities you will not complete during the duration of your fundraiser.
    3. **Stakeholders**-This is a list of individuals or groups who have an interest in or will be impacted by the implementation of the fundraising project. (Provide the top 5 stakeholders for your fundraiser).

  • [Solved] home work

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    **files (1)** – ## DLV4.docx **## DLV4.docx** **Competency** Compare research methodologies. **Student Success Criteria** View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the _Details & Information_ pane. **Scenario** You are…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## DLV4.docx

    **## DLV4.docx**

    **Competency**

    Compare research methodologies.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Scenario**

    You are enrolled in an undergraduate nursing research course while obtaining your BSN. In preparation for an upcoming exam, your study group has asked that you explain the difference between the various types of research methodologies covered in the course which include qualitative, quantitative, and outcomes research.

    **Instructions**

    Construct a chart comparing and contrasting the characteristics and elements of qualitative, quantitative, and outcomes research.

    · Discuss types of studies appropriate for each method

    · Explain how each method defines rigor

    · Describe approaches used for each method

    · Explain the data collection and data analysis for each method

    **## DLV4.docx**

    **Competency**

    Compare research methodologies.

    **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Scenario**

    You are enrolled in an undergraduate nursing research course while obtaining your BSN. In preparation for an upcoming exam, your study group has asked that you explain the difference between the various types of research methodologies covered in the course which include qualitative, quantitative, and outcomes research.

    **Instructions**

    Construct a chart comparing and contrasting the characteristics and elements of qualitative, quantitative, and outcomes research.

    · Discuss types of studies appropriate for each method

    · Explain how each method defines rigor

    · Describe approaches used for each method

    · Explain the data collection and data analysis for each method

  • [Solved] Chapter 3

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See attachments **files (2)** – ## Chapter3Instructions.docx – Chapter3.pdf **## Chapter3Instructions.docx** Instructions: In Chapter 3, Steve Barkan explains that there is often a gap between law on the books (the law as writ…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    See attachments

    **files (2)**

    – ## Chapter3Instructions.docx

    – Chapter3.pdf

    **## Chapter3Instructions.docx**

    Instructions:

    In Chapter 3, Steve Barkan explains that there is often a gap between law on the books (the law as written) and law in action (the law as it is enforced and experienced in real life). He also emphasizes how power, discretion, and inequality shape how law operates in society.

    **Initial Post (300 words minimum**)

    In your initial post, address all of the following:

    **Explain the difference between**
    **_law on the books_ and**
    **_law in action_ using concepts from Chapter 3.**

    ·
    **Provide one real-world example (historical, contemporary, or personal observation) where the law appears neutral on paper but operates differently in practice.**

    ·
    **Using Barkan’s discussion of power, discretion, or inequality, explain**
    **_why_ this gap exists in your example.**

    **Conclude by answering this question:**

    ·
    **Do you think this gap is an unavoidable part of any legal system, or does it signal a deeper problem with how law functions in society?**

    ·
    **Be sure to clearly reference ideas from the chapter. You do not need direct quotes, but your analysis should reflect Barkan’s arguments.**

    **Chapter3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-pdf-10491063)

    **Chapter3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-pdf-10491063)

    **## Chapter3Instructions.docx**

    Instructions:

    In Chapter 3, Steve Barkan explains that there is often a gap between law on the books (the law as written) and law in action (the law as it is enforced and experienced in real life). He also emphasizes how power, discretion, and inequality shape how law operates in society.

    **Initial Post (300 words minimum**)

    In your initial post, address all of the following:

    **Explain the difference between**
    **_law on the books_ and**
    **_law in action_ using concepts from Chapter 3.**

    ·
    **Provide one real-world example (historical, contemporary, or personal observation) where the law appears neutral on paper but operates differently in practice.**

    ·
    **Using Barkan’s discussion of power, discretion, or inequality, explain**
    **_why_ this gap exists in your example.**

    **Conclude by answering this question:**

    ·
    **Do you think this gap is an unavoidable part of any legal system, or does it signal a deeper problem with how law functions in society?**

    ·
    **Be sure to clearly reference ideas from the chapter. You do not need direct quotes, but your analysis should reflect Barkan’s arguments.**

    **Chapter3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-pdf-10491063)

    **## Chapter3Instructions.docx**

    Instructions:

    In Chapter 3, Steve Barkan explains that there is often a gap between law on the books (the law as written) and law in action (the law as it is enforced and experienced in real life). He also emphasizes how power, discretion, and inequality shape how law operates in society.

    **Initial Post (300 words minimum**)

    In your initial post, address all of the following:

    **Explain the difference between**
    **_law on the books_ and**
    **_law in action_ using concepts from Chapter 3.**

    ·
    **Provide one real-world example (historical, contemporary, or personal observation) where the law appears neutral on paper but operates differently in practice.**

    ·
    **Using Barkan’s discussion of power, discretion, or inequality, explain**
    **_why_ this gap exists in your example.**

    **Conclude by answering this question:**

    ·
    **Do you think this gap is an unavoidable part of any legal system, or does it signal a deeper problem with how law functions in society?**

    ·
    **Be sure to clearly reference ideas from the chapter. You do not need direct quotes, but your analysis should reflect Barkan’s arguments.**

    **Chapter3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-pdf-10491063)