Module 2 – Assignment Due Feb 13, 2026
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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) The first draft should include a title page (designed for visual appeal), table of contents, short description of the one HRT organization and problem, measurable goals/objectives, and th…
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The first draft should include a title page (designed for visual appeal), table of contents, short description of the one HRT organization and problem, measurable goals/objectives, and the reference section. Include page numbers for the plan. The goal for the first draft of the plan is 2,000 words; 15 current, academic references; and a minimum of 5 similar plans from real Hospitality organizations related to the Hospitality management problem you are focusing on.
Focusing on sustainability in the food and beverage of the hospitality industry. Focusing on boutique hotels. The Malibu Beach Inn Hotel in Malibu, CA.
see attached. **files (2)** – ## IV.docx – ## UnitIV1.pdf **## IV.docx** Reflect on your beliefs regarding the ethical implications of the United States using unmanned aerial vehicles (UAVs) on foreign soil to counter terrorist attacks in defense of our own or foreign ally interests. How do you beli…
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**files (2)**
– ## IV.docx
– ## UnitIV1.pdf
**## IV.docx**
Reflect on your beliefs regarding the ethical implications of the United States using unmanned aerial vehicles (UAVs) on foreign soil to counter terrorist attacks in defense of our own or foreign ally interests. How do you believe other nations perceive the United States' use of UAVs to monitor or attack foreign targets (i.e., terrorist organizations, cells, munitions, training camps) or conduct targeted killings? Do you believe the U.S. assistance is welcomed? Explain your rationale.
Your journal entry must be at least 200 words in length. No references or citations are necessary.
**## UnitIV1.pdf**
HLS 3306, Homeland Security Technology 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Examine current technologies used in homeland security.
1.1 Explore the different types of unmanned aerial vehicle (UAV) technologies used in homeland
security operations.
1.2 Discuss recent advancements in the use of UAV technologies.
3. Explain the impact of weapons of mass destruction (WMDs).
3.1 Describe the different types of UAV deployable WMDs that can be utilized by terrorists.
4. Assess terrorist technological threats to homeland security.
4.1 Analyze UAVs use in terrorist and counterterrorism operations.
Required Unit Resources
Chapter 8: Unmanned Aircraft Systems in Homeland Security
In order to access the following resources, click the links below.
Brunner, S. (2018, June 6). Countering malicious drones [Speech transcript]. Federal Bureau of Investigation.
https://www.fbi.gov/news/testimony/countering-malicious-drones
U. S. Department of Justice. (2020, October 13). Department of Justice forecasts an increase in counter
unmanned aerial systems (C-UAS) protection activities and criminal enforcement actions.
https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-
systems-c-uas-protection
Unit Lesson
The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
slide to hear the additional lesson audio content.
Unit IV Lesson PowerPoint Presentation
You may also access this presentation with a transcript of the audio portions in printable form in the Unit IV
PowerPoint PDF.
A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
slide.
UNIT IV STUDY GUIDE
Advancements in Unmanned Aerial
Vehicle (UAV) Technologies in
Homeland Security and Counterterrorism
[https://www.fbi.gov/news/testimony/countering-malicious-drones](https://www.fbi.gov/news/testimony/countering-malicious-drones)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
HLS 3306, Homeland Security Technology 2
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resources, click the links below.
In the following article, the author argues that the use of drones for targeted killing military tactics to steer
political strategy is mitigating standards and practices agreed on in international society’s norms, rules of
conduct, and institutions.
Troy, J. (2018). International society’s challenge of targeted killing by drones. International Politics, 55(5),
712–726. http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2
This article published by the Central Intelligence Agency explains the early evolution of the Predator drone for
reconnaissance purposes.
Strickland, F. (2013, March). The early evolution of the Predator drone. Central Intelligence Agency.
https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf
The following report examines drone usage in counterterrorism.
Walsh, J. I. (2013, September). The effectiveness of drone strikes in counterinsurgency and counterterrorism
campaigns. Defense Technical Information Center; U.S. Department of Defense.
https://apps.dtic.mil/sti/pdfs/ADA586443.pdf
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
Use the internet or the CSU Online Library to explore evolution of unmanned aerial vehicles (UAVs).
Compare and contrast the evolution of UAVs in the United States with another host nation (e.g. Israel, Russia,
France, United Kingdom). Do you believe that the United States is behind in UAV technologies? Why or why
not?
[http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2](http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2)
[https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf](https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
– Course Learning Outcomes for Unit IV
– Required Unit Resources
– Unit Lesson
– Suggested Unit Resources
– Learning Activities (Nongraded)
**## UnitIV1.pdf**
HLS 3306, Homeland Security Technology 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Examine current technologies used in homeland security.
1.1 Explore the different types of unmanned aerial vehicle (UAV) technologies used in homeland
security operations.
1.2 Discuss recent advancements in the use of UAV technologies.
3. Explain the impact of weapons of mass destruction (WMDs).
3.1 Describe the different types of UAV deployable WMDs that can be utilized by terrorists.
4. Assess terrorist technological threats to homeland security.
4.1 Analyze UAVs use in terrorist and counterterrorism operations.
Required Unit Resources
Chapter 8: Unmanned Aircraft Systems in Homeland Security
In order to access the following resources, click the links below.
Brunner, S. (2018, June 6). Countering malicious drones [Speech transcript]. Federal Bureau of Investigation.
https://www.fbi.gov/news/testimony/countering-malicious-drones
U. S. Department of Justice. (2020, October 13). Department of Justice forecasts an increase in counter
unmanned aerial systems (C-UAS) protection activities and criminal enforcement actions.
https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-
systems-c-uas-protection
Unit Lesson
The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
slide to hear the additional lesson audio content.
Unit IV Lesson PowerPoint Presentation
You may also access this presentation with a transcript of the audio portions in printable form in the Unit IV
PowerPoint PDF.
A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
slide.
UNIT IV STUDY GUIDE
Advancements in Unmanned Aerial
Vehicle (UAV) Technologies in
Homeland Security and Counterterrorism
[https://www.fbi.gov/news/testimony/countering-malicious-drones](https://www.fbi.gov/news/testimony/countering-malicious-drones)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
HLS 3306, Homeland Security Technology 2
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resources, click the links below.
In the following article, the author argues that the use of drones for targeted killing military tactics to steer
political strategy is mitigating standards and practices agreed on in international society’s norms, rules of
conduct, and institutions.
Troy, J. (2018). International society’s challenge of targeted killing by drones. International Politics, 55(5),
712–726. http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2
This article published by the Central Intelligence Agency explains the early evolution of the Predator drone for
reconnaissance purposes.
Strickland, F. (2013, March). The early evolution of the Predator drone. Central Intelligence Agency.
https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf
The following report examines drone usage in counterterrorism.
Walsh, J. I. (2013, September). The effectiveness of drone strikes in counterinsurgency and counterterrorism
campaigns. Defense Technical Information Center; U.S. Department of Defense.
https://apps.dtic.mil/sti/pdfs/ADA586443.pdf
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
Use the internet or the CSU Online Library to explore evolution of unmanned aerial vehicles (UAVs).
Compare and contrast the evolution of UAVs in the United States with another host nation (e.g. Israel, Russia,
France, United Kingdom). Do you believe that the United States is behind in UAV technologies? Why or why
not?
[http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2](http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2)
[https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf](https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
– Course Learning Outcomes for Unit IV
– Required Unit Resources
– Unit Lesson
– Suggested Unit Resources
– Learning Activities (Nongraded)
**## IV.docx**
Reflect on your beliefs regarding the ethical implications of the United States using unmanned aerial vehicles (UAVs) on foreign soil to counter terrorist attacks in defense of our own or foreign ally interests. How do you believe other nations perceive the United States' use of UAVs to monitor or attack foreign targets (i.e., terrorist organizations, cells, munitions, training camps) or conduct targeted killings? Do you believe the U.S. assistance is welcomed? Explain your rationale.
Your journal entry must be at least 200 words in length. No references or citations are necessary.
**## UnitIV1.pdf**
HLS 3306, Homeland Security Technology 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Examine current technologies used in homeland security.
1.1 Explore the different types of unmanned aerial vehicle (UAV) technologies used in homeland
security operations.
1.2 Discuss recent advancements in the use of UAV technologies.
3. Explain the impact of weapons of mass destruction (WMDs).
3.1 Describe the different types of UAV deployable WMDs that can be utilized by terrorists.
4. Assess terrorist technological threats to homeland security.
4.1 Analyze UAVs use in terrorist and counterterrorism operations.
Required Unit Resources
Chapter 8: Unmanned Aircraft Systems in Homeland Security
In order to access the following resources, click the links below.
Brunner, S. (2018, June 6). Countering malicious drones [Speech transcript]. Federal Bureau of Investigation.
https://www.fbi.gov/news/testimony/countering-malicious-drones
U. S. Department of Justice. (2020, October 13). Department of Justice forecasts an increase in counter
unmanned aerial systems (C-UAS) protection activities and criminal enforcement actions.
https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-
systems-c-uas-protection
Unit Lesson
The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
slide to hear the additional lesson audio content.
Unit IV Lesson PowerPoint Presentation
You may also access this presentation with a transcript of the audio portions in printable form in the Unit IV
PowerPoint PDF.
A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
slide.
UNIT IV STUDY GUIDE
Advancements in Unmanned Aerial
Vehicle (UAV) Technologies in
Homeland Security and Counterterrorism
[https://www.fbi.gov/news/testimony/countering-malicious-drones](https://www.fbi.gov/news/testimony/countering-malicious-drones)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
HLS 3306, Homeland Security Technology 2
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resources, click the links below.
In the following article, the author argues that the use of drones for targeted killing military tactics to steer
political strategy is mitigating standards and practices agreed on in international society’s norms, rules of
conduct, and institutions.
Troy, J. (2018). International society’s challenge of targeted killing by drones. International Politics, 55(5),
712–726. http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2
This article published by the Central Intelligence Agency explains the early evolution of the Predator drone for
reconnaissance purposes.
Strickland, F. (2013, March). The early evolution of the Predator drone. Central Intelligence Agency.
https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf
The following report examines drone usage in counterterrorism.
Walsh, J. I. (2013, September). The effectiveness of drone strikes in counterinsurgency and counterterrorism
campaigns. Defense Technical Information Center; U.S. Department of Defense.
https://apps.dtic.mil/sti/pdfs/ADA586443.pdf
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
Use the internet or the CSU Online Library to explore evolution of unmanned aerial vehicles (UAVs).
Compare and contrast the evolution of UAVs in the United States with another host nation (e.g. Israel, Russia,
France, United Kingdom). Do you believe that the United States is behind in UAV technologies? Why or why
not?
[http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2](http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2)
[https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf](https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
– Course Learning Outcomes for Unit IV
– Required Unit Resources
– Unit Lesson
– Suggested Unit Resources
– Learning Activities (Nongraded)
**## IV.docx**
Reflect on your beliefs regarding the ethical implications of the United States using unmanned aerial vehicles (UAVs) on foreign soil to counter terrorist attacks in defense of our own or foreign ally interests. How do you believe other nations perceive the United States' use of UAVs to monitor or attack foreign targets (i.e., terrorist organizations, cells, munitions, training camps) or conduct targeted killings? Do you believe the U.S. assistance is welcomed? Explain your rationale.
Your journal entry must be at least 200 words in length. No references or citations are necessary.
**## UnitIV1.pdf**
HLS 3306, Homeland Security Technology 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Examine current technologies used in homeland security.
1.1 Explore the different types of unmanned aerial vehicle (UAV) technologies used in homeland
security operations.
1.2 Discuss recent advancements in the use of UAV technologies.
3. Explain the impact of weapons of mass destruction (WMDs).
3.1 Describe the different types of UAV deployable WMDs that can be utilized by terrorists.
4. Assess terrorist technological threats to homeland security.
4.1 Analyze UAVs use in terrorist and counterterrorism operations.
Required Unit Resources
Chapter 8: Unmanned Aircraft Systems in Homeland Security
In order to access the following resources, click the links below.
Brunner, S. (2018, June 6). Countering malicious drones [Speech transcript]. Federal Bureau of Investigation.
https://www.fbi.gov/news/testimony/countering-malicious-drones
U. S. Department of Justice. (2020, October 13). Department of Justice forecasts an increase in counter
unmanned aerial systems (C-UAS) protection activities and criminal enforcement actions.
https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-
systems-c-uas-protection
Unit Lesson
The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
slide to hear the additional lesson audio content.
Unit IV Lesson PowerPoint Presentation
You may also access this presentation with a transcript of the audio portions in printable form in the Unit IV
PowerPoint PDF.
A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
slide.
UNIT IV STUDY GUIDE
Advancements in Unmanned Aerial
Vehicle (UAV) Technologies in
Homeland Security and Counterterrorism
[https://www.fbi.gov/news/testimony/countering-malicious-drones](https://www.fbi.gov/news/testimony/countering-malicious-drones)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection](https://www.justice.gov/opa/pr/department-justice-forecasts-increase-counter-unmanned-aerial-systems-c-uas-protection)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935393_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
[https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935392_1)
HLS 3306, Homeland Security Technology 2
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resources, click the links below.
In the following article, the author argues that the use of drones for targeted killing military tactics to steer
political strategy is mitigating standards and practices agreed on in international society’s norms, rules of
conduct, and institutions.
Troy, J. (2018). International society’s challenge of targeted killing by drones. International Politics, 55(5),
712–726. http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2
This article published by the Central Intelligence Agency explains the early evolution of the Predator drone for
reconnaissance purposes.
Strickland, F. (2013, March). The early evolution of the Predator drone. Central Intelligence Agency.
https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf
The following report examines drone usage in counterterrorism.
Walsh, J. I. (2013, September). The effectiveness of drone strikes in counterinsurgency and counterterrorism
campaigns. Defense Technical Information Center; U.S. Department of Defense.
https://apps.dtic.mil/sti/pdfs/ADA586443.pdf
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
Use the internet or the CSU Online Library to explore evolution of unmanned aerial vehicles (UAVs).
Compare and contrast the evolution of UAVs in the United States with another host nation (e.g. Israel, Russia,
France, United Kingdom). Do you believe that the United States is behind in UAV technologies? Why or why
not?
[http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2](http://dx.doi.org.libraryresources.columbiasouthern.edu/10.1057/s41311-017-0112-2)
[https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf](https://www.cia.gov/static/e0568e0c4106b7d98dbc9d7c3a29cf29/Early-Evolution-of-Predator.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
[https://apps.dtic.mil/sti/pdfs/ADA586443.pdf](https://apps.dtic.mil/sti/pdfs/ADA586443.pdf)
– Course Learning Outcomes for Unit IV
– Required Unit Resources
– Unit Lesson
– Suggested Unit Resources
– Learning Activities (Nongraded)
– Pressure Injury: Prevention – [\ \ ScreenshotbySnipMyonFeb72026at6.42.24PM.png](https://www.sweetstudy.com/files/screenshotbysnipmyonfeb72026at6-42-24pm-png "ScreenshotbySnipMyonFeb72026at6.42.24PM.png") – [\ \ ScreenshotbySnipMyonFeb72026at6.41.59PM.png](https://www.sweetstudy.com/files/scree…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– Pressure Injury: Prevention
– [\
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ScreenshotbySnipMyonFeb72026at6.42.24PM.png](https://www.sweetstudy.com/files/screenshotbysnipmyonfeb72026at6-42-24pm-png "ScreenshotbySnipMyonFeb72026at6.42.24PM.png")
– [\
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ScreenshotbySnipMyonFeb72026at6.41.59PM.png](https://www.sweetstudy.com/files/screenshotbysnipmyonfeb72026at6-41-59pm-png "ScreenshotbySnipMyonFeb72026at6.41.59PM.png")
## Module 4: Discussion Forum ## **Module 4:** iLead — A Transformational Leadership Intervention to Train Healthcare Managers’ Implementation Leadership **Instructions:** Read the article _:_ Richter, A., von Thiele Schwarz, U., …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →## Module 4: Discussion Forum
## **Module 4:** iLead — A Transformational Leadership Intervention to Train Healthcare Managers’ Implementation Leadership
**Instructions:**
Read the article _:_
Richter, A., von Thiele Schwarz, U., Lornudd, C. _et al._ [iLead—a transformational leadership intervention to train healthcare managers’ implementation leadership.Links to an external site.](https://doi.org/10.1186/s13012-016-0475-6) _Implementation Sci_ **11**, 108 (2015).
Post a summary of what you read emphasizing what most caught your attention in the study. How can you apply the leadership in your work?
Remember to review the [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.
**Submission Instructions:**
– Submit your initial discussion post by 11:59 PM Eastern on Wednesday.
– Contribute a minimum of 450 words for your initial post.
– Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.
## _Nursing Theorists_ **Instructions:** – Choose one of the theorist discussed in this module ( Environmental, Economic, or Theories of Organizational Behavior and Leadership), explain it and apply it in an example of the management of healthcare. Contribute a minimum of 4 pages (excluding title pa…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →## _Nursing Theorists_
**Instructions:**
– Choose one of the theorist discussed in this module ( Environmental, Economic, or Theories of Organizational Behavior and Leadership), explain it and apply it in an example of the management of healthcare.
Contribute a minimum of 4 pages (excluding title page and references page). It should include at least 3 academic sources, formatted and cited in APA.
Be sure to review the [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
– Submit your assignment by 11:59 PM Eastern on Sunday.
– Review the rubric to determine how your assignment will be graded.
– Your assignment will be run through Turnitin to check for plagiarism.
## **Module 3:** _Evidence-Based Practice Beliefs and Implementation in Doctor of Nursing Practice Students_ **Instructions:** Read the article: Singleton, J. K. (2017). [Evidence‐Based practice beliefs and implementation in doctor of nursing practice students.Links to an external site.](https://bmc…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →## **Module 3:** _Evidence-Based Practice Beliefs and Implementation in Doctor of Nursing Practice Students_
**Instructions:**
Read the article:
Singleton, J. K. (2017). [Evidence‐Based practice beliefs and implementation in doctor of nursing practice students.Links to an external site.](https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-020-00522-x) _Worldviews On Evidence-Based Nursing_, _14_(5), 412-418. https://doi.org/10.1111/wvn.12228
Post a summary of what you read, and emphasize what most caught your attention in the study.
Remember to review the [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.
**Submission Instructions:**
– Submit your initial discussion post by 11:59 PM Eastern on Wednesday.
– Contribute a minimum of 450 words for your initial post.
– Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.
**files (2)** – ## Conceptanalysispaper.docx – ## GUIA11.docx **## Conceptanalysispaper.docx** **Module 3:** **_Concept Analysis Paper_** Choose a terminology related to the health area (Nursing), and develop the concept analysis step by step, following the [example guide in the attachment](https://…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**files (2)**
– ## Conceptanalysispaper.docx
– ## GUIA11.docx
**## Conceptanalysispaper.docx**
**Module 3:**
**_Concept Analysis Paper_**
Choose a terminology related to the health area (Nursing), and develop the concept analysis step by step, following the
[example guide in the attachment](https://agmu.instructure.com/courses/44901/files/11527947?wrap=1) [Download example guide in the attachment](https://agmu.instructure.com/courses/44901/files/11527947/download?download_frd=1).
Contribute a minimum of 4 pages (excluding title page and references page). It should include at least 3 academic sources, formatted and cited in APA.
Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism.
**## GUIA11.docx**
**CONCEPT ANALYSIS**
I select the word:
**Stressor** for my Concept Analysis Paper Project from Betty Neuman’ System Model. A concept analysis paper for nursing involves conducting a literature review, identifying the key characteristics or attributes of the concept, identifying its antecedents and consequences and apply them to a model case.
**Introduction**
The exposure to stressful situations is the most common human experiences, the severity of these situations, many times unexpected, elicits a stress response. The impact of stress is different from one individual to other. The various types of emotional, physical, social, and spiritual responses that a person has to stress are set in close relation by stress hormones. Anything that poses a challenge or a threat to our wellbeing is a stress. Some stresses get you going and they are good for you, however, when the stresses undermine both our mental and physical health they are bad. In this Concept Analysis Paper, I will be focusing on stress that is bad for us.
**Stressor Self Concept**
The term stress, from my perspective, better describe a disruption of the harmony or equilibrium cause by a stimulus, phenomenon or event that trigger a response: emotional, physical, mental or spiritual. Stress can be a positive or negative response, as a consequence of a stimulus. Every response is different and unique, even in from of the same stimulus. The stressor sources vary from internal and external.
**Related Words**
**Literature Review**
**Psychology Definition of Stress:**
Stress refers to the emotional and physiological reactions experienced when an individual confronts a situation in which the demands go beyond their coping resources.
**Medical Definition of Stress:**
In a medical or biological context stress is a physical, mental, or emotional factor that causes bodily or mental tension. Stresses can be external (from the environment, psychological, or social situations) or internal (illness, or from a medical procedure).
**Definition of stress by Merriam-Webster Dictionary:**
Stress is a constraining force or influence: such as
a: a force exerted when one body or body part presses on, pulls on, pushes against, or tends to compress or twist another body or body part; especially: the intensity of this mutual force commonly expressed in pounds per square inch
b: the deformation caused in a body by such a force
c: a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in disease causation
d: a state resulting from a stress; especially: one of bodily or mental tension resulting from factors that tend to alter an existent equilibrium.
e: strain, pressure <the environment is under stress to the point of collapse.
**Chemical Definition of stressor:**
A substance that forces change, usually damage, on living organisms or ecosystems, or reduces their ability to cope with environmental changes. This occurs when the substance is released unplanned and unwanted into an
[environment](http://thelawdictionary.org/environment/).
| | |
| — | — |
| | |
| | |
| — | — |
| | |
Stress is a dynamic process, a review of the literature revealed a variety of disciplines that utilize the term stress. The majority of the literature was found in the disciplines of psychology and medicine.
**Identify Key Characters**
1- Coping mechanism.
2- Adaptive response.
3- Problem solving.
4- Physical and mental equilibrium.
5- Self-esteem.
6- Interpersonal relationships.
7- Response to challenge.
8- Self-efficacy.
**Identify Antecedents and Consequences**
Stress is a multiplicative function of perceived consequences and the degree of disparity between perceived demand and perceived ability to face it.
**Antecedents:**
The significant antecedent of stress is individual's perception of a situation.
1- Deficient development of psychological coping mechanism to confront stressful situations.
2- Unable to acquire the maximum effective adaptive response to deal with complex and unexpected circumstances.
3- Inability to improve the capacity to solve difficult situations stablishing strategies.
4- Impediment to keep an adequate mental and physical balance for health adjustment.
5- Decrease of self-perception, self-image, confidence and abilities to react
6- Inconsistent and negative relationships as support system.
7- Incapacity to face challenges properly.
8- Personal incompetence, negativism, demotivation and pessimism to deal with demanding issues.
**Consequences:**
The significant outcomes or consequences of stress are effective coping, mastery, and positive adaptation.
1- Ineffective coping mechanism.
2- Insufficient adaptive response.
3- Unsuccessful problem solving.
4- Disturbances of physical and mental equilibrium.
5- Self-esteem problems.
6- Inability to stablish interpersonal relationships as support system.
7- Inadequate response to challenge.
8- Incompetent Self-efficacy.
**Concept Analysis Model Conclusion**
Fall Risk is a recurrent problem in the Home Health setting, physical, psychological, and cost related connotations are the most significant. This problem see under Betty Neuman’s System Model (NSM) can be prevented. NSM uses primary, secondary, as well as tertiary prevention mechanisms for maintenance, attainment, and retention for optimal patient system wellness. The Model incorporated both the individual and the environment in determining client safety. Neuman’s Model is holistic, universal, comprehensive, and flexible system. Its primary objective is concentrate on the client response system, as a core, towards the potential or actual environment stressors. When the client core structure is broken by stressors the normal defense line, which represent client wellness or adaptation state, is invade compromising the client equilibrium.
**Study Case:**
Mr. S. is a male client, 70 years/old, admitted to the facility 3 days ago from the Hospital. His PMH: HTN, BPH, Glaucoma, and Vascular Dementia. Client is in normal weight range, no history of alcohol, drug abuse or smoking. Client was considered high risk for falling after assessment, and measures were instituted for falling precaution. Mr. S. complains of urinary urgency due to BPH besides his regular treatment, besides of Glaucoma his vision is poor and he is despair, yelling, irritable, and anxious to find the call light when need to call for assistance, as a consequence he was seen going to the bathroom without supervision and assistance.
Based on NSM,
**stressors** found to promote fall:
1- Intra-personal stressors: urinary urgency, anxiety, and poor vision.
2- Inter-personal stressor: Feel irritable and anxious when need to call for assistance and is unable to see the call light. Lack of social, and family usual support.
3- Extra-personal stressor: Change to a new place, and lack of the confidence family support for his necessities.
Mr. S. was invaded in too short time for multiples stressors (describe above) which penetrates his
**lines of defenses**, the system integrity was not maintained, and a variance for wellness occurred with the risk for falling, and injury.
**Prevention**:
1- Primary: Education provide to a client to call for assistance when feel urinary urgency and bathroom necessities leaving the call light within client reach. Providing staffing rounds and supervision frequently to check client status. Request specialties consultation to reevaluate client symptoms.
2- Secondary: Administering medications ordered for BPH and Glaucoma, to decrease uncomfortable symptoms. Exploring anxiety and irritability triggers and decreasing episode frequencies. Allowing that client to verbalize feelings: fears, anger, and desires to provide adequate symptoms treatment and support. Allowing family to visit resident to provide support. Providing adequate support system when assisting client necessities.
3- Tertiary: Reeducation, maintain the highest client wellness, achieiving goals in order to maintain the client stability and avoid fall.
**Reconstitution** started after identification of stressors breaking client lines of defense, appropriate Nursing interventions focus on retaining or maintaining system stability with the application of primary, secondary and tertiary interventions in attempt to restore or maintain the stability of the client system.
Through the
**Nursing Application of NSM** is possible to achieve goals:
1-
**Nursing Diagnosis -** Based on this assessment of stressors and physiological and psychological findings, the nursing diagnosis of actual or perceived threat to variance in wellness was disturbance due to decrease in vision, urinary urgency, anxiousness. The nurse and patient reviewed the diagnosis and negotiated goals.
2-
**Nursing Goals -** The expected outcome is that the patient will verbalize acceptance of the idea of his vision loss, and decrease autonomy.
3-
**Nursing Outcomes** – Primary and secondary planned interventions are done with a nurse to explore the patient’s feelings about diagnosis, symptoms and meaning the disease has and modifications of expectations and activities. The nurse evaluated the goals after applying the interventions. The patient developed a therapeutic relationship with nurses. The patient openly shared and displayed feelings with nurses, expressed fears, anxiety. The nurses will work with patient to establish long term goals that relate to the adjustment of having a serious illness with an uncertain impact in his wellness.
NSM is an efficient tool used to evaluate systems interactions, and prevent client injuries. Health staffing can identify fall risk factors, same as, the stressors interactions breaking the defense lines of the body. The Model application can be useful not only in the primary prevention when the fall problem did not take place, and it is possible to reinforce the flexible line of defense, but even in secondary prevention to assist in the system restoration, and in the tertiary to maintain stability in order to avoid more damage in the progression to body equilibrium. I can conclude, with this study case example, that we can successfully apply the NSM in order to provide fall precaution and prevention.
**References**
Koolhaas JM et al. (2011). Stress revisited: a critical evaluation of the stress concept. Neuroscience & Biobehavioral Reviews, 35 (5): 1291–1301
Lazarus R S and Folkman S (1984) Stress, Appraisal and Coping. New York, Springer
Schneiderman N, Ironson G & Siegel SD (2005). Stress and Health: Psychological, Behavioral, and Biological Determinants. Annual Review of Clinical Psychology, Vol. 1: 607-628
Thoits, P. A. (1994). Stressors and problem-solving: The individual as psychological activist. Journal of Health and Social Behavior, 35(2) 143-160
University of Kansas Medical Center: Concept Analysis Tutorial "Journal of Advanced Nursing"; Rethinking Concept Analysis; M. Risjord; 2009
Ume-Nwagbo, P. N., DeWan, S. A., & Lowry, Lois W. (2006). Using the Neuman Systems Model for Best Practices. Nursing Science Quarterly, 19 (1), 31-35
**image1.jpeg**
**## GUIA11.docx**
**CONCEPT ANALYSIS**
I select the word:
**Stressor** for my Concept Analysis Paper Project from Betty Neuman’ System Model. A concept analysis paper for nursing involves conducting a literature review, identifying the key characteristics or attributes of the concept, identifying its antecedents and consequences and apply them to a model case.
**Introduction**
The exposure to stressful situations is the most common human experiences, the severity of these situations, many times unexpected, elicits a stress response. The impact of stress is different from one individual to other. The various types of emotional, physical, social, and spiritual responses that a person has to stress are set in close relation by stress hormones. Anything that poses a challenge or a threat to our wellbeing is a stress. Some stresses get you going and they are good for you, however, when the stresses undermine both our mental and physical health they are bad. In this Concept Analysis Paper, I will be focusing on stress that is bad for us.
**Stressor Self Concept**
The term stress, from my perspective, better describe a disruption of the harmony or equilibrium cause by a stimulus, phenomenon or event that trigger a response: emotional, physical, mental or spiritual. Stress can be a positive or negative response, as a consequence of a stimulus. Every response is different and unique, even in from of the same stimulus. The stressor sources vary from internal and external.
**Related Words**
**Literature Review**
**Psychology Definition of Stress:**
Stress refers to the emotional and physiological reactions experienced when an individual confronts a situation in which the demands go beyond their coping resources.
**Medical Definition of Stress:**
In a medical or biological context stress is a physical, mental, or emotional factor that causes bodily or mental tension. Stresses can be external (from the environment, psychological, or social situations) or internal (illness, or from a medical procedure).
**Definition of stress by Merriam-Webster Dictionary:**
Stress is a constraining force or influence: such as
a: a force exerted when one body or body part presses on, pulls on, pushes against, or tends to compress or twist another body or body part; especially: the intensity of this mutual force commonly expressed in pounds per square inch
b: the deformation caused in a body by such a force
c: a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in disease causation
d: a state resulting from a stress; especially: one of bodily or mental tension resulting from factors that tend to alter an existent equilibrium.
e: strain, pressure <the environment is under stress to the point of collapse.
**Chemical Definition of stressor:**
A substance that forces change, usually damage, on living organisms or ecosystems, or reduces their ability to cope with environmental changes. This occurs when the substance is released unplanned and unwanted into an
[environment](http://thelawdictionary.org/environment/).
| | |
| — | — |
| | |
| | |
| — | — |
| | |
Stress is a dynamic process, a review of the literature revealed a variety of disciplines that utilize the term stress. The majority of the literature was found in the disciplines of psychology and medicine.
**Identify Key Characters**
1- Coping mechanism.
2- Adaptive response.
3- Problem solving.
4- Physical and mental equilibrium.
5- Self-esteem.
6- Interpersonal relationships.
7- Response to challenge.
8- Self-efficacy.
**Identify Antecedents and Consequences**
Stress is a multiplicative function of perceived consequences and the degree of disparity between perceived demand and perceived ability to face it.
**Antecedents:**
The significant antecedent of stress is individual's perception of a situation.
1- Deficient development of psychological coping mechanism to confront stressful situations.
2- Unable to acquire the maximum effective adaptive response to deal with complex and unexpected circumstances.
3- Inability to improve the capacity to solve difficult situations stablishing strategies.
4- Impediment to keep an adequate mental and physical balance for health adjustment.
5- Decrease of self-perception, self-image, confidence and abilities to react
6- Inconsistent and negative relationships as support system.
7- Incapacity to face challenges properly.
8- Personal incompetence, negativism, demotivation and pessimism to deal with demanding issues.
**Consequences:**
The significant outcomes or consequences of stress are effective coping, mastery, and positive adaptation.
1- Ineffective coping mechanism.
2- Insufficient adaptive response.
3- Unsuccessful problem solving.
4- Disturbances of physical and mental equilibrium.
5- Self-esteem problems.
6- Inability to stablish interpersonal relationships as support system.
7- Inadequate response to challenge.
8- Incompetent Self-efficacy.
**Concept Analysis Model Conclusion**
Fall Risk is a recurrent problem in the Home Health setting, physical, psychological, and cost related connotations are the most significant. This problem see under Betty Neuman’s System Model (NSM) can be prevented. NSM uses primary, secondary, as well as tertiary prevention mechanisms for maintenance, attainment, and retention for optimal patient system wellness. The Model incorporated both the individual and the environment in determining client safety. Neuman’s Model is holistic, universal, comprehensive, and flexible system. Its primary objective is concentrate on the client response system, as a core, towards the potential or actual environment stressors. When the client core structure is broken by stressors the normal defense line, which represent client wellness or adaptation state, is invade compromising the client equilibrium.
**Study Case:**
Mr. S. is a male client, 70 years/old, admitted to the facility 3 days ago from the Hospital. His PMH: HTN, BPH, Glaucoma, and Vascular Dementia. Client is in normal weight range, no history of alcohol, drug abuse or smoking. Client was considered high risk for falling after assessment, and measures were instituted for falling precaution. Mr. S. complains of urinary urgency due to BPH besides his regular treatment, besides of Glaucoma his vision is poor and he is despair, yelling, irritable, and anxious to find the call light when need to call for assistance, as a consequence he was seen going to the bathroom without supervision and assistance.
Based on NSM,
**stressors** found to promote fall:
1- Intra-personal stressors: urinary urgency, anxiety, and poor vision.
2- Inter-personal stressor: Feel irritable and anxious when need to call for assistance and is unable to see the call light. Lack of social, and family usual support.
3- Extra-personal stressor: Change to a new place, and lack of the confidence family support for his necessities.
Mr. S. was invaded in too short time for multiples stressors (describe above) which penetrates his
**lines of defenses**, the system integrity was not maintained, and a variance for wellness occurred with the risk for falling, and injury.
**Prevention**:
1- Primary: Education provide to a client to call for assistance when feel urinary urgency and bathroom necessities leaving the call light within client reach. Providing staffing rounds and supervision frequently to check client status. Request specialties consultation to reevaluate client symptoms.
2- Secondary: Administering medications ordered for BPH and Glaucoma, to decrease uncomfortable symptoms. Exploring anxiety and irritability triggers and decreasing episode frequencies. Allowing that client to verbalize feelings: fears, anger, and desires to provide adequate symptoms treatment and support. Allowing family to visit resident to provide support. Providing adequate support system when assisting client necessities.
3- Tertiary: Reeducation, maintain the highest client wellness, achieiving goals in order to maintain the client stability and avoid fall.
**Reconstitution** started after identification of stressors breaking client lines of defense, appropriate Nursing interventions focus on retaining or maintaining system stability with the application of primary, secondary and tertiary interventions in attempt to restore or maintain the stability of the client system.
Through the
**Nursing Application of NSM** is possible to achieve goals:
1-
**Nursing Diagnosis -** Based on this assessment of stressors and physiological and psychological findings, the nursing diagnosis of actual or perceived threat to variance in wellness was disturbance due to decrease in vision, urinary urgency, anxiousness. The nurse and patient reviewed the diagnosis and negotiated goals.
2-
**Nursing Goals -** The expected outcome is that the patient will verbalize acceptance of the idea of his vision loss, and decrease autonomy.
3-
**Nursing Outcomes** – Primary and secondary planned interventions are done with a nurse to explore the patient’s feelings about diagnosis, symptoms and meaning the disease has and modifications of expectations and activities. The nurse evaluated the goals after applying the interventions. The patient developed a therapeutic relationship with nurses. The patient openly shared and displayed feelings with nurses, expressed fears, anxiety. The nurses will work with patient to establish long term goals that relate to the adjustment of having a serious illness with an uncertain impact in his wellness.
NSM is an efficient tool used to evaluate systems interactions, and prevent client injuries. Health staffing can identify fall risk factors, same as, the stressors interactions breaking the defense lines of the body. The Model application can be useful not only in the primary prevention when the fall problem did not take place, and it is possible to reinforce the flexible line of defense, but even in secondary prevention to assist in the system restoration, and in the tertiary to maintain stability in order to avoid more damage in the progression to body equilibrium. I can conclude, with this study case example, that we can successfully apply the NSM in order to provide fall precaution and prevention.
**References**
Koolhaas JM et al. (2011). Stress revisited: a critical evaluation of the stress concept. Neuroscience & Biobehavioral Reviews, 35 (5): 1291–1301
Lazarus R S and Folkman S (1984) Stress, Appraisal and Coping. New York, Springer
Schneiderman N, Ironson G & Siegel SD (2005). Stress and Health: Psychological, Behavioral, and Biological Determinants. Annual Review of Clinical Psychology, Vol. 1: 607-628
Thoits, P. A. (1994). Stressors and problem-solving: The individual as psychological activist. Journal of Health and Social Behavior, 35(2) 143-160
University of Kansas Medical Center: Concept Analysis Tutorial "Journal of Advanced Nursing"; Rethinking Concept Analysis; M. Risjord; 2009
Ume-Nwagbo, P. N., DeWan, S. A., & Lowry, Lois W. (2006). Using the Neuman Systems Model for Best Practices. Nursing Science Quarterly, 19 (1), 31-35
**image1.jpeg**
**## Conceptanalysispaper.docx**
**Module 3:**
**_Concept Analysis Paper_**
Choose a terminology related to the health area (Nursing), and develop the concept analysis step by step, following the
[example guide in the attachment](https://agmu.instructure.com/courses/44901/files/11527947?wrap=1) [Download example guide in the attachment](https://agmu.instructure.com/courses/44901/files/11527947/download?download_frd=1).
Contribute a minimum of 4 pages (excluding title page and references page). It should include at least 3 academic sources, formatted and cited in APA.
Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism.
**## GUIA11.docx**
**CONCEPT ANALYSIS**
I select the word:
**Stressor** for my Concept Analysis Paper Project from Betty Neuman’ System Model. A concept analysis paper for nursing involves conducting a literature review, identifying the key characteristics or attributes of the concept, identifying its antecedents and consequences and apply them to a model case.
**Introduction**
The exposure to stressful situations is the most common human experiences, the severity of these situations, many times unexpected, elicits a stress response. The impact of stress is different from one individual to other. The various types of emotional, physical, social, and spiritual responses that a person has to stress are set in close relation by stress hormones. Anything that poses a challenge or a threat to our wellbeing is a stress. Some stresses get you going and they are good for you, however, when the stresses undermine both our mental and physical health they are bad. In this Concept Analysis Paper, I will be focusing on stress that is bad for us.
**Stressor Self Concept**
The term stress, from my perspective, better describe a disruption of the harmony or equilibrium cause by a stimulus, phenomenon or event that trigger a response: emotional, physical, mental or spiritual. Stress can be a positive or negative response, as a consequence of a stimulus. Every response is different and unique, even in from of the same stimulus. The stressor sources vary from internal and external.
**Related Words**
**Literature Review**
**Psychology Definition of Stress:**
Stress refers to the emotional and physiological reactions experienced when an individual confronts a situation in which the demands go beyond their coping resources.
**Medical Definition of Stress:**
In a medical or biological context stress is a physical, mental, or emotional factor that causes bodily or mental tension. Stresses can be external (from the environment, psychological, or social situations) or internal (illness, or from a medical procedure).
**Definition of stress by Merriam-Webster Dictionary:**
Stress is a constraining force or influence: such as
a: a force exerted when one body or body part presses on, pulls on, pushes against, or tends to compress or twist another body or body part; especially: the intensity of this mutual force commonly expressed in pounds per square inch
b: the deformation caused in a body by such a force
c: a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in disease causation
d: a state resulting from a stress; especially: one of bodily or mental tension resulting from factors that tend to alter an existent equilibrium.
e: strain, pressure <the environment is under stress to the point of collapse.
**Chemical Definition of stressor:**
A substance that forces change, usually damage, on living organisms or ecosystems, or reduces their ability to cope with environmental changes. This occurs when the substance is released unplanned and unwanted into an
[environment](http://thelawdictionary.org/environment/).
| | |
| — | — |
| | |
| | |
| — | — |
| | |
Stress is a dynamic process, a review of the literature revealed a variety of disciplines that utilize the term stress. The majority of the literature was found in the disciplines of psychology and medicine.
**Identify Key Characters**
1- Coping mechanism.
2- Adaptive response.
3- Problem solving.
4- Physical and mental equilibrium.
5- Self-esteem.
6- Interpersonal relationships.
7- Response to challenge.
8- Self-efficacy.
**Identify Antecedents and Consequences**
Stress is a multiplicative function of perceived consequences and the degree of disparity between perceived demand and perceived ability to face it.
**Antecedents:**
The significant antecedent of stress is individual's perception of a situation.
1- Deficient development of psychological coping mechanism to confront stressful situations.
2- Unable to acquire the maximum effective adaptive response to deal with complex and unexpected circumstances.
3- Inability to improve the capacity to solve difficult situations stablishing strategies.
4- Impediment to keep an adequate mental and physical balance for health adjustment.
5- Decrease of self-perception, self-image, confidence and abilities to react
6- Inconsistent and negative relationships as support system.
7- Incapacity to face challenges properly.
8- Personal incompetence, negativism, demotivation and pessimism to deal with demanding issues.
**Consequences:**
The significant outcomes or consequences of stress are effective coping, mastery, and positive adaptation.
1- Ineffective coping mechanism.
2- Insufficient adaptive response.
3- Unsuccessful problem solving.
4- Disturbances of physical and mental equilibrium.
5- Self-esteem problems.
6- Inability to stablish interpersonal relationships as support system.
7- Inadequate response to challenge.
8- Incompetent Self-efficacy.
**Concept Analysis Model Conclusion**
Fall Risk is a recurrent problem in the Home Health setting, physical, psychological, and cost related connotations are the most significant. This problem see under Betty Neuman’s System Model (NSM) can be prevented. NSM uses primary, secondary, as well as tertiary prevention mechanisms for maintenance, attainment, and retention for optimal patient system wellness. The Model incorporated both the individual and the environment in determining client safety. Neuman’s Model is holistic, universal, comprehensive, and flexible system. Its primary objective is concentrate on the client response system, as a core, towards the potential or actual environment stressors. When the client core structure is broken by stressors the normal defense line, which represent client wellness or adaptation state, is invade compromising the client equilibrium.
**Study Case:**
Mr. S. is a male client, 70 years/old, admitted to the facility 3 days ago from the Hospital. His PMH: HTN, BPH, Glaucoma, and Vascular Dementia. Client is in normal weight range, no history of alcohol, drug abuse or smoking. Client was considered high risk for falling after assessment, and measures were instituted for falling precaution. Mr. S. complains of urinary urgency due to BPH besides his regular treatment, besides of Glaucoma his vision is poor and he is despair, yelling, irritable, and anxious to find the call light when need to call for assistance, as a consequence he was seen going to the bathroom without supervision and assistance.
Based on NSM,
**stressors** found to promote fall:
1- Intra-personal stressors: urinary urgency, anxiety, and poor vision.
2- Inter-personal stressor: Feel irritable and anxious when need to call for assistance and is unable to see the call light. Lack of social, and family usual support.
3- Extra-personal stressor: Change to a new place, and lack of the confidence family support for his necessities.
Mr. S. was invaded in too short time for multiples stressors (describe above) which penetrates his
**lines of defenses**, the system integrity was not maintained, and a variance for wellness occurred with the risk for falling, and injury.
**Prevention**:
1- Primary: Education provide to a client to call for assistance when feel urinary urgency and bathroom necessities leaving the call light within client reach. Providing staffing rounds and supervision frequently to check client status. Request specialties consultation to reevaluate client symptoms.
2- Secondary: Administering medications ordered for BPH and Glaucoma, to decrease uncomfortable symptoms. Exploring anxiety and irritability triggers and decreasing episode frequencies. Allowing that client to verbalize feelings: fears, anger, and desires to provide adequate symptoms treatment and support. Allowing family to visit resident to provide support. Providing adequate support system when assisting client necessities.
3- Tertiary: Reeducation, maintain the highest client wellness, achieiving goals in order to maintain the client stability and avoid fall.
**Reconstitution** started after identification of stressors breaking client lines of defense, appropriate Nursing interventions focus on retaining or maintaining system stability with the application of primary, secondary and tertiary interventions in attempt to restore or maintain the stability of the client system.
Through the
**Nursing Application of NSM** is possible to achieve goals:
1-
**Nursing Diagnosis -** Based on this assessment of stressors and physiological and psychological findings, the nursing diagnosis of actual or perceived threat to variance in wellness was disturbance due to decrease in vision, urinary urgency, anxiousness. The nurse and patient reviewed the diagnosis and negotiated goals.
2-
**Nursing Goals -** The expected outcome is that the patient will verbalize acceptance of the idea of his vision loss, and decrease autonomy.
3-
**Nursing Outcomes** – Primary and secondary planned interventions are done with a nurse to explore the patient’s feelings about diagnosis, symptoms and meaning the disease has and modifications of expectations and activities. The nurse evaluated the goals after applying the interventions. The patient developed a therapeutic relationship with nurses. The patient openly shared and displayed feelings with nurses, expressed fears, anxiety. The nurses will work with patient to establish long term goals that relate to the adjustment of having a serious illness with an uncertain impact in his wellness.
NSM is an efficient tool used to evaluate systems interactions, and prevent client injuries. Health staffing can identify fall risk factors, same as, the stressors interactions breaking the defense lines of the body. The Model application can be useful not only in the primary prevention when the fall problem did not take place, and it is possible to reinforce the flexible line of defense, but even in secondary prevention to assist in the system restoration, and in the tertiary to maintain stability in order to avoid more damage in the progression to body equilibrium. I can conclude, with this study case example, that we can successfully apply the NSM in order to provide fall precaution and prevention.
**References**
Koolhaas JM et al. (2011). Stress revisited: a critical evaluation of the stress concept. Neuroscience & Biobehavioral Reviews, 35 (5): 1291–1301
Lazarus R S and Folkman S (1984) Stress, Appraisal and Coping. New York, Springer
Schneiderman N, Ironson G & Siegel SD (2005). Stress and Health: Psychological, Behavioral, and Biological Determinants. Annual Review of Clinical Psychology, Vol. 1: 607-628
Thoits, P. A. (1994). Stressors and problem-solving: The individual as psychological activist. Journal of Health and Social Behavior, 35(2) 143-160
University of Kansas Medical Center: Concept Analysis Tutorial "Journal of Advanced Nursing"; Rethinking Concept Analysis; M. Risjord; 2009
Ume-Nwagbo, P. N., DeWan, S. A., & Lowry, Lois W. (2006). Using the Neuman Systems Model for Best Practices. Nursing Science Quarterly, 19 (1), 31-35
**image1.jpeg**
**## Conceptanalysispaper.docx**
**Module 3:**
**_Concept Analysis Paper_**
Choose a terminology related to the health area (Nursing), and develop the concept analysis step by step, following the
[example guide in the attachment](https://agmu.instructure.com/courses/44901/files/11527947?wrap=1) [Download example guide in the attachment](https://agmu.instructure.com/courses/44901/files/11527947/download?download_frd=1).
Contribute a minimum of 4 pages (excluding title page and references page). It should include at least 3 academic sources, formatted and cited in APA.
Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.
**Submission Instructions:**
· Submit your assignment by 11:59 PM Eastern on Sunday.
· Review the rubric to determine how your assignment will be graded.
· Your assignment will be run through Turnitin to check for plagiarism.
**## GUIA11.docx**
**CONCEPT ANALYSIS**
I select the word:
**Stressor** for my Concept Analysis Paper Project from Betty Neuman’ System Model. A concept analysis paper for nursing involves conducting a literature review, identifying the key characteristics or attributes of the concept, identifying its antecedents and consequences and apply them to a model case.
**Introduction**
The exposure to stressful situations is the most common human experiences, the severity of these situations, many times unexpected, elicits a stress response. The impact of stress is different from one individual to other. The various types of emotional, physical, social, and spiritual responses that a person has to stress are set in close relation by stress hormones. Anything that poses a challenge or a threat to our wellbeing is a stress. Some stresses get you going and they are good for you, however, when the stresses undermine both our mental and physical health they are bad. In this Concept Analysis Paper, I will be focusing on stress that is bad for us.
**Stressor Self Concept**
The term stress, from my perspective, better describe a disruption of the harmony or equilibrium cause by a stimulus, phenomenon or event that trigger a response: emotional, physical, mental or spiritual. Stress can be a positive or negative response, as a consequence of a stimulus. Every response is different and unique, even in from of the same stimulus. The stressor sources vary from internal and external.
**Related Words**
**Literature Review**
**Psychology Definition of Stress:**
Stress refers to the emotional and physiological reactions experienced when an individual confronts a situation in which the demands go beyond their coping resources.
**Medical Definition of Stress:**
In a medical or biological context stress is a physical, mental, or emotional factor that causes bodily or mental tension. Stresses can be external (from the environment, psychological, or social situations) or internal (illness, or from a medical procedure).
**Definition of stress by Merriam-Webster Dictionary:**
Stress is a constraining force or influence: such as
a: a force exerted when one body or body part presses on, pulls on, pushes against, or tends to compress or twist another body or body part; especially: the intensity of this mutual force commonly expressed in pounds per square inch
b: the deformation caused in a body by such a force
c: a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in disease causation
d: a state resulting from a stress; especially: one of bodily or mental tension resulting from factors that tend to alter an existent equilibrium.
e: strain, pressure <the environment is under stress to the point of collapse.
**Chemical Definition of stressor:**
A substance that forces change, usually damage, on living organisms or ecosystems, or reduces their ability to cope with environmental changes. This occurs when the substance is released unplanned and unwanted into an
[environment](http://thelawdictionary.org/environment/).
| | |
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Stress is a dynamic process, a review of the literature revealed a variety of disciplines that utilize the term stress. The majority of the literature was found in the disciplines of psychology and medicine.
**Identify Key Characters**
1- Coping mechanism.
2- Adaptive response.
3- Problem solving.
4- Physical and mental equilibrium.
5- Self-esteem.
6- Interpersonal relationships.
7- Response to challenge.
8- Self-efficacy.
**Identify Antecedents and Consequences**
Stress is a multiplicative function of perceived consequences and the degree of disparity between perceived demand and perceived ability to face it.
**Antecedents:**
The significant antecedent of stress is individual's perception of a situation.
1- Deficient development of psychological coping mechanism to confront stressful situations.
2- Unable to acquire the maximum effective adaptive response to deal with complex and unexpected circumstances.
3- Inability to improve the capacity to solve difficult situations stablishing strategies.
4- Impediment to keep an adequate mental and physical balance for health adjustment.
5- Decrease of self-perception, self-image, confidence and abilities to react
6- Inconsistent and negative relationships as support system.
7- Incapacity to face challenges properly.
8- Personal incompetence, negativism, demotivation and pessimism to deal with demanding issues.
**Consequences:**
The significant outcomes or consequences of stress are effective coping, mastery, and positive adaptation.
1- Ineffective coping mechanism.
2- Insufficient adaptive response.
3- Unsuccessful problem solving.
4- Disturbances of physical and mental equilibrium.
5- Self-esteem problems.
6- Inability to stablish interpersonal relationships as support system.
7- Inadequate response to challenge.
8- Incompetent Self-efficacy.
**Concept Analysis Model Conclusion**
Fall Risk is a recurrent problem in the Home Health setting, physical, psychological, and cost related connotations are the most significant. This problem see under Betty Neuman’s System Model (NSM) can be prevented. NSM uses primary, secondary, as well as tertiary prevention mechanisms for maintenance, attainment, and retention for optimal patient system wellness. The Model incorporated both the individual and the environment in determining client safety. Neuman’s Model is holistic, universal, comprehensive, and flexible system. Its primary objective is concentrate on the client response system, as a core, towards the potential or actual environment stressors. When the client core structure is broken by stressors the normal defense line, which represent client wellness or adaptation state, is invade compromising the client equilibrium.
**Study Case:**
Mr. S. is a male client, 70 years/old, admitted to the facility 3 days ago from the Hospital. His PMH: HTN, BPH, Glaucoma, and Vascular Dementia. Client is in normal weight range, no history of alcohol, drug abuse or smoking. Client was considered high risk for falling after assessment, and measures were instituted for falling precaution. Mr. S. complains of urinary urgency due to BPH besides his regular treatment, besides of Glaucoma his vision is poor and he is despair, yelling, irritable, and anxious to find the call light when need to call for assistance, as a consequence he was seen going to the bathroom without supervision and assistance.
Based on NSM,
**stressors** found to promote fall:
1- Intra-personal stressors: urinary urgency, anxiety, and poor vision.
2- Inter-personal stressor: Feel irritable and anxious when need to call for assistance and is unable to see the call light. Lack of social, and family usual support.
3- Extra-personal stressor: Change to a new place, and lack of the confidence family support for his necessities.
Mr. S. was invaded in too short time for multiples stressors (describe above) which penetrates his
**lines of defenses**, the system integrity was not maintained, and a variance for wellness occurred with the risk for falling, and injury.
**Prevention**:
1- Primary: Education provide to a client to call for assistance when feel urinary urgency and bathroom necessities leaving the call light within client reach. Providing staffing rounds and supervision frequently to check client status. Request specialties consultation to reevaluate client symptoms.
2- Secondary: Administering medications ordered for BPH and Glaucoma, to decrease uncomfortable symptoms. Exploring anxiety and irritability triggers and decreasing episode frequencies. Allowing that client to verbalize feelings: fears, anger, and desires to provide adequate symptoms treatment and support. Allowing family to visit resident to provide support. Providing adequate support system when assisting client necessities.
3- Tertiary: Reeducation, maintain the highest client wellness, achieiving goals in order to maintain the client stability and avoid fall.
**Reconstitution** started after identification of stressors breaking client lines of defense, appropriate Nursing interventions focus on retaining or maintaining system stability with the application of primary, secondary and tertiary interventions in attempt to restore or maintain the stability of the client system.
Through the
**Nursing Application of NSM** is possible to achieve goals:
1-
**Nursing Diagnosis -** Based on this assessment of stressors and physiological and psychological findings, the nursing diagnosis of actual or perceived threat to variance in wellness was disturbance due to decrease in vision, urinary urgency, anxiousness. The nurse and patient reviewed the diagnosis and negotiated goals.
2-
**Nursing Goals -** The expected outcome is that the patient will verbalize acceptance of the idea of his vision loss, and decrease autonomy.
3-
**Nursing Outcomes** – Primary and secondary planned interventions are done with a nurse to explore the patient’s feelings about diagnosis, symptoms and meaning the disease has and modifications of expectations and activities. The nurse evaluated the goals after applying the interventions. The patient developed a therapeutic relationship with nurses. The patient openly shared and displayed feelings with nurses, expressed fears, anxiety. The nurses will work with patient to establish long term goals that relate to the adjustment of having a serious illness with an uncertain impact in his wellness.
NSM is an efficient tool used to evaluate systems interactions, and prevent client injuries. Health staffing can identify fall risk factors, same as, the stressors interactions breaking the defense lines of the body. The Model application can be useful not only in the primary prevention when the fall problem did not take place, and it is possible to reinforce the flexible line of defense, but even in secondary prevention to assist in the system restoration, and in the tertiary to maintain stability in order to avoid more damage in the progression to body equilibrium. I can conclude, with this study case example, that we can successfully apply the NSM in order to provide fall precaution and prevention.
**References**
Koolhaas JM et al. (2011). Stress revisited: a critical evaluation of the stress concept. Neuroscience & Biobehavioral Reviews, 35 (5): 1291–1301
Lazarus R S and Folkman S (1984) Stress, Appraisal and Coping. New York, Springer
Schneiderman N, Ironson G & Siegel SD (2005). Stress and Health: Psychological, Behavioral, and Biological Determinants. Annual Review of Clinical Psychology, Vol. 1: 607-628
Thoits, P. A. (1994). Stressors and problem-solving: The individual as psychological activist. Journal of Health and Social Behavior, 35(2) 143-160
University of Kansas Medical Center: Concept Analysis Tutorial "Journal of Advanced Nursing"; Rethinking Concept Analysis; M. Risjord; 2009
Ume-Nwagbo, P. N., DeWan, S. A., & Lowry, Lois W. (2006). Using the Neuman Systems Model for Best Practices. Nursing Science Quarterly, 19 (1), 31-35
**image1.jpeg**
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